I have written a blog about identifying and categorizing Spanish apps. As I’ve been thinking about the present state of modern language /foreign language apps, I’ve realized that the inadequacies of these language apps present great learning opportunities for our students.
Students can look at and do a vocabulary or phrase modern language app /foreign language app such as Learn Spanish ((Droid) or Hola (Droid)
– Students can analyze what important vocabulary is missing from the topic and make a supplementary list. For example, the housing category may have tableware but not bed or chair.
– If the app only presents individual words, the students can create a meaningful target language sentence or question for each word. For example, for the word “lake”, the students may ask “What is your favorite lake?”
– Students can analyze what important phrases or questions are missing and can create those lists. They may see look at a “time”category but they find that the question “When?” is missing. They make up a question using that question word.
– They can analyze what important topics are missing from the app. Perhaps the app has housing and animals but does not have occupations and city places.
– They can see how many meaningful sentences they can create from the present vocabulary list.
– They can answer any questions given in the app. For example, they can answer “How much does this cost?” with the price of a shirt.
– They can rearrange the questions or statements to create a logical conversation about the topic.
– They can think of a typical language task for a topic such as having a dirty spoon on the restaurant table and use the existing sentences and add others to be able to get a clean spoon.
In this way, students go from consumers to producers. They analyze what they are doing to see what is missing. They think about critical vocabulary, phrases, and topics instead of simply doing a drill program. They do not just repeat but they answer or comment on. They build on. The students become language users!
How do your students deal with modern language apps that do not do everything well?
I originally published this blog at my eduwithtechn site
I have developed many Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation. My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs), Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group), Spontaneous Speaking (based on visuals or topics in pairs), and Grammar speaking games (pairs or small group). Available for a nominal fee at Teacherspayteachers: http://bit.ly/tpthtuttle
My three formative assessment books: http://is.gd/tbook