2) contextualizing instruction to address standards Flashcards
What have been the major methods / movements in world language teaching? How has the role of grammar versus context changed?
1) Grammar-Translation (memorization; no context)
2) Direct Method (visuals, exclusive TL, inductive grammar)
3) 50s-60s: Audiolingual Method (stimulus-response to build oral skills; repetition; memorized dialogue; grammar pattern drills)
4) 60s: cognitive (Chompsky–LAD; too much focus on grammar)
5) 70s: communicative approach began; Natural Approach: modern day DM; Deemphasizes grammar.
6) TPR/TPRS/Silent Way/Community Lang Learning/Suggestopedia
Explain the term “context” for the purpose of WL instructors.
the degree to which meaning and situations from the world outside the classroom are present in an instructional approach, method, or classroom activity, thus engaging learners in constructing meaning and in using L2 to communicate and acquire new information
The “proficiency framework” (put together by the US government in conjunction with MLA, ACTFL and other groups) assesses language ability in terms of four interrelated criteria:
1) global tasks / functions (linguistic tasks: asking info, narrating)
2) contexts / content areas (circumstance in which performed)
3) accuracy (grammar, pronunciation, fluency, sociolinguistic competence, discourse management)
4) oral text type (words vs phrases vs extended discourse)
What are the “Five C’s” of foreign language education?
communication, cultures, connections, comparison, communities
What is the difference between a “Content Standard” and a “Performance Standard?”
content standard: what students should know and be able to do
performance standard: how well students demonstrate competency in subject matter (ie: how good is good enough?)
ACTFL “Standards for Foreign Language Learning in the 21st Century, 1999”: the 5 C’s further explained.
communication: communicate in lang other than English
cultures: gain knowledge/understanding of other cultures
connections: connect w/other disciplines & acquire info
comparisons: develop insight into the nature of lang & culture
communities: participate in multilingual communities @home & around world
In terms of standards, what is a “sample progress indicator?”
defines student progress in meeting standards
-example: GOAL-gain knowledge/understanding of cultures
-Standard: understand relationship b/n practices/perspectives
Grade 4: appropriate gestures/oral expression for greetings; 8: observe/analyze behavioral patterns; 12: discuss connections
What is a “learning scenario” and how does it relate back to “sample progress indicators” and standards in general?
series of learner-centered activities based on a specific theme and integrated so that one activity is the basis for the next
-assists teachers in addressing the standards in classroom instruction by providing learner-centered activity ideas
How do the ACTFL Performance Guidelines for K-12 Learners (1998) describe language performance within the three modes of communication (Interpersonal, Interpretive, Presentational)?
1) comprehensibility: how well are they understood?
2) comprehension: how well do they understand?
3) language control: how accurate is their language?
4) vocabulary use: how extensive & applicable is their vocabulary?
5) communication strategies:how do they maintain communication?
6) cultural awareness: how is their cultural understanding reflected in their communication?
What is the purpose of the ACTFL Performance Guidelines for K-12 Learners (1998) that describe language performance within the three modes of communication (Interpersonal, Interpretive, Presentational)?
designed to help teachers understand how well students demonstrate language ability at various points along the language learning continuum, according to the length and nature of their language learning experience
According to the “Standards for Foreign Language Learning in the 21st Century,” what elements should be “WOVEN” into standards-driven language learning?
language system (rules/vocab/sociolinguistic elements); cultural traits and concepts; communication strategies (circumlocution; asking clarification, etc); critical thinking skills; learning strategies (previewing, inferencing, etc) ; other subject areas; technology
What are the “Standards for Foreign Language Learners in the 21st Century” NOT intended to be?
1) don’t describe the current, majority of WL classrooms
2) not curriculum guide; not a specific content, scope, or sequence
3) not a stand-alone document; meant to be paired with state/local frameworks and standards to develop best approaches / responsible expectations for students
What are the “Standards for Foreign Language Learners in the 21st Century” INTENDED to be? What is their purpose?
- describe ideal best practices, provide a gauge of measurement
- visionary of what students can accomplish
- support and provide ideas for extended sequences of lang study
- potential to positively inform/influence stakeholders
Standards for Foreign Language Learning in the 21st Century (1999, ACTFL)
COMMUNICATION: communicate in languages other than English
What are standards 1.1, 1.2, and 1.3?
- 1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions
- 2: Students understand and interpret written and spoken language on a variety of topics
- 3: Students present information, concepts and ideas to an audience of listeners or readers on a variety of topics.
Standards for Foreign Language Learning in the 21st Century (1999, ACTFL)
CULTURES: Gain Knowledge and Understanding of Other Cultures
What are standards 2.1 and 2.2?
- 1: students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
- 2: students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
