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We all know technology can be a powerful teaching tool.

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We all know technology can be a powerful teaching tool.

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https://padlet.com/orkelm/technology

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“School is short, and life is long, and a quality curriculum ought to help students become people who can live literate lives beyond school.” Randy Bomer

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“School is short, and life is long, and a quality curriculum ought to help students become people who can live literate lives beyond school.” Randy Bomer

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❝If you talk to a man in a language he understands, that goes to his head. If you talk to him in his own language, that goes to his heart.❞
‒Nelson Mandela

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https://pathbrite.com/#maker
The proffesor talks about how he uses for (LESCANT):
Language
Enviroment
Social Organization
Context
Authority
Non-Verbal communication
Time

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https://coggle.it/

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https://app.nearpod.com/home
Today I used this resource in class and was a hit. My audience was a group of students of the Language Arts course. I create a presentation with some questions (previously posted by one of the students), so they can answer and see other responses, then we discuss as a group. Because it was my first time using the tool I  thought that for the next occasion:
- It is opportune to visualize the content as the students will see it, so you can anticipate their struggles using the tool.
- Activities should be linked to class content to avoid activism.
- It is good practice before.

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https://www.tes.com/lessons/new

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Article N.1:                               Blog Posts and traditional assignments by first and second-language writers

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Article N.1:                               Blog Posts and traditional assignments by first and second-language writers

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http://llt.msu.edu/issues/june2017/v21n2.pdf

Summary-reaction:
Este artículo me parece útil porque actualmente colaboro con una clase acerca de los talleres de escritura para maestros bilingues y he descubierto que muchos estudiantes quienes no tienen el español como su primer idioma son mas reticentes a participar en la clase. Este artículo investiga las diferencias en las características lingüísticas y discursivas de los blogs y presentaciones académicas tradicionales que han sido producidas por estudiantes que tienen el inglés como lengua materna (L1) y quienes tienen un avanzado uso de la misma. (L2)
Como gran resultado esta investigación encontró que las asignaciones tradicionales del curso eran más formales, léxicamente sofisticadas y
sintácticamente complejas. Por otro lado, las entradas del blog contenían más redundancia semántica y situacional, no obstante eran más amenas.

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Communication and mass media .
- Linguistics and language behavior abstracts.
- Link para la Bibliotecaria Educacion: http://guides.lib.utexas.edu/education
- En EBSCO:
- Ad a * to catch more definitions.
- n2 (near two)
- Reports can be used to problematize.
-Brake research into pieces
-Get a scan.
- Sigh in EBSCO to save.
- http://sk.sagepub.com/

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HelloTalk Free! (We are going to use it one day)

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HelloTalk Free! (We are going to use it one day)

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https://www.hellotalk.com/ut

You can choose people according to their profile, interests, etc.

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https://padlet.com/cejudo/ILA386

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https://padlet.com/rubi164/ILA386

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https://padlet.com/amarchi/ILA386

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https://kahoot.com/
-Includes youtube video very well.
- You need to create an account.
https://b.socrative.com/login/teacher/#register/account
- A good way to engage all students. - Its interesting to know where do you sit whit the rest of the group.

- Spanish Proficiency Test (can be useful for the Bilingual Teachers).

https://www.transparent.com/learn-spanish/proficiency-test.html

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https://edpuzzle.com/

The easiest way to engage your students with videos pick a video, add your magical touch and track your students' understanding.

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https://itunes.apple.com/us/app/mango-languages/id443516516?mt=8

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The benefits of a bilingual brain - Mia Nacamulli

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Watch now: Blackademics TV | Blakes / Adair / Staples | KLRU-TV, Austin PBS Video

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A Hip Hop educator talks about student agency under teacher mentorship; An early childhood educator on raising anti-racist kids; An educational anthropologist talks about deeper self-love and self-care. Talks by Bavu Blakes, Jennifer Adair and Jeanine Staples. Watch online: Blakes / Adair / Staples from Blackademics TV.

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Create an account.
You can add subtitles and adjust it.
https://www.youtube.com/channel/UCWFBksW8sBC1WAqoXGefxUA?view_as=subscriber

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Loris Malaguzzi co-founder of Reggio Emilia.
Exhibit: Hundred languages of Children travelling exhibits (http://www.thewonderoflearning.com/exhibition/?lang=en_GB)
Agency and freedom.
Revisar: A pedagogy of listening (Carlina Rinaldi).

