FLANG+302+Assignments+Winter+2018

// This page contains daily homework assignments from Dr. Cherice Montgomery's FLANG 302 Biliteracy Development in Dual Language Immersion Classrooms course offered in Winter 2018. //toc

=4-21-18=


 * 1)** **Prepare to demonstrate (not just explain) a 10-minute segment of your lesson on the day of the final exam. (Alternatively, you can teach the entire lesson at an accelerated rate.)**

Your teaching demo will be evaluated according to the following criteria: a) Does the teacher capture and maintain learners' **attention** throughout the demo? b) Is the demo clearly **contextualized** in culture and academic content? c) Does the teacher purposefully build on learners' **prior knowledge and experiences** throughout the demo? d) Does the teacher use a variety of strategies to make oral and textual **input comprehensible** to learners throughout the demo? f) Does the teacher **INTERACTIVELY engage** learners with language, academic content, and the text throughout the demo? g) Does the teacher provide clear, step-by-step **instructions, models, and examples**? h) Are tasks adequately and appropriately **scaffolded**? i) Are the **targeted academic vocabulary and language structures** clearly identifiable and evident in the **counterbalance principles** applied throughout the demo?


 * 2) Study for the final exam (pay particular attention to the terms on the first page):**



=4-18-18=


 * 0) Complete the BYU Course Evaluation for this course online.**


 * 1) Skim Beeman & Urow, Ch. 9 in preparation for bottom-up portions of your lesson.**


 * 2) Prepare a final copy of your literacy lesson plan using this template:**

Your lesson should: a) Be based on the literacy curriculum/materials from your field experience school. b) Be culturally contextualized. c) Identify a language objective and a content objective appropriate for the grade level you teach. d) Include: e) Be printed so you can turn in a hard copy to Dr. M. today.
 * Both top down and bottom up reading strategies
 * Pre-reading activity
 * During reading activity
 * Post-reading activity
 * Counterbalance activity
 * Writing activity

Your lesson will be evaluated according to the following criteria: a) Does the lesson capture learners' attention? b) Is the literacy portion of the lesson contextualized in (or carefully connected to) culture and academic content? c) Does the lesson activate prior knowledge and experiences? d) Does the lesson build conceptual knowledge and oracy? e) Does the lesson make the text comprehensible to learners? f) Does the lesson INTERACTIVELY engage learners with both meaning AND form? g) Does the lesson use principles of counterbalance theory to help learners notice, identify, and practice targeted language patterns? h) Does the lesson provide learners with opportunities for interpersonal communication? i) Does the lesson develop learners' writing skills?


 * 3) Prepare to demonstrate (not just explain) a 10-minute segment of your lesson on the day of the final exam. (Alternatively, you can teach the entire lesson at an accelerated rate.)**

Your teaching demo will be evaluated according to the following criteria: a) Does the teacher capture and maintain learners' **attention** throughout the demo? b) Is the demo clearly **contextualized** in culture and academic content? c) Does the teacher purposefully build on learners' **prior knowledge and experiences** throughout the demo? d) Does the teacher use a variety of strategies to make oral and textual **input comprehensible** to learners throughout the demo? f) Does the teacher **INTERACTIVELY engage** learners with language, academic content, and the text throughout the demo? g) Does the teacher provide clear, step-by-step **instructions, models, and examples**? h) Are tasks adequately and appropriately **scaffolded**? i) Are the **targeted academic vocabulary and language structures** clearly identifiable and evident in the **counterbalance principles** applied throughout the demo?

I will post a study guide for the final exam next Wed.

