Instruction/Pedagogy Flashcards
L2
Language 2, The language a person is learning or has learned
L1
Language 1, The language a person already knows
BICS
Basic Interpersonal Communicative Skills- Basic conversation skills that most students learned quickly
CALP
Cognitive Academic Language Proficiency- Academic language and terminology students need to understand to do well in an academic setting; this often takes 4 to 7 years to develop
Competency 001
LANGUAGE LEARNING THEORIES AND SECOND LANGUAGE ACQUISITION
Competency 001
LANGUAGE LEARNING THEORIES AND SECOND LANGUAGE ACQUISITION
LANGUAGE ACQUISITION VS. LANGUAGE LEARNING
Language Acquisition
When a language is naturally acquired without direct instructions, as when a child learns L1. They receive a of input, but not explicit instruction on grammar.
Language Learning
Not as communicative and is a result of direct instruction. Young children are not yet ready for complex grammar rules. Language learning is often used to teach L2
Interlanguage
A linguistic system a second language learner develops who is learning L2 but has not yet mastered it; they preserve some features of L1 and “overgeneralize” rules for L2.
e.g. Inappropriate use of the past tense, mispronouncing words, and confusing/misunderstanding vocabulary words
Cognitive Processing
There are cognitive processes involved in learning L1 and L2.
The main difference is that people learn L1 as infants, and usually learn L2 as children, adolescents, or adults.
L1 is required with little effort, and formal instruction is not used for babies. They learn by imitating caregivers.
Generally L2 is learned in a formal education setting, and L2 learners are older. Usually L2 learners have a more formal understanding of language and rules, a longer attention span, and can benefit from direct instruction.
LANGUAGE LEARNING THEORIES
LANGUAGE LEARNING THEORIES
Communicative Language Teaching or Communicative Approaches
Use interaction and communication, including role-play and authentic text to teach language
-Communicative language teaching, or communicative approach us, link communication and language learning to real world situations
Content-based Approaches
Use content (or subjects) to teach students language in a meaningful way
Nativist Perspective
Universal Grammar Theory
Language Acquisition Device (LAD)
Developed by Noam Chomsky
States that humans are naturally or biologically designed to learn language
Memory tip Noam and Nativist both start with “N”
Theory which asserts that people naturally develop a sense of grammar under normal circumstances
He believed that people were equipped with a LAD, which helps them understand grammatical rules and rules of language
Noam Chomsky
Influenced the communicative language teaching theory
Developed the Nativist Perspective
Lev Vygotsky
Interactionist Theory- He is closely associated with the Interactionist Theory, which explains that language acquisition is both biological and social. Social interaction proceeds development.
His theory emphasizes the importance of using collaboration in the classroom to help students develop higher thinking skills (cognitive development)
Content-based Approaches
Content, or subjects, are used to teach L2, the target language. Teachers use hands-on, meaningful interaction and methods to help students learn the language in a real-world setting.
In CBI, learning The language is second to learning the contact. The objectives relate to the contact, not to the language.
FACTORS AFFECTING SECOND-LANGUAGE ACQUISITION
FACTORS AFFECTING SECOND-LANGUAGE ACQUISITION
- Motivation
Motivated students learn faster
- First language background
If L1 and L2 are related, this facilitates language learning
- Language Transfer
Language transfer occurs when students use their knowledge of L1 and apply it to L2.
It can be positive (helpful) or negative (cause errors). When students learn cognates, words that look alike and have the same meaning (like computer and computadora), this is helpful and is positive language transfer. False cognates, or words that look alike but have different meanings (like embarrassed and embarazada), often causes language interference.
- Overgeneralizing
Overgeneralizing is when a student learns a rule in L2 but apply it when it should not be applied.
E.g. In Spanish, when students learn to add -ado or -ido to a word but do it when it should not be (like saying “He escribido” instead of saying “He escrito”). “Yo Sabo” lol
Audio Lingual Method
- Also known as the “Army Method”
- Originated from the behaviorist theory of learning language
- Focuses on repetition drills
- Direct Instruction is used and students focus on grammar from the drills
- (Repetition, Inflection, Replacement, Restatement)
- Family attitude and behavior
When parents and families encourage students to learn L2, this facilitates language learning.
