SYNOPSIS: In this lesson, students listen to and analyze the song “Broken” by Xiuhtezcatl, then create their own art project to share their feelings about the future of the planet.

SCIENTIST NOTES: Music is critical to spreading climate education. It is one of the fastest ways to communicate the impact of climate change to a diverse audience. This lesson is a song study that allows students to improve their ability to make songs that will convey vital climate information to different people (to protect the environment against climate change impacts). The videos, song study guide, and images were fact-checked and this lesson has passed our science credibility process.

POSITIVES:
-This lesson integrates music and climate justice.
-Students create their own art projects to inspire change.

ADDITIONAL PREREQUISITES:
-You can learn to pronounce Xiuhtezcatl’s name correctly by watching this video.
-Students should already have some background knowledge of climate change and its effects, including the disproportionate impacts of climate change on Indigenous communities.
-Students should have experience brainstorming and creating art projects. This lesson offers students an opportunity to express themselves through an art project, but due to the wide range of possible options, it does not provide specific scaffolding on how to complete the projects.

DIFFERENTIATION:
-Art projects can be completed individually, in groups, or as a whole class project.
-Teachers can identify additional words from the lyrics to define ahead of time, depending on students' reading levels.
-Teachers can add or eliminate annotation techniques in the Inquire section. Alternatively, students can pick their own techniques that work for them.

A third-year intermediate course designed to improve speaking and writing, with opportunities for vocabulary acquisition, listening comprehension and reading practice as well. Uses literary and cultural readings, films, and group activities. Students give oral reports and participate in discussions and group projects.

Spanish I is very different from other classes at MIT. The central component of the text and workbook is a series of 26 half-hour video episodes. The videos allow students to learn authentic Spanish and experience its cultural diversity while following a good story full of surprises and human emotions. Students also listen to an audio-only program integrated with the text and workbook.
In the classroom, students do a variety of activities and exercises, which include talking in Spanish about the video program, practicing pronunciation and grammar, and interacting in Spanish with classmates in pairs and small groups. The class is conducted in Spanish as much as possible, but English is used where necessary for clarity and efficiency. This course deals with all basic language skills: aural comprehension, speaking, reading, and writing. This class assumes no previous knowledge of Spanish.

Spanish II continues to develop students’ listening, speaking, reading and writing skills using the second part of the video-based program, Destinos, begun in Spanish I. Destinos is a soap opera that allows students to learn Spanish and experience its cultural diversity while following a good story full of surprises and human emotions. Spanish II also includes additional materials, such as Spanish films and other media, various types of reading selections and online resources.

Short videos with illustrations, utilizing beginning Spanish vocabulary. Giving students visuals to associate with the vocab words learned during instruction.

Students will learn which languages are spoken in which countries as well as be able to recognize Spanish accents from around the world. Students will learn more about accents from different Spanish-speaking countries by recognizing the differences in played recordings.

Spanish for Bilingual Students is an intermediate course designed principally for heritage learners, but which includes other students interested  in specific content areas, such as US Latino immigration, identity, ethnicity, education and representation in the media. Linguistic goals include vocabulary acquisition, improvement in writing, and enhancement of formal communicative skills.

The participants in this seminar will dive into learning basic conversational Italian, Italian culture, and the Mediterranean diet. Each class is based on the preparation of a delicious dish and on the bite-sized acquisition of parts of the Italian language and culture.  A good diet is not based on recipes only, it is also rooted in healthy habits and in culture. At the end of the seminar the participants will be able to cook some healthy and tasty recipes  and to understand and speak basic Italian.

The participants in this seminar will dive into learning basic conversational Italian, Italian culture, and the Mediterranean diet. Each class is based on the preparation of a delicious dish and on the bite-sized acquisition of parts of the Italian language and culture.  A good diet is not based on recipes only, it is also rooted in healthy habits and in culture. At the end of the seminar the participants will be able to cook some healthy and tasty recipes  and to understand and speak basic Italian.

In this activity, students will play a game to review the conversation skills acquired this past semester. This activity will be a review of questions, introductions, and basic information. The goal is for students to be able to sign a response to the questions as fast as they can.

Natural Language Processing using Big Data

This activity has students practice their listening and comprehension skills. They will identify stereotypes from the target language and culture, and also practice describing themselves and someone they know (nationality, name, characteristics).

Tako lako, which translates into English as It’s So Easy, is a free online textbook intended for beginner-level learners of Croatian. The textbook aims to develop intercultural communicative competence and builds upon current research on culture teaching in the foreign language classroom.

This website has been designed to offer strategies for teaching this seminal work to intermediate-level college students in a way that is dynamic, engaging, and perhaps most importantly highlights the connection between Madame de Lafayette’s seventeenth-century work La Princesse de Clèves and the contemporary social concerns of young people in today’s world. 
There was a recent heated debate in France about the modern relevance of this literary text that began when Nicolas Sarkozy suggested that the study of this text was useless. His comments incited fervent discussion in French academic, artistic, and political circles. The compelling history of the text, along with its importance in contemporary French society and culture, makes the study of this work highly relevant for students.
The La Princesse de Clèves website is published under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 (CC BY-NC-SA) International license.

This site is designed for scholars and students interested in exploring Marguerite de Navarre’s Heptaméron to help delve more deeply into this compelling writer and her texts. Resources are compiled on the site to allow easy access to information about Marguerite’s writings and her substantial influence in debates about religion and women in sixteenth-century France; these include extensive biographies, summaries, full texts, images and media, teaching resources, films, and a space to share ideas.
The website is published under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 (CC BY-NC-SA) International license.

This course explores the diverse ways that people teach and learn—in different countries, in different disciplines, and in different subcultures. We will discuss how theories of learning can be applied to a variety of hands-on, in-class learning activities. We compare schooling to other forms of knowledge transmission from initiation and apprenticeship to recent innovations in online education such as MOOCs. Students will employ a range of qualitative methods in conducting original research on topics of their choice.

This course introduces students to the theory and practice of modeling phonology, with an empirical focus on modeling the discovery of static phonotactics, the discovery of alternations, learning in the midst of variation and exceptions, and the discovery of gradient patterns. This course is also intended to provide hands-on experience with various aspects of using and developing models, including preparing training data, running simulations, and interpreting their results.

Students will hold a conversation reflecting on their Thanksgiving Break in the target language. Students will focus on both active and receptive fingerspelling.