Studycat is a language learning app for young learners. It aims to ‘revolutionise the way kids learn a foreign language, by making it fun and engaging’. According to the Studycat website, the app has been downloaded by 11 million families, it is multi-award winning, and it provides opportunities to learn more than just English – Chinese, French, Spanish and German too.
The main approach is learning through play. It aims to ‘create gameplay that naturally leads to language acquisition’. This very brief video from the Studycat subscription channel should give you a feel for the app:
As with many edtech tools, Studycat is currently free to support home learning (Corona), so it’s a good time to check it out. It comes with a LMS and book resources, although I am reviewing this product based mainly on the app as it appears to be the driving force of the product. (more…)
The NILE Membership area is a new section on the Norwich Institute of Language Education site. It includes various resources created for language educators by the NILE trainers. There’s new content added each month and (best of all) it is completely FREE to become a NILE member. So, with that in mind, sign up!
Let’s take a look at what’s on offer…
The platform is very easy to navigate. There are nine sections on the site which are all displayed on the member’s area homepage. These are: (more…)
The Learning Power Approach (LPA) proposes that teachers encourage learners to cultivate an array of traits which are seen as beneficial for lifelong learning. These traits, or learning dispositions, include various cognitive, metacognitive and behavioural strategies/processes/habits – summarised on the first page of the book:
Claxton concedes that cultivating these dispositions may be nothing new and may just be considered good practice by some teachers. (Note, Claxton is clearly not referring to us EFL teachers! Or am I speaking for myself? Probably…). However, the fundamental difference between the LPA as opposed to other approaches, when it comes to developing these dispositions, is purpose. Referring to the work of John Hattie, Dylan Wiliam and others, Claxton stresses that the reason teachers encourage the development of learning dispositions is often because they facilitate academic achievement. He explains that… (more…)
The resource catalogue for Ready to Run is generally easy to navigate, although better tagging might make searching for relevant resources more efficient. There are currently about 10 videos available at each CEFR-aligned level (A1-B2). The digital content itself is certainly varied, and likely to be engaging for a wide range of learners. Videos are high quality, a suitable length (most around three minutes) and have been well-edited. The videos are initially sourced from vlogs, TV programmes, and other authentic broadcasts, and then are adapted for classroom use. The selection of topics is inclusive and relevant – it is good to see that the platform offers resources that address issues such as immigration, refugee crises, climate change, and minority groups. Topics are dealt with sensitively, and follow-up project-based tasks on the video content encourage learners to explore these topics in greater detail. The willingness of Ready to Run to deal with some topics that tend to be avoided in global coursebooks is certainly a strength. (more…)
Here’s another resource from the giant box I was sent from ELi publishing. I saved reviewing this one until I actually had a good reason to try it out. My teens are studying the natural world / the environment at the moment, so it’s perfect timing…
Play for the Planet is a ‘culture and CLIL’-focused board game. The language goal for the resource is to review and practice environment related vocabulary.