=4-11-18=


 * 1) Complete this reading guide for the chapter on Assessment from your reading packet. [[file:Assessment Reading Guide.docx]]**


 * 2) Review this lesson plan template from Ofelia Wade: [[file:Interconnections Template (1) (1).docx]] [[file:Blank Interconnections Template.docx]]**

a) Review the literacy curriculum and materials from your field experience school. b) Identify a language objective and a content objective appropriate for the grade level you teach. c) Develop a culturally-infused literacy lesson that includes: d) You will demonstrate (not just explain) a 10-minute segment of your lesson on the last day of class. (Alternatively, you can teach the entire lesson at an accelerated rate.) e) Don't panic, just brainstorm what you plan to do and then I will explain in class what is expected. Come to class with any questions you may have about this.
 * 3) Begin a rough draft of your literacy lesson plan. **
 * Pre-reading activity
 * During reading activity
 * Post-reading activity
 * Writing activity
 * Your lesson should include both top down and bottom up reading strategies


 * 4) These examples of fully developed DLI Spanish lessons may help:**
 * 2nd Grade -** [[file:2nd Grade Day1 Calle Lesson Exploremoselespacio-Updated May 2017 (2).docx]]


 * 4th Grade -** [[file:4th Grade Day1 Calle Lesson Elprincipesapoespinoso-Updated May 2017.docx]]


 * 6th Grade - [[file:6th Grade Day1 Calle Lesson ElregalodemamáFletcher-Updated May 2017.docx]]**


 * This template may also be useful to you: [[file:Teacher Guide.docx]]**


 * 5)** **Not required, but STRONGLY encouraged: Si**** gn up to help with [|Españolandia] from 7 a.m. to 12 p.m. on Thursday, April 19. If you don't speak Spanish, sign up to help with Registration, or you can just come and observe. **

=4-4-18=


 * Note: You do NOT need to read all of the pages in these articles--just the ones listed on the reading guides. **


 * 1) Complete this one-page reading guide on Ch. 3, Reading by Escamilla, et. al, 2014, pp. 38-50 on pp. 17-29 of the reading packet): [[file:Escamilla et al Biliteracy from the Start Literacy Squared Ch. 3 Reading Guide.docx]]**


 * 2) Complete this reading guide on Strategies-based Comprehension Instruction (Herrera, Perez, & Escamilla, 2015, Ch. 6, pp. 141-175 on pp. 35-72 of the reading packet): [[file:Reading Guide for Herrera 2015 Ch. 6 Strategies-based Comprehension Instruction.docx]]**

=3-28-18=


 * 1) Complete this reading guide for Beeman, Ch. 8 (on writing): [[file:Reading Guide for Beeman Ch. 8 & Teaching Approaches to Developing Biliterate Writing.docx]] [[file:Reading Guide for Beeman Ch. 8 & Teaching Approaches to Developing Biliterate Writing.pdf]]**


 * 2) Read Escamilla, Ch. 4, pp. 54-57 (pp. 31-34 in the packet) (on writing)**

=3-21-18=

Guest presentations on state DLI literacy program model in Spanish & Chinese from Ofelia Wade & Stacy Lyon

=3-14-18=

Guest presentations from Dr. Knell & Ellie Gallagher on bottom-up instruction in literacy lessons

=3-7-18=

a) Address an important aspect of literacy development: b) Include the following: c) Provide text/narration in English, and examples in your target language. d) Use the tool of your choice. e) Post the final video (or a link to it) below.
 * 1) Make a professional development video.**
 * a key concept (i.e., activating prior knowledge)
 * an important theory (i.e., counter-balance theory)
 * a useful strategy (i.e., language experience approach)
 * Title or Topic
 * Definition (What is it?)
 * List of Basic Steps
 * Simple example
 * Guided Review of Key Steps with Explanation (Notice that...and it was successful because....)
 * Another Example (New context or more complex example)
 * Try It! (An assignment or learning experience for the teachers)
 * Simple Summary/Debrief (Key ideas from the whole presentation)
 * [[image:Biteable.jpg link="https://biteable.com/"]]
 * [|20 Free Tools for Teachers]
 * [|Adobe Spark] or [|Adobe Premier]
 * [[image:FlipgridLogo.png width="57" height="32" link="https://info.flipgrid.com/"]]
 * [|Garage Band]
 * [[image:GoAnimateNewLogo.jpg link="https://goanimate.com/"]]
 * [[image:Moovly.JPG link="https://www.moovly.com/education"]]
 * [[image:PowToonLogo.JPG link="https://www.powtoon.com/home/"]]
 * [[image:ToufeeLogo.gif link="https://www.toufee.com/"]]
 * [|Movie Creator]
 * [|Windows MovieMaker]
 * Another video-making tool you prefer

