How might ELL and LOTE teachers provide low stress opportunities for output? What is the role of motivation in language learning and how might cultural input and technology help boost it? We discuss these questions and more in part 2 of our conversation with Anna Matis. How is the concept of productive struggle different in the ELL and LOTE classroom and what can these groups learn from each other? We discuss these questions and more in part 2 of our conversation with Anna Matis.

 

Anna Matis is an educational consultant and the product development manager for Seidlitz Education. Her love of language learning stems from childhood experiences as an immigrant and ESL student herself from Budapest, Hungary. Being proficient in multiple languages, she is passionate about second language acquisition for all ages, sheltered instruction strategies, and research pertaining to heritage language learning and long-term ELLs.

 

Anna recently published the book 7 Steps to a Language-Rich, Interactive Foreign Language Classroom for LOTE teachers with John Seidlitz, and also co-authored Boosting Achievement: Reaching Students with Interrupted or Minimal Education. 

 

She began her foreign language teaching career as a high school French teacher at Aldine ISD in Houston, TX, and has worked as an ESL Instructional Coach in Round Rock ISD. Anna has an M.A. in Foreign Language Education from the University of Texas at Austin, and a B.A. in Communication Studies and Art History from Southwestern University in Georgetown, TX. She joined Seidlitz Education from Region 13 ESC, where she served a dual role of Bilingual/ESL Specialist and Program Manager for the Bilingual/ESL team.

 

During our conversation, we reference the following books and resources:

 

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