Grammar-translation Method
Literary is superior to spoken language and the primary skills to be improved are reading and writing
Focuses on accuracy NOT fluency and students generally do not gain proficiency in speaking or have listening comprehension skills.
Students learn grammar rules and then translate sentence.
Differentiated Instruction
- Plan lessons for all types of learners- Visual, auditory, and kinesthetic learners.
- Designed instruction to meet the needs of the Special Education students, advanced learners, heritage speakers, and native speakers.
- IMPORTANT BE SURE TO INCLUDE DIFFERENTIATED INSTRUCTION ON YOUR LESSON PLAN. Include specific ways you will meet the needs of special needs students, advanced learners, as well as heritage and native speakers.
Interdisciplinary Units
•Interdisciplinary units are also called thematic units.
- Combines/expands curriculum across multiple subject areas.
•subject areas, and are in effective way to deepen students’ understanding and show them how subjects relate. It also allows them to learn content area vocabulary and jargon.
FOREIGN LANGUAGE PROGRAMS
FOREIGN LANGUAGE PROGRAMS
- Foreign Language Experience Program (FLEX)
FLEX programs are enrichment programs designed for limited exposure to one or two foreign language(s) to children in elementary school.
•The main emphasis is on spoken/oral language and learning about other cultures. The goals are to expose children to other cultures, teach them basic vocabulary, and prepare them to enter foreign language or world language instruction in middle school.
- Foreign Language in Elementary School Program (FLES)
FLES programs are designed to help students develop some level of proficiency, and are not simply for exposure.
- Immersion Programs
Immersion programs intertwine content learning from the regular curriculum and foreign language instruction.
- Bilingual Education Programs
Bilingual education programs were originally designed for students with limited English Proficiency (LEP), but now there are two way bilingual programs that allow native English speakers to join LEP students.
Content learning (subjects) is conducted in both languages. Teachers of these programs are bilingual certified teachers, not LOTE teachers.
Planning Lessons
- use elements from all approaches when planning lessons.
- tie in other subjects and use interaction and communicative strategies as often as possible.
- instruction should always be TEKS (Texas Essential Knowledge and Skills) and LEARNER-CENTERED.
Competency 002
USING SECOND LANGUAGE ACQUISITIONS THEORIES, PRACTICES, and STRATEGIES TO PLAN INSTRUCTION and ASSESSMENT
Competency 002
USING SECOND LANGUAGE ACQUISITIONS THEORIES, PRACTICES, and STRATEGIES TO PLAN INSTRUCTION and ASSESSMENT
ASSESSMENTS
ASSESSMENTS
- Formal Assessments
Usually tests or quizzes
- generally used for a grade and create some pressure on students. They include quizzes, tests, essays, etc.
- standardized tests are also formal assessments, like the STAAR exam.
- Informal assessments
Could be oral questions, a class assignment, or journal entry
• are a low-stress way for teachers to evaluate students. Asking questions to check for understanding, reviewing classwork, homework, or journal entries, or keeping a portfolio of students’ work are way to informally assess students.
- Formative assessments
Given while students are still working on a unit
Not graded (informal assessment)
- Summative assessments
Given at the end of the unit
Normative and Criterion-reference Tests
Normative Tests, or Norm-referenced tests, compare a test-taker to his/her peers (SAT,IQ,GRE).
Criterion-referenced tests, shows a students’ knowledge or performance on certain tasks (STAAR, LOTE).
Using Assessments
Use formal and informal assessments evaluate:
• presentation skills
- interpretive skills (interpreting oral language, text, etc.)
- interpersonal communication skills in all modalities (speaking, listening, reading, and writing)
Metacognitive Strategies
Metacognition is “thinking about thinking,” or self-evaluation.
• Strategies for steps that one uses to reach a desired task
Teachers should model metacognition strategies. “Modeling” is when a teacher shows students how to do something.
• it is helpful to give the students a learning styles quiz to determine if they are primarily visual, auditory, kinesthetic learners.
TEKS and ACTFL
Public school teachers in Texas misuse instruction based on the TEKS. District curriculum is TEKS-based.
Foreign-language teachers should also referred to the resources provided by ACTFL (American Council on the Teaching of Foreign Languages).