Courtney: https://www.youtube.com/watch?v=-X89VMy44cs

Natalie https://www.youtube.com/watch?v=nK2neGt6zEk&rel=0

Nathan: https://gallery.moovly.com/video/b17b0924-b1c7-438f-8b07-1cfef0a3c79c Mikell Smith... hope this works. https://biteable.com/watch/teaching-strategy-1786104

Aisha Hayward: https://biteable.com/watch/apk-1785904

Madeline: [|Adapted Readers' Theater]

Anneliese: Fishbowl for Biliteracy

Jarumi https://www.powtoon.com/online-presentation/dNyF9MN6Xf2/?mode=movie#/

Brenda: https://www.powtoon.com/online-presentation/edFTQt5pRgK/?mode=movie#/
 * If you didn't get it done last week:**


 * 2) Find out what the language arts curriculum is in your practicum placement for your target language.**


 * 3) If possible, bring to class a copy of the curriculum framework,** **textbook, pacing guide, can do statements, and/or other materials used in your field experience placement.**


 * 4) Find out from your host teacher how they decide what to teach and how to teach it?**
 * What specific //**language arts content**// or concepts are students supposed to be learning in the target language?


 * How is that //**content**// organized/sequenced? //(i.e. Are there certain things the teacher is supposed to teach first, then second, then third, or is the teacher just supposed to teach students to read and write in the target language in general? If the latter, how does the teacher decide what to teach and how to teach it?)//


 * Is the teacher expected to teach language arts completely //**separate**// from math and science, or to //**integrate**// them?


 * What process does the teacher use to plan language arts lessons? //(i.e., Is the teacher handed scripted lessons? Is the teacher given lesson plans and just expected to create supporting materials such as PowerPoints, games, or worksheets based on them? Is the teacher given a curriculum framework or 10-day plan with a list of learning outcomes and can do statements, and then expected to generate the lesson plans? Is the teacher given a textbook and told to walk students through the various activities, page by page? Does the teacher collaborate with other grade-level teachers, or with their English partner teacher to decide on the plans?)//


 * What //**resources and materials**// are available to the teacher to accomplish this task? //(i.e., Is the teacher supposed to plan based on the Utah Core Standards? Is there a curriculum framework or pacing guide? Is the teacher supposed to use a textbook? Are there "state-approved" or "program-approved" materials the teacher is supposed to use? Is the teacher given a library of supplemental books or other materials to use?)//

=2-28-18= = =
 * 1) Find out what the language arts curriculum is in your practicum placement for your target language.**


 * 2) If possible, bring to class a copy of the curriculum framework,** **textbook, pacing guide, can do statements, and/or other materials used in your field experience placement.**


 * 3) Find out from your host teacher how they decide what to teach and how to teach it?**
 * What specific //**language arts content**// or concepts are students supposed to be learning in the target language?


 * How is that //**content**// organized/sequenced? //(i.e. Are there certain things the teacher is supposed to teach first, then second, then third, or is the teacher just supposed to teach students to read and write in the target language in general? If the latter, how does the teacher decide what to teach and how to teach it?)//


 * Is the teacher expected to teach language arts completely //**separate**// from math and science, or to //**integrate**// them?


