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My quest for an authentic, yet appropriate podcast en español for high school students was not as easy as I expected. I first checked some of my frequented resources: CNNen Español, Univision, and even tried my luck just googling “podcasts in Spanish.” I wanted to find something interesting and relevant that was also understandable, but not “dumbed down” for students learning Spanish. Eventually what I found proved to be a pretty good balance of all of those criteria: LoMasTv.

Shows features of the website podcast player, from http://spanish.yabla.com/player_cdn.php?id=726&tlang_id=en

LoMasTv is a podcast available free on iTunes, or one can subscribe to the website for a monthly, semi-annual, or annual subscription fee - but check out a free demo! It is produced in a video format with subtitles in Spanish and English. The website features a unique player which allows you to rewind, slow the video (and audio) down, and also click on words in the subtitles (which then pauses the video) to view their definitions. The videos all feature native speakers from a variety of countries and have a myriad of themes; for example, a simple commentary, virtual “tour” of a place of interest, a joke, or a short clip about a person’s livelihood.

A clip from "Guatemala: país de eterna primavera." 

I viewed several, but was most excited to find one about Guatemala. The podcast video of a native Guatemalan speaker describing important symbols and aspects of her country would make a perfect introduction to a unit or project. Students could possibly be encouraged to produce a similar podcast – either about a Spanish-speaking country or their own town/community. The podcast can be found at LoMasTv (and viewed with subscription) or on iTunes by searching “LoMasTv” and scanning the list for “Melany de Guatemala: Pais de eterna primavera.”

These podcast videos are usually between 1 – 5 minutes, touch on many different themes, and make a great introduction or supplementary video. Plus, the features on the website are a great resource for L2 learners. Overall, this podcast site seems to provide más por menos (more for less). 

What Pals?

Pen pals? Students in today’s world have never heard of such a thing…except maybe in a movie from “way back when” (circa early 90s). But update that “pen” to an electronic “E” and now you’re speaking their language.

You've got mail.

When I was teaching in Guatemala (2012-2013) I collaborated with a friend student teaching in a Spanish class in Western New York. We matched our students up to write messages back and forth, in Spanish. It was win-win; my students were able to sharpen their writing skills and practice spelling, while hers were using the L2 for an authentic communicative purpose.

An opportunity like this may sound great and wonderful, but how can you match up your foreign language classes with others if you have no international connections? That’s where a site like ePals comes in. ePals’ purports that they are “your passport to learning adventures.” And they certainly do open up access to classrooms around the world much like a passport does for a traveler. The Global Community product is the perfect solution to finding a class that matches your needs and learning goals. A search engine allows you to search for the language, age, and topic you wish to discuss as well as the type of collaboration you are seeking (email, Skype, project workspace).

Also, my friend and I gave some classes prompts or specific questions to ask/address, but otherwise it was not a very structured “project.” ePals provides not only the option of email exchange, but hosts projects (join an existing one or create your own!) that allow students to collaborate and work with other students from around the world. Thus, students are able to communicate and learn together.

These experiences are ideal for a foreign language classroom in the 21^st century. Students should be able to connect with others, and ePals makes this once daunting process very simple. It can easily be used for an email exchange between native Spanish speakers and L2 Spanish speakers. Or perhaps a collaborative project (maybe comparing Spanish and English) could be started for Spanish and English speakers/learners to work on together. Regardless of the project, ePals is a great way to connect students and promote authentic communication and interaction. That’s way better than a scripted role-play or non-communicative writing project! Its time to log on, log in, upload, and connect!

Comics in Class?

Comics in class? In Spanish class, you bet! Strip Generator is a site that allows you to create your own comic strip using already-made characters and objects – simply choose the number of frames, then add the title and dialogue! 

Example comic created by using Strip Generator.

It is yet another tool for the L2 teacher and student, providing opportunities for creating dialogue, narratives, and stories in the L2! Once again students can apply specific structures (such as present tense ser) and vocabulary (greetings) to create their own comic. These could be isolated class or homework assignments, or students could develop a set of characters used in comic strips for different units throughout the school year. Then share the finished comics with classmates or other classes for an interpretive follow-up activity. Another creative tool for students of all artistic abilities, it is easy to use and is a faster alternative to physically producing a comic strip.

Upload Your Story

Animoto is a simple tool that allows you to create your own digital story by uploading photos, adding captions, and selecting music. This tool would be a great medium for student-produced projects using the L2. There are many possibilities for students to use both grammatical structures and appropriate vocabulary while being creative!

Here are a few practical ideas:

1.  Create a narrative using the past tense(s) and upload appropriate photos.
2.  Explain daily routines or habits using present tense.
3. Give a “tour” of your house, your school, a city or country using hay (there is/are), vocabulary and descriptions.
4. Or create a project similar to the example below using commands and vocabulary related to any topic.

Moreover, it's a fun way for teachers to create a quick and easy introduction to a new topic or a closing summary that can be shared online! Truly, Animoto is a great resource for both L2 teachers and students.

Había una vez...

Once upon a time…

We have all been read a bedtime story that began with these familiar words. Storytelling is as old as human history; it began as an oral tradition, has since been carried on through books, movies and television, and the growing trend is now known as digital storytelling. The University of Houston’s Education site defines digital storytelling as, “the practice of using computer-based tools to tell stories,” (What is Digital Storytelling?). Digital story telling allows the creative combination of a variety of media such as images, sound and video to accompany a narrative (7 Things You Should Know About Digital Storytelling).

Digital storytelling lends itself perfectly to foreign language teaching. First, teachers can use it as an instructional tool (Educational Uses). Teachers can create their own digital stories to share with students. This could be effective when discussing historical events relevant to learning the L2 (i.e. Spanish Colonialism, the Panama Canal or the Spanish-American War). The multi-media aspect allows teachers to transform a class lecture or presentation into a more lively narrative. Moreover, as language teachers, we could also apply this tool to sharing already existing stories. By creating a recording of any piece of literature in the L2 (i.e. a children’s book such as Numeralia by Jorge Luján or a book translated into the L2 such as Como el Grinch robó la Navidad) we are able to produce our own listening materials. Students could then replay these recordings and follow the story by viewing the accompanying images (photos of the illustrations).

In addition to an instruction tool, digital storytelling is a great learning tool for students (Educational Uses). Students can develop and create their own digital stories based on prompts, research topics, or other assignments – and they can do it in the L2! Students could apply relevant vocabulary and structures discussed in class and then record their own story in Spanish. This is an authentic, communicative task, but without the risk or pressure of a class watching since it is recorded. It could also be turned into a collaborative project with students either working together to create one product, or creating individual stories but commenting and interacting with other students’ projects.

These are just a few suggested ideas for how to apply digital storytelling to L2 learning. We all have stories to share and we are fascinated and captivated by the ones we hear. Truly, digital storytelling is a great tool that provides a creative outlet for students to share their stories while using the L2.