COMPREHENSIBLE INPUT
COMPREHENDIBLE INPUT
Comprehensible Input
- Established by Stephen Krashen
- Language that students can understand
- Teachers should provide meaningful language experiences using comprehensible input
Stephen Krashen
A famous language acquisition expert, states that using comprehensible input+ 1, or i+1, along with Scaffolding, will help students reach the next level of proficiency.
- Input Hypothesis or Monitor Comprehensible Input
- He also asserts that a student’s capability to learn will be restricted if they are afraid or embarrassed, or fear being embarrassed. He states that their affective filter is up, making it harder to learn.
Comprehensible Input +1
Language that is just above the student’s current proficiency level
Affective Filter
The psychological state or emotions of the language learner; when nervous or afraid, the filter is high or up
Scaffolding (vygotsky)
Extra support given to students to help them reach the next level
Creating a Positive Environment
- Plan fun, learner-centered activities
- Encourage students to participate and use the target language both in and out of class
- Do not allow anyone to make fun of their peers
- Avoid direct correction. Instead, model the correct pronunciation or usage after a student make a mistake.
- Incorporate technology to keep students engaged.
Competency 003
USING THE TEKS TO FOSTER COMMUNICATION IN THE TARGET LANGUAGE, LEARNING ABOUT CULTURES, CONNECTING SPANISH WITH OTHER DISCIPLINES, MAKING COMPARISONS TO HELP STUDENTS UNDERSTAND THE NATURE OF LANGUAGE
Competency 003
USING THE TEKS TO FOSTER COMMUNICATION IN THE TARGET LANGUAGE, LEARNING ABOUT CULTURES, CONNECTING SPANISH WITH OTHER DISCIPLINES, MAKING COMPARISONS TO HELP STUDENTS UNDERSTAND THE NATURE OF LANGUAGE
Interpersonal Communication
Communication between students (2 people or more)
Interpersonal Communication Lessons
- Plan engaging, learner-centered activities allowing students to practice interpersonal communication
- Students should have role plays, performances, and conversations in the target language
- Interactive software with voice recognition may also help
- If the district approves, the teacher might be able to Skype with a class in a country that speaks the target language, and allow studetns to virtually meet students from that culture
Interpretive Communication
Interpreting what is read, seen, listened to, etc.
- It is important to include literature, videos, and songs that are authentic (not translated from English).
- Ask students questions to check for understanding
- Use both formal and informal assessments to monitor their interpretive communication
- Encourage students to listen to music in Spanish and watch videos or shows in Spanish
Using Comprehensible Speech
- Use language that students understand (Comprehensible Speech), and also language that is just above their current level of comprehension
- When using language above their comprehension level (i+1), use extra support like gestures, facial expression, and other clues
- Check for understanding by asking questions
Culture
- Include practices, products, and perspectives from the target culture.
- Show videos, play songs, clips from TV shows and plays, etc. in the target language.
- Talk about traditions, holidays, etc. from the cultures from the countries that speak the target language. Encourage students to talk about their traditions and relate it to the traditions they learn about in class
Making Comparisons
- Encourage students to compare their culture to the cultures of countries that speak the target language.
- For example, students can compare and contrast Halloween and el dia de los muertos.
- Discuss how cultures and languages can influence each other. For example, many Spanish speakers have adopted English words, like “email” instead of “correo electronico,” or “parking” instead of “estacionamiento.”
- In Texas Mexican or Tex-Mex food is popular, and although the dishes are not usually like authentic Mexican food, there is a strong influence.
- Encourage students to think of how different cultures have influenced Texas.
- Incorporate technology by showing videos, advertisements, and music videos with an influence from on of the target language cultures (maybe a commercial with Spanish words and a Latin-American celebrity).
Make it Meaningful
- Show students the relevance of learning a second language
- Discuss expanded job opportunities, more job security, better pay, travel advantages, etc.
- Tie the target language in with other disciplines, subjects, or content areas. If possible, coordinate with other teachers. You can teach vocabulary associated with what they are learning in Math, Science, Social Studies, and even English Language Arts
Connecting to the Real World
- Invite guest speakers from different countries that speak the target language. Ask them to speack about their culture, or how they use Spanish in their job, or anything else relevant to the TEKS (Texas Essential Knowledge and Skills) for Spanish.
