An important part of my lessons is spent showing and discussing with my students how to support their learning using a variety of resources to develop continual learning and development skills, to discover their preferences and identify their development needs. I am always stressing to students the importance of finding out what works best for each one them, addressing individual needs to maximise their learning. I keep on reminding them that it is fundamental to be informed and aware of what it is demanded of them to be able to perform and complete tasks efficiently and successfully. One of the most common issues found teaching a foreign language to adults is the fact that they are used to communicate in a very good standard in their mother-tongue, making it difficult for them to avoid literal translation when producing a text in Spanish. This issue has been exacerbated by the growing number of free online translators that have made literal translation an easy and ‘instant’ common practice. I keep explaining to my students - and reminding them - why literal translation does not work, using every example that crops up during lessons and through the homework feedback, both individually and collectively.
As noted in the Operational Issues section, language students in LFA range from university graduates and postgraduates, to staff and members of the public - national and international - whose ages typically span from 18 years old to over 60. Therefore, some students may not be IT literate or comfortable using computers, and might be reluctant to use the online resources - this has been reflected both in their feedback and the Blackboard stats which record the student use of the VLE. That’s why at the beginning of every academic year I always show my groups how to log into the VLE and navigate through the module pages. Although I repeteadly encourage my students during the lessons to ask me any queries they may encounter as soon as they arise, to allow me to explain and clarify them as soon as possible, not all students feel 'brave' enough - not everyone is an extrovert - to address their queries in front of the whole class. Often students wait until the end of the lesson to request my help login into the VLE or setting up a student account in campus.difusion.com
In the previous two years, during the teaching terms I ran fortnightly drop-in one-to-one sessions at The Languages Hub, at the University of York Library, in the Harry Fairhurst Building, to help students with their queries: grammar or language related, linked with the VLE and other digital resources and learning materials. Unfortunately hardly any students attended the weekly sessions - the other LFA Spanish Coordinator and I ran sessions on alternating weeks - so I reached the conclusion that it was not an efficient use of my time and decided to stop mine, and so did my colleague. At the time, I suggested an alternative way to run the sessions that in this day and age, in my opinion, would be more effective and convenient: conducting virtual Language Hub sessions using Google Hangouts and Skype instead. However, my idea was disregarded. At The Languages Hub and in class, I have encouraged students to use language learning apps and resources which I have shared via the LFA Spanish website and the VLE. I have been updating the information regularly following my students’ and colleagues’ suggestions and feedback, bearing in mind the diverse learning approaches and needs of all students. I urge my students to access and try these online resources so that they can discover which ones they prefer - there is a good variety of materials to cater for everyone's likes and preferences. In my experience students find this repository very useful as the resources have been compiled in partnership with them, taking on board their suggestions, as well as the needs I have been able to identify while teaching, preparing and revising the module syllabus, examinations and marking student homework. It is therefore a practical and convenient way to stimulate those looking for a variety of inputs, learning resources and new challenges.
In the last few years a number of language apps have become available which offer an easy and fun way to practise and learn vocabulary and grammar. Living in a fast paced society these apps are very handy to allow regular practise: while commuting, during study breaks, during a lunch break, etc. Due to the deep concentration required while studying and practising a foreign language, smartphones and language apps provide a quick and convenient way to relax and disconnect from daily chores and routines. In my experience, supporting and encouraging the use of a variety of tools and inputs is a practical and effective way to reach all types of students and enhance their learning experience - everyone is different and we all have our own learning preferences. As well as using traditional teaching methods like books, my voice and the whiteboard (or blackboard), I always use the classroom networked computer, digital projector and screen to share with my students PowerPoint presentations and online resource I have designed to support my teaching and aid their learning visually: highlighting relevant content, examples, pictures; using videos and mp3s to facilitate learning through as many channels and inputs as possible. I share some these resources and others with students through the VLE to support their study, helping them catch up with the module and revise, enhancing their learning to help them become autonomous learners.
Two apps which my students have been using during the two previous academic years and have told me they found them very helpful to learn and remember new vocabulary and expressions are Duolingo and Memrise. Some students have told me that they use those apps while commuting or during breaks at work or university. Duolingo seems to be more popular, but Memrise is favoured by those with a quirkier and more sensory taste as it plays with words and their sounds. This kind of apps are extremely useful to support student learning outside the classroom. There are other digital resources which we use in the classroom such as online dictionaries, like Wordreference - which includes a Forum tool to openly discuss language related issues.
Discussing language learning apps, one of my colleagues mentioned Kahoot and I have now designed several quizzes for my students to practise Spanish language and culture. Initially, I thought that this would be a fun and creative way to stimulate and promote the use of Spanish amongst students during the Christmas break, but since then I have used them in class too and the students really enjoy playing the quizzes. I put a folder in the VLE with instructions on how to join Kahoot to create an online quiz and share it through a Padlet I prepared. A few students have been inspired to create and share their own: I shared my quiz in Yorkshare (Blackboard Learn 9.1 April 2014) through a Padlet where everyone can publish their own quizzes, making them easily accessed and available so that everybody can play each others' quiz while practising Spanish and learning about Hispanic culture: http://padlet.com/carmen_alvarez1/Concurso. Kahoot gives you the possibility to make a copy of your quiz so that it can be easily edited and tailored to different users, I have just tried this function to make an English version of one of my quizzes: '¿Qué sabes sobre España?' - this way they are more accessible and can be enjoyed with family and friends too.