 * What process does the teacher use to plan language arts lessons? //(i.e., Is the teacher handed scripted lessons? Is the teacher given lesson plans and just expected to create supporting materials such as PowerPoints, games, or worksheets based on them? Is the teacher given a curriculum framework or 10-day plan with a list of learning outcomes and can do statements, and then expected to generate the lesson plans? Is the teacher given a textbook and told to walk students through the various activities, page by page? Does the teacher collaborate with other grade-level teachers, or with their English partner teacher to decide on the plans?)//


 * What //**resources and materials**// are available to the teacher to accomplish this task? //(i.e., Is the teacher supposed to plan based on the Utah Core Standards? Is there a curriculum framework or pacing guide? Is the teacher supposed to use a textbook? Are there "state-approved" or "program-approved" materials the teacher is supposed to use? Is the teacher given a library of supplemental books or other materials to use?)//


 * 4) Read about the Language Experience Approach on pp. 104-106 of Beeman & Urow.**


 * 5) Watch these five videos about the Language Experience Approach:**

//**a) How does this teacher's definition and explanation of the Language Experience Approach differ from what you read?**//

[|The Language Experience Approach by Ben Michelson] (1:43) media type="youtube" key="GSGqw2te_8A" width="560" height="315"

//**b) What does the Language Experience Approach look like in action with adult language learners?**//

[|The Language Experience Approach by ESL Literacy Network] (3:53) media type="youtube" key="zAMdcyL1RRU" width="560" height="315"

//**c) What might the Language Experience Approach look like in an elementary setting?**// [|Language Experience Approach (LEA)] (5:46) media type="youtube" key="lj_PyOYl14o" width="560" height="315"


 * //d) How did each of the above teachers scaffold the activities for their learners?//**
 * (Watch 0:00-0:30, 1:43-2:45, 5:00-5:38)**

//**g) What does this teacher need to do next in order to leverage this activity to improve literacy?**//
 * //e) What "shared contextualized experience" does the teacher in the video below use?//**
 * //f) What advice would you give to help this teacher improve her scaffolding?//**

[|Language Experience Activity] (5:48) (Watch 0:00-0:30, 1:43-2:45, 5:00-5:38) media type="youtube" key="iWVufaBG1q8" width="560" height="315"

media type="youtube" key="Xa4--M9F7Kg" width="560" height="315"
 * h)** [|Strategy: Language Experience Approach by Andy Johnson] (2:52)


 * i) Think about the videos you watched:**


 * Which one did you like best?
 * Which one helped you understand the approach best?
 * Did the sequence in which I asked you to watch them influence your learning?
 * In your opinion, what would be the ideal structure for instructional videos of this type?
 * What elements should they include (i.e., title screen, definition of the concept, explanations of theoretical principles, diagrams, classroom footage, comprehension checks or self-assessment questions, captions, summaries, voiceovers, multiple examples)?
 * How should the content be structured and/or sequenced (for example: classroom example, definition, explanation)?
 * How long should they last (i.e., 1 minute, less than 3 minutes, less than 5 minutes, 15 minutes, 30 minutes, a whole class period)?
 * Should they be accompanied by any support materials (i.e., transcripts, reading guides, activity templates)?
 * What else did you notice or what other insights occurred to you as you did the homework?


 * j) Could a piece of children's literature be used as a "contextualized, shared experience?" What about a science simulation?**

=2-21-18=

a) Read the chapter. b) Choose three of the strategies listed on pp. 81-86. c) Locate a good online example of each strategy. d) Each example should be in your target language. e) If you can't find an example, you can create one. f) Post your 3 examples below. https://i.pinimg.com/originals/9f/b8/92/9fb8923a05fe8f247e25a843f220ea58.jpg ^ This is a chart with different kinds of pains and illnesses. This could be used for TPR by showing the students the pictures and making a movement to go along with the picture and the characters. https://i.pinimg.com/originals/a3/45/1c/a3451cf74dcf4a0676027e2a508c700e.jpg ^ This is for "word sort and sentence prompts." This picture shows four different categories; sour, sweet, bitter, and spicy. Students could sort foods into the different categories and I could give them sentence prompts such as "I believe... belongs to this group because..." I couldn't find an example online for my third one, but for "Concept Attainment" I could bring in several pictures of food and several non examples of food. I could sort out the food from the non examples and help my students understand the concept of food.
 * 1) Read Ch. 6 from Beeman & Urow.**
 * Courtney:**