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http://www.pz.harvard.edu/

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https://coggle.it/diagram/WdwomzONpAABMvqE

I ask my students from the Spanish Language Methods to hear their recordings about chapter 6-7 of the Book Burro Genio and try to identify at least one mistake in the pronunciation and then share with the class what they found out. One of the students assigned a color code, and later the rest followed him.
I think that coggle was an interactive and visual way to share about their pronunciation mistakes, working collaborative help the other learn about others.

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https://www.memrise.com/app/

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1. Article:
Mobile-assisted narrative writing practice for young English language learners from a funds of knowledge approach.
2. Citation:
Chen, Y., Carger, C. L., & Smith, T. J. (2017). Mobile-assisted narrative writing practice for young English language learners from funds of knowledge approach. Language Learning & Technology, 21(1), 28–41. Retrieved from
http://llt.msu.edu/issues/february2017/chencargersmith.pdf
3. Summary-reaction:
I choose this article because addresses significant themes that lately I have been more interested. These two topics are writing practices in ESL students, funds of knowledge approach and mobile technologies.
In the study, during four weeks the researchers implemented an instrumental case study using funds of knowledge to investigate the learning effects of scaffolding two (among five participants) ELLs’ narrative writing skills while using an iPad and a digital handwriting app. The research has three stages:
First to identify the Funds of Knowledge each ELL’s family was interviewed. In a second phase, the participants completed one pre-essay using pen and paper. One week later, they use an iPad2 and Penultimate for scaffolding they use a free digital writing app.
The research findings showed that ELLs’ learning motivation and quality of narrative writing abilities improve through the utilization of technology. I believe that this study reaffirms the role and importance of incorporating technology in second language teaching. As a person who is also experiencing the fact of studying in a second language, I have encountered that technology is a great ally for giving confidence to ourselves.

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I used as a way to asses one of the weekly readings that the students need to do. My primary intention was to model new technology to preservice teachers so that they can apply one of those in the future.

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Transform a class in a Bilingual one.
Interaction.
Back to school night.
Teach your roomate

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1. Article:
Mobile English vocabulary learning based on concept-mapping strategy.
2. Citation:
Liu, P. L. (2016). Mobile English vocabulary learning based on concept mapping strategy. Language Learning & Technology, 20(1), 128–140. Retrieved from
http://llt.msu.edu/issues/october2016/liu.pdf
3. Summary-Reaction:
I choose this article because as an English Language Learner I still struggling in learning and managing new vocabulary. Also, I think that most of the language learners genuinely believe that vocabulary knowledge is one of the most crucial elements in foreign language performance, particularly in academic settings.
In this research, the primary goal was to examine the effects of integrating concept mapping with instant messaging on memory retention by using mobile phones for EFL college students.
The researcher used a quasi-experimental design in this study. Participants (N = 100) were randomly assigned to two groups, and both teams received vocabulary lessons via IM. The difference between the treatment groups was the IM learning strategies, which were the concept-mapping strategy (n = 50) and
text-only strategy (n = 50).
The study found that students who learned using the traditional instruction with the SMS text-only approach showed a significant decrease in the scores on their delayed post-test compared to those who learned through the
MMS concept-mapping approach. Although students might be interested in using mobile devices to learn, mobile learning performance is not efficient in the long term without practical strategies to assist a student
learning.

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1. Article:
Autonomous learning through task-based instruction in fully online language courses.

2. Citation:
Lee, L. (2016). Autonomous learning through task-based instruction in fully online language courses. Language Learning & Technology, 20(2), 81–97. Retrieved from http://llt.msu.edu/issues/june2016/lee.pdf
3. Summary-Reaction:
The article that I choose this week talks about a study which investigated the affordances for autonomous learning in a fully online learning
environment. The study was set up using two fully online sections of a second semester beginning Spanish course. 48 students participated in the study. All participants were native speakers of English and they
had a basic knowledge of Spanish vocabulary and structures.
I found very interesting that the study demonstrates
that learner autonomy was fostered involving the implementation various types of CMC tasks and digital tools.  teacher scaffolding through
modeling and timely feedback affected student self-regulated efforts in online learning.
Talking about research: Being conservative in the claims you made.

