Teacher resources and professional development across the curriculum

Teacher professional development and classroom resources across the curriculum

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Teaching Foreign Languages K–12

A Library of Classroom Practices


Arabic: Comparing the Weather
Connect to Your Teaching

Reflect on Your Practice

As you reflect on these questions, write down your responses or discuss them as a group.

  • What different techniques do you use to give feedback to your students?
  • How do you design guidelines for presentations so that they are student-led and student-centered?
  • How do you prepare your students so that they will be able to communicate with native speakers from a variety of places?

Watch Other Videos

Watch other videos in the Teaching Foreign Languages K–12 library for more examples of teaching methodologies like those you've just seen. Note: All videos in this series are subtitled in English.

  • Making Plans (Arabic) shows students engaged in authentic conversations, in this case about routine activities they will be doing later in the day.
  • Performing with Confidence (French) illustrates how students draw on prior research and discuss and compare the French system of government and elections to those of the United States.
  • Russian Cities, Russian Stories (Russian) addresses issues in working with heritage students.

Put It Into Practice

Try these ideas in your classroom. Where it’s not already evident, reflect on how to adapt an idea that targets one performance range for application to other performance ranges.

  • When teaching about different dialects in your target language, have your students practice how to negotiate meaning. In the real world, native speakers of different dialects often have to interact with one another and come to an understanding despite differences in their languages. One way native speakers handle these differences is by asking each other questions for clarification. Teach your students to ask the following questions and have them practice using them in class:

    • "What do you mean by '__'?"
    • "What is '_____' like in your dialect?"
    • "Do you mean '_____'?"

    By practicing these conversations when discussing dialects, you are giving your students the tools to handle a real-world issue that faces native and nonnative speakers: encountering people who speak differently than they do.

  • After teaching a unit on weather, make sure to return to its vocabulary in other units. For example, when teaching a unit on clothes, have your students advise each other on what they should wear based on the weather forecast. When teaching a unit on foods, discuss how the seasons affect what we like to eat and what foods can be grown. Have your students research what kind of weather conditions different fruits and vegetables need in order to grow. Recycling vocabulary allows you to add complexity to new lessons while reinforcing previously learned material.



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