Mikell Smith Ch. 6 STrategies Examples-- Google Doc with examples: []

https://www.powtoon.com/online-presentation/dNyF9MN6Xf2/?mode=movie#/ http://activitea.es/actividades-imprimibles/clasificar/ https://www.pinterest.com/pin/794885402954487428/ https://www.pinterest.com/pin/466896686355066923/
 * Jarumi Casiano**
 * Word Sort /Categorize words**
 * Formal & Informal**
 * Contrastive Analysis of language**

http://www.teachersnotebook.com/product/AngelicaCamargo/actions-spanish-lesson-complete-set-las-acciones
 * Nathan May**
 * Total Physical Response:** A teacher could assign actions to each of the verbs listed here.
 * Concept Attainment:**
 * Word Sort:**

Anneliese Carter
 * 1) [|Fishbowl]
 * 2) [|TPR Scripts]
 * 3) [[image:sentence frames.jpg width="79" height="62"]]Sentence frames

https://docs.google.com/document/d/1ZtfT1aYO9bxoldQ3VZZV_oZzGkRx4srd10essNq9dqg/edit?usp=sharing I like this because it has both picture and word cards depending on the students' reading level. I like all of these TPR activities, but especially the "Zootopia" one. https://www.fluentu.com/blog/educator-spanish/tpr-spanish/ And an example visual to go with the activity-
 * Natalie Wilkinson**
 * Formal and Informal Language Anchor Chart**
 * Word Sort Activity**
 * TPR**

This website has masks and ideas specific to this book, Senor Coyote y el queso. This could be a great book to use, but also the principles of making it culturally relevant, and using props/masks could be applied to other books relevant to class material as well.2. @http://www.spanishplayground.net/readers-theater-spanish-printable/ This example walks you through how to conduct a successful fishbowl with ideas of how to keep the students engaged and attentive before, during and after the discussion. Also has links to other sites with additional ideas on how to conduct a fishbowl discussion. @http://misclaseslocas.blogspot.com/2017/11/fishbowl-interpersonal-speaking-in.html This document provides guidelines for creating effective word sorts in Spanish based on vowels, syllables and sounds of consonants. @http://buildingrti.utexas.org/sites/default/files/documents/Word_sorts_sp.pdf
 * Amber Hauber**
 * 1. Adapted Reader's Theater**
 * 2. Fishbowl Activity**
 * 3. Word Sorts**

Aisha Hayward [|Fishbowl] [|Sentence Prompts] [|Culture-related movies in Spanish]

https://www.powtoon.com/online-presentation/edFTQt5pRgK/?mode=movie#/
 * Brenda Martinez:**

[|TPR] [|Formal/Informal Language Chart] [|Concept Attainment]
 * Madeline Williamson:**

a) Identify the 5 points most helpful to you. b) Create a graphic organizer to summarize them. c) Make the key info. memorable for your colleagues. d) Use the tool of your choice. (I recommend [|Canva] or [|Infogram]) e) Post a PDF of your graphic organizer below.
 * 2) Read Ch. 7 from Beeman & Urow.**

Mikell Smith... I'm still working on the whole design thing so hopefully, it is readable. :) user:cartera6 https://infogram.com/beeman-and-urow-ch-7-1h0n25d9elyj6pe user:nwilkinson14 Courtney Caina:


 * Brenda Martinez**


 * Amber Hauber:**


 * Aisha Hayward:**


 * Madeline Williamson:**


 * Nathan May:**


 * Jarumi Casiano**

=2-14-18=


 * 1) No class (so you can go to the UFLA Conference on 2-15-18).**


 * 2) Attend the UFLA Conference at Weber State on 2-15-18.**

a) Read through this assignment sheet: b) Attend at least two sessions. c) Print a hard copy of your completed conference notes form (see document above) and bring it to class.

= =

=2-7-18=

a) Read through the science materials you were given. b) Prepare the lesson and necessary materials. c) Prepare the interactive activity. d) Feel free to add things not in the lesson plan that you think would be helpful. e) You will have 10 minutes to teach an accelerated version of your lesson and activity.
 * Prepare the activity you were assigned.**
 * How will you **activate** prior knowledge and experiences?
 * How will you **build** background knowledge and oracy?
 * How will you **connect** language arts, science, and learners' lives to help them understand meaning?
 * How will you **develop** language for the content, interaction with peers, and the task?
 * How will you interactively **engage** learners throughout the lesson?