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1. Readlang: you can have an account.
Keep your words tracked.
Flashcards.

2. Glosbe:
3. Lingro:

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à tes souhaites

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Last week we talked about Reading Tools. I founded the software Readlang very usefully, so I decided that besides of sharing the existence of that software use it to enrich my language learning project.
During the last week I have been using it for immediate translation while I am reading, but once I start to explore, I found out that a lot of people recommended it to learn a language by reading. To take a more profound advantage of the software, I watched a tutorial video (https://youtu.be/ntVQ2L5s6FI), and I found new possibilities for example that the browser extensions allow reading or importing any digital text, that's very useful.
I discovered that the rapid translation of the words allowed me to be immersed -less distracted- in the reading.
I also have been trying the library with public texts in French to work my reading comprehension skills. I think that the interface design helps me to concentrate and focus on the reading comprehension. Even when I have been using this software a lot, I do not think that you can learn a second language just by using this tool. Reading about the creator of this software I validate the theory that you learn another language through the mechanism that matches your beliefs and personal taste about second language acquisition and learning styles.

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- Extra material. Independent of the textbook.
- Language and sound included.
- Chunk of language repeated many times.
- Real content.
- Bill VanPatten (http://www.teawithbvp.com/)
- Línguadagente

https://linguadagente.coerll.utexas.edu/

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Français interactif:
http://www.laits.utexas.edu/fi/page/about-us
Coffee Break French:

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Article N.4:                               

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Article N.4:                               

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1. Article:
Language learning through social networks: perceptions and reality.
2. Citation:
Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning
through social networks: Perceptions and reality. Language Learning & Technology,
20(1), 124–147. Retrieved from
http://llt.msu.edu/issues/february2016/linwarschauerblake.pdf

3. Summary-reaction:
For this week assignment I choose an article about Language learning through social networks. I have always been an opposer of social networks so I was curious about the uses for second language learning.
This study investigated learners’ attitudes, usage, and progress
in a major Language learning social network sites (LLSNS ) through a survey of 4,174 as well as 20 individual case studies.
The study found that LLSNSs appear to create a natural environment in which users can learn and practice languages, while further including specific language-learning components.
Data showed greater perceived progress in listening and
speaking than in reading and writing.
They also found that improvements found in perceived self-confidence and motivation may be attributable to the participants’ access to and ability to communicate with native speakers of their target language (Kramsch, A'Ness, & Lam, 2000).
https://www.hellolingo.com/livemocha

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Technology Assignment 5: Self-Paced Applications  

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Technology Assignment 5: Self-Paced Applications  

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Podcast: Learn French by Podcast
I have been exploring many different podcasts to find one that can support my French learning process. The main site that I have been using is called Learn French by Podcast, this site offers free audio episodes, you can also have the transcripts, but the problem is that those PDF guides which accompany each lesson cost 1  Credit (which is the equivalent of $1).
I have been listening to the podcast while biking for going to Campus or when I work out, I have found myself repeating some words or practicing pronunciation, however, I noticed that when I tried to remember what I have listened before I cant. I am aware that I have a graphic mind and to retain something I need to see it. I was reflecting on the metacognitive factors that influence the acquisition of a second language, and I know that I  tend to choose learning strategies that are consistent with my beliefs about language learning. For the moment I think that hearing the podcast at least train and acclimate my brain to a new accent, so I found it helpful.

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http://capl.washjeff.edu/index.php

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https://lyricstraining.com/fr/

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https://www.wordclouds.com/?yygpKbDS18.Uy8xNLy3SS87P1Y9MTC.OTi3UK8hLBwA

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https://babadum.com/

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https://forvo.com

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https://www.chatzy.com/

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https://www.remind.com/

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https://letsrecap.com/
Recap is question-led chat tool augmented by the power of video that makes it easier to start deeper, more empowering discussions with students and teachers.

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https://www.symbaloo.com/home/mix/13eP29aBMO

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https://info.flipgrid.com/

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https://itunes.apple.com/us/app/wordbrain/id708600202?mt=8