As noted in the Operational Issues section, language students in LFA range from university graduates and postgraduates, to staff and members of the public - national and international - whose ages typically span from 18 years old to over 60. Therefore, some students may not be IT literate or comfortable using computers, and might be reluctant to use the online resources - this has been reflected both in their feedback and the Blackboard stats which record the student use of the VLE. That’s why at the beginning of every academic year I always show my groups how to log into the VLE and navigate through the module pages. Although I repeteadly encourage my students during the lessons to ask me any queries they may encounter as soon as they arise, to allow me to explain and clarify them as soon as possible, not all students feel 'brave' enough - not everyone is an extrovert - to address their queries in front of the whole class. Often students wait until the end of the lesson to request my help login into the VLE or setting up a student account in campus.difusion.com
In the previous two years, during the teaching terms I ran fortnightly drop-in one-to-one sessions at The Languages Hub, at the University of York Library, in the Harry Fairhurst Building, to help students with their queries: grammar or language related, linked with the VLE and other digital resources and learning materials. Unfortunately hardly any students attended the weekly sessions - the other LFA Spanish Coordinator and I ran sessions on alternating weeks - so I reached the conclusion that it was not an efficient use of my time and decided to stop mine, and so did my colleague. At the time, I suggested an alternative way to run the sessions that in this day and age, in my opinion, would be more effective and convenient: conducting virtual Language Hub sessions using Google Hangouts and Skype instead. However, my idea was disregarded. At The Languages Hub and in class, I have encouraged students to use language learning apps and resources which I have shared via the LFA Spanish website and the VLE. I have been updating the information regularly following my students’ and colleagues’ suggestions and feedback, bearing in mind the diverse learning approaches and needs of all students. I urge my students to access and try these online resources so that they can discover which ones they prefer - there is a good variety of materials to cater for everyone's likes and preferences. In my experience students find this repository very useful as the resources have been compiled in partnership with them, taking on board their suggestions, as well as the needs I have been able to identify while teaching, preparing and revising the module syllabus, examinations and marking student homework. It is therefore a practical and convenient way to stimulate those looking for a variety of inputs, learning resources and new challenges.
In the last few years a number of language apps have become available which offer an easy and fun way to practise and learn vocabulary and grammar. Living in a fast paced society these apps are very handy to allow regular practise: while commuting, during study breaks, during a lunch break, etc. Due to the deep concentration required while studying and practising a foreign language, smartphones and language apps provide a quick and convenient way to relax and disconnect from daily chores and routines. In my experience, supporting and encouraging the use of a variety of tools and inputs is a practical and effective way to reach all types of students and enhance their learning experience - everyone is different and we all have our own learning preferences. As well as using traditional teaching methods like books, my voice and the whiteboard (or blackboard), I always use the classroom networked computer, digital projector and screen to share with my students PowerPoint presentations and online resource I have designed to support my teaching and aid their learning visually: highlighting relevant content, examples, pictures; using videos and mp3s to facilitate learning through as many channels and inputs as possible. I share some these resources and others with students through the VLE to support their study, helping them catch up with the module and revise, enhancing their learning to help them become autonomous learners.
Two apps which my students have been using during the two previous academic years and have told me they found them very helpful to learn and remember new vocabulary and expressions are Duolingo and Memrise. Some students have told me that they use those apps while commuting or during breaks at work or university. Duolingo seems to be more popular, but Memrise is favoured by those with a quirkier and more sensory taste as it plays with words and their sounds. This kind of apps are extremely useful to support student learning outside the classroom. There are other digital resources which we use in the classroom such as online dictionaries, like Wordreference - which includes a Forum tool to openly discuss language related issues.
Discussing language learning apps, one of my colleagues mentioned Kahoot and I have now designed several quizzes for my students to practise Spanish language and culture. Initially, I thought that this would be a fun and creative way to stimulate and promote the use of Spanish amongst students during the Christmas break, but since then I have used them in class too and the students really enjoy playing the quizzes. I put a folder in the VLE with instructions on how to join Kahoot to create an online quiz and share it through a Padlet I prepared. A few students have been inspired to create and share their own: I shared my quiz in Yorkshare (Blackboard Learn 9.1 April 2014) through a Padlet where everyone can publish their own quizzes, making them easily accessed and available so that everybody can play each others' quiz while practising Spanish and learning about Hispanic culture: http://padlet.com/carmen_alvarez1/Concurso. Kahoot gives you the possibility to make a copy of your quiz so that it can be easily edited and tailored to different users, I have just tried this function to make an English version of one of my quizzes: '¿Qué sabes sobre España?' - this way they are more accessible and can be enjoyed with family and friends too.