=1-31-18=

a) Look through the resources for your language. b) Skim the other pedagogical and professional resources on the page. c) Find one literacy-related activity that you like. d) Post a link to your activity directly below these instructions. e) If you don't find an activity you like, search for one. (Hint: Possible search terms might include some combination of the following: "dual language immersion" Chinese Spanish literacy fluency "word study" "reading comprehension")
 * 1) Explore the resources on the Dual Language Immersion wiki.**

//Post links here:// Nathan May: These famous quotes and phrases would be useful in any history or social science DLI instruction.

Ok, I just want to explain, this site is awesome for Chinese language reading and comprehension practice! It has news articles but breaks them down step by step. First, you read the article in English so you know the background, then it has flashcards step where you learn the vocab, watch a video of it, play a matching game with the vocab, THEN you can click on the Chinese article to read. This is a great site to utilize for homework practice or even to do in class with teams or small groups to work together? https://foreigncy.us/language-sets/?lang=zh -Mikell

Brenda Martinez: http://me-encanta-escribir.blogspot.fr/2017/03/que-estan-haciendo.html

Natalie Wilkinson http://ntic.educacion.es/w3/eos/MaterialesEducativos/mem2008/escrilandia/programa/index_flash.html

Courtney Caina Wow these sites are so awesome! This is great for students when it comes to learnig Chengyus (idioms). It tells the story behind it. http://www.chinese-tools.com/chinese/chengyu/story/51/duiniutanqin.html This is a list of chengyus with English definitions: http://academics.wellesley.edu/Chinese/Chinese_Fables/index/index.html Second this site is great for learning stroke order so that teachers can teach it correctly! http://www.zhongwen.com/shufa/index.html

Anneliese Carter: I found these Graphic Organizers for reading in Spanish. Would be a great way to integrate language into science or social studies reading! Also this archive of literacy activities with grade level specifications, could help guide your lessons and think of ways to practice and assess language in the DLI classroom.

Amber Hauber This Reading Comprehension Activity has several one-page readings in Spanish, each with a corresponding worksheet/question page to assess the student's reading comprehension. Also, all of these Graphic Organizers could be very useful for a variety of activities. They are in English, but could easily be adapted to other languages or even serve as a base for ideas of how to implement graphic organizers into lessons.

Aisha Hayward Spanish Resources is a website that has a lot of resources for Spanish reading comprehension. https://spanish-resources.com/search/reading/skill/reading

Madeline Williamson These [|News Articles] are super awesome because the reading level can be adjusted, and you can select what skill the students should focus on while reading, and quiz them on it afterwards. I also really like this as an introductory activity, it's a [|Brainstorming Activity] that just asks the students to brainstorm words that have to do with a new topic, and sort them alphabetically.

Jarumi Casiano https://spanish-resources.com/level/intermediate/skill/reading/grammar/adjectives/publisher/spanish-resources.com-678/channel/samples-4/worksheet/2598

=1-24-18=


 * 1) Read Beeman, Ch. 4.**

a) Identify the 5 points most helpful to you. b) Create a graphic organizer to summarize them. c) Make the key info. memorable for your colleagues. d) Use the tool of your choice. (I recommend [|Canva] or [|Infogram]) e) Post a PDF of your graphic organizer below.
 * 2) Summarize key points of Ch. 4 graphically.**

user:mayn51 Courtney Caiña:





@https://infogram.com/ch-4-graphic-organizer-1hnq41qkm8yd63z



user:cartera6

Mikell's:

Brenda Martinez https://www.canva.com/design/DACtbrj4aDE/share?role=EDITOR&token=9ONB7KyjLBKTjZzyRUKMFQ&utm_content=DACtbrj4aDE&utm_campaign=designshare&utm_medium=link&utm_source=sharebutton

=1-17-18=


 * 1) Read Beeman & Urow, Ch. 1 & 2. **


 * 2) Choose a wiki user name. **

a) Choose a wiki user name. b) The name you choose will be publicly visible. c) Your posts will be associated with the name. d) So choose something professional. e) E-mail your selection to me.


