We know that the dynamics of a second language classroom differ significantly from other classes, and we’re always impressed when we hear about the creative ways teachers have adopted Kaizena to suit their needs.
Here are three fun ways to use Kaizena in a second language classroom, broken down by proficiency level:
For early learners who are still getting used to speaking in the target language, practicing by recording voice comments is a great technique for improving pronunciation and retention. Students can create a document with a list of vocabulary words or key phrases to upload onto Kaizena. Then, they can practice saying the words out loud by highlighting and creating voice comments. This works really well as a way for students to hear their own voice and to become comfortable with speaking in the target language. Plus, the voice recordings makes it super easy to track progress!
For intermediate students, a fun activity to do is to have students upload a document with an image inserted (a photo of them, a scene from a movie, etc.) to Kaizena. Then, using the voice/text comment features, have students describe the image using vocabulary words. This also works well as a peer activity, by having students describe each others’ images. You can even give students feedback by responding their comments or by using the Skills feature.
For more advanced learners, Kaizena is great for elaborating on ideas and giving more context, especially on written work. For example, students can send in drafts of essays or assignments, and can use voice comments to clarify what they meant in certain areas of their writing. Likewise, you can leave a voice comment on a piece of student writing to ask for more context into what they are trying to say (in the target language, of course!). Not only is this great for improving student writing, it uses a blend of listening, speaking and writing skills!
Natalie has been using Kaizena to help prepare her ELL students for the English Language Proficiency Assessments for California (ELPAC), a required state test for students whose primary language is not English.
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