- Encourage students to make connections between what the guest speaker talks about and their lives. The guest speaker might discuss how he/she uses Spanish in his career, and this might increase students’ motivation to learn a second language. If the speaker talks about holidays or traditions from his/her culture, students can compare and contrast that to their holidays and traditions
Extracurricular Activities
- When possible, plan extracurricular activities and field trips to spark an interest in the target language and target cultures.
- Field trips to museums, movies, etc. related to the target language are educational and fun.
- After school Spanish clubs or Culture clubs are also ways to promote and foster language learning.
Communication in Lesson Plan
- Plan learner-centered, engaging activities for students to practice interpersonal communication.
- Role plays, games, and conversations are helpful.
- With district approval, the class might be able to have virtual pen pals and Skype or FaceTime with a class in a Spanish-speaking country
Communication
a. students participate in conversations, ask for and give information, express emotions, and share opinions.
b. Students understand written language and spoken language on various topics
c. Students use the target language (Spanish) to present ideas, information, etc. to an audience on various topics.
Cultures in Lesson Plan
Project-based learning is effective. Allow students to choose a project to show they understand the relationship between the perspectives and practices of a culture, or a project about the relationship between the perspectives and products of a culture.
-Example, students might create a PowerPoint presentation or an oral presentation about how perspectives influence practices. In Mexico, it is common for people to sit and visit for quite a while after a meal. This practice is called “sobremesa.” As a result, the waiter does not bring the check until the customer requests it. This is quite different than in the United States, where the server brings the bill once the guests have finished eating. The students can discuss how their views of the importance of socializing after the meal influence the practice of servers waiting to deliver the check, and show pictures of cafes or restaurants in Mexico. The students could also discuss other traditions and practices that are affected by cultural perspectives.
The 5 C’s of Foreign Language
ACTFL (The American Council of Teachers of Foreign Languages) has designed the 5 C’s.
- Communication
- Cultures
- Connections
- Comparisons
- Communities
Cultures Lesson Planing
Project-based learning is effective. Allow students to choose a project to show they understand the relationship between the perspectives and practices of a culture, or a project about the relationship between the perspectives and products of a culture.
-Example, students might create a PowerPoint presentation or an oral presentation about how perspectives influence practices. In Mexico, it is common for people to sit and visit for quite a while after a meal. This practice is called “sobremesa.” As a result, the waiter does not bring the check until the customer requests it. This is quite different than in the United States, where the server brings the bill once the guests have finished eating. The students can discuss how their views of the importance of socializing after the meal influence the practice of servers waiting to deliver the check, and show pictures of cafes or restaurants in Mexico. The students could also discuss other traditions and practices that are affected by cultural perspectives.
Connections
a. Students extend their knowledge of other disciplines through the target language
b. Students gain information and learn about different viewpoints that are available through the foreign/target language and its culture
Connections in Lesson Plans
- As previously mentioned, thematic or interdisciplinary units are effective. The teacher can plan activities that teach vocabulary about what students are learning in Science, Social Studies, Math, etc. Students can also do a presentation in Spanish on what they are learning in another class. This will help them learn advanced cognitive language and jargon in Spanish.
- Read Literature (poetry, short stories) in target language
Comparisons in Lesson Plan
- Help students evaluate the syntax (sentence structure) in English and Spanish. The syntax is pretty similar in English and Spanish, but adjectives have different placement. In English, adjectives go before nouns (pretty girl), but in Spanish adjectives follow nouns (chica bonita).
- Students can complete projects about the target cultures, and can compare and contrast practices, perspectives, etc.
Communities
a. Students use Spanish in school settings and in other places
b. Students demonstrate evidence of being life-long learners by using the target language not only for class, but also for pleasure and for enrichment
Comparisons
a. Students show an understanding of the nature and structure of language by comparing the target language (Spanish) and their own language.
b. Students show an understanding of the idea/concepts of culture by comparing the cultures they studied and their own culture
Communities in Lesson Plans
- Offer extra credit for students to read in Spanish to elementary school students, or visit a nursing home and speak Spanish to residents.
- If possible, take students to a theater to watch a play in Spanish, or watch a movie in Spanish