 * 3) Join the LanguageLinks2006 Wiki. **

a) Sign into Wikispaces with your username and password. b) Go to: **http://languagelinks2006.wikispaces.com/** c) Click // Join // in the upper, right-hand corner. d) Type "FLANG 302" in the box. e) Click submit.

a) Sign into Wikispaces with your username and password. b) Go to: **Literacy Link** and click //Edit.// c) Choose 2 dates. d) Type ~ 3 times next to each date you choose. e) Click //Save.//
 * 4) Sign up to give the Literacy Link.**


 * 5) Complete: [|Course Information Survey]. **


 * 6) Complete: [|Technology Survey]. **

(For your future reference: [|True Colors Quiz - Print Version] OR [|True Colors Quiz - Online version (does not give numerical scores)]
 * 7) Complete: True Colors Quiz ** (distributed in class).


 * 8) Complete the Course Photo Video Permission Form (distributed in class). **


 * 9) [|Register] for the Utah Foreign Language Association (UFLA) Conference //or the [|(UCET) Conference].// **

a) If you plan to volunteer, complete this form: b) If you do not plan to volunteer, click [|register online].


 * 10) Read the course syllabus and come with any questions you may have. **


 * OPTIONAL: **


 * 11) You may wish to join these Facebook groups: **

[|ACTFL Innovates] group on Facebook

[|BYU Undergrads] group on Facebook.

[|Deep Approach to Language Learning] group on Facebook.

[|FLTEACH Group on Facebook]

[|Friends of AATSP] Utah group on Facebook

[|Utah Coalition for Educational Technology (UCET)] group on Facebook


 * 12) You may wish to participate in this Twitter group (#flteach) or in these [|Twitter] chats: **


 * 1) langchat
 * 2) utedchat


 * 13) You may wish to register to participate in these professional world language and technology conferences: **


 * [[image:languagelinks2006/PBLSymposuim.png link="http://nflrc.hawaii.edu/events/view/108/"]] ||
 * Jan. 17-18, 2018 - Project-based Language Learning Free Online Symposium ||


 * [[image:languagelinks2006/PBLLInterculturalityLogo.png link="http://nflrc.hawaii.edu/projects/view/2014A/"]] ||
 * Pragmatics & PBLL Summer Institute June 13-20, 2018 at the University of Manoa in Honolulu, HI ||

February 15, 2018 at Weber State University in Provo, UT
 * [|Utah Foreign Language Association Conference (UFLA)] **

February 23-24, 2018 in Santa Fe, NM
 * [|Southwest Conference on Language Teaching (SWCOLT)] **

March 8-11, 2018 at the Doubletree Convention Center, Ontario, CA
 * [|California Language Teachers Association Conference (CLTA)] **

March 22-23, 2018 at the University of Utah in Salt Lake City, UT
 * [|Utah Coalition for Educational Technology Conference (UCET)] **

April 24-26, 2018 in Delft, The Netherlands
 * [|Open Education Global Conference] **

Summer 2018 at the Joseph F. Smith Building, BYU Campus, Provo, UT
 * BYU Annual Summer Workshop for Spanish Teachers **

June 25-28, 2018 in Salamanca, Spain
 * [|American Association of Teachers of Spanish & Portuguese Conference (AATSP)] **


 * [|Summer institutes offered by Language Resource Centers in the U.S.] ** (Many are grant-funded)

November 16-18, 2018 in New Orleans, LA
 * [|American Council on the Teaching of Foreign Languages Conference (ACTFL)] **


 * 7th International Conference on Language Immersion Education **

February 6-9, 2019 in Charlotte, NC


 * 14)** ** More Professional Development Opportunities **

= 1-10-18 =

First Day of Class - No Homework