A compilation of brief video clips in which native speakers of Spanish from various locations throughout Latin America and Spain demonstrate various language tasks.
The SpinTX video archive provides a convenient web interface to search hundreds of short video clips from the Spanish in Texas Corpus. The collection includes hundreds of video clips culled from interviews of native and heritage speakers of Spanish living in Texas. Each video is accompanied by synchronized closed captions and a transcript that has been annotated with thematic, grammatical, functional and metalinguistic information. All materials available on the site can be freely used, copied, and distributed under a Creative Commons license.
An online pedagogical reference grammar of the French language that combines authoritative grammar explanations, self-correcting exercises and online audio with surreal dialogues and cartoon images.
This OER Tiempo (¿qué hora es?) was created by Christopher Guadarrama and as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for Novice Learners of Spanish. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE LA 12.1.6b, NE LA 12.1.6l, and NE LA 12.1.6oIt is expected that this Lesson Plan will take students 90 minutes to complete.
Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for Intermediate High world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.
Research shows that engaging students in self-assessment positively impacts language learning, motivation, and learner autonomy. To help World Language Educators accomplish this, the Nebraska Department of Education invited experienced world language teachers across the state to create student-friendly assessments in the form of can-do statements in the summer of 2022. This document is a student-friendly self-assessment activity for _____ world language learners created based on the 2019 Nebraska World Language Standards. The language use described in all can-do statements is meant for the target language, except for the second for standard 3.1 and the first for standard 4.2. It is recommended that word language teachers engage students with this document three times in an academic year: pre-course, mid-course, and post-course. Engaging students with this self-assessment activity will help students see growth over time and hopefully attribute growth to effective learning practices. Please feel free to contact chrystal.liu@nebraska.gov for any questions and concerns.
4-6 weeks of distance (remote) learning content provided for middle through high school-level world language programs: Chinese, French, Japanese, Korean & Spanish courses. These units were adapted from existing Unit & Pacing guides created by teachers from Tacoma Public Schools in Washington State.
Nowadays, the use of technologies is deeply embedded in the teaching and learning of foreign languages. Therefore, students and teachers are compelled to continuously update their digital skills. Moreover, the need for online teaching has been spurred by the COVID pandemics, which has posed new challenges in this regard. When searching for online tools, one of the main difficulties is the vast amount and disparity of resources available to both teachers and students, who often feel overwhelmed due to the lack of time or assessment criteria. In such cases, the potential of existing resources remains largely unexplored. In this context, we developed an online open access database of digital resources for Teaching and Learning Chinese as a Foreign Language. It includes a collection of metadata to satisfy users with different profiles and needs. In sum, we set up a multilingual (Catalan, Spanish, English and Chinese) and dynamic website, which can be useful for both teachers and learners who, in turn, will be able to enrich it through different types of feedback. Check our website and subscribe to our newsletter to be informed of the latest resources added to the database.