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Copy of Staying in the Target Language in World Language Classrooms: Why? How?

A presentation for the Central CT State University Summer Institute for Spanish Teachers that discusses the reasons why and methods for keeping yourself and your students in the target language in world language classrooms.

Jessica Haxhi

on 7 May 2013

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Transcript of Copy of Staying in the Target Language in World Language Classrooms: Why? How?

scaffolding Why use the target language? How much do you use the TL? comprehensible
input contextualization routines and
expectations Jessica Haxhi
Maloney Interdistrict magnet school
waterbury, ct
jhaxhi@waterbury.k12.ct.us benefits? challenges? especially for self-editing Fun use songs and raps
for teaching and
transitions make it with a purpose use technology lots of culture set the stage for successful TL use assessment class rules in the TL Stephen Krashen
build new language by combining with what we already know
need to give learners i + 1
(what they know, plus a little more) visuals gestures actions "mother-talk" modeling! use of cognates familiar phrases modeling! modeling! modeling! modeling! modeling! puts the learning someplace “meaningful” and “real” a situation a place shopping
being lost
bumping into someone store
blog context creates meaning and purpose
let's kids connect all learning
inspires your planning Scaffolding, Tretyakovsky Proyezd, Moscow. Taken by Robert Broadie on 3 August 2005 language police! but what is also important? What does it take for
all of this to happen? keep up the Each Unit... have a rich, fun, real-world or imaginary context
plan final assessments before you start teaching
plan for routines within the unit
break down final tasks into small steps (scaffold)
add in mini-assessments to check for understanding Each Lesson... visualize the steps of the lesson ahead of time, ask yourself, “How will students know what I want them to do?” for each step
make input comprehensible with materials, pictures, real items
think about how you will model and give directions without using English
keep a good pace When should we use English? Is English REALLY necessary?
Could I make the activity simpler or break it down into parts?
Could I model with one student and myself first?
Do they really need the answer to that question right now? give choice and yes/no questions early
repeat new words and choices often
give many listening opportunities early, in many situations
model often
break final task into smaller tasks along the way
give picture dictionaries, dictionaries, online look-ups or other support for when students forget a word/phrase
give short quizzes or tasks to be sure students are understanding early parts of unit, then move on or reteach
have students who are confident!
have students that can complete the final task You know you are
scaffolding when you... What is it? "flip" your sign to speak English How will you handle
handle English usage
by students? Ask yourself... Other Resources ACTFL's Position Statement on the use of the Target Language in the Classroom http://www.actfl.org/i4a/forms/form.cfm?id=117&pageid=5036&showTitle=1 Great list of Web 2.0 Tools for World Language Educators
http://www.miscositas.com/webtools.html PACE Maloney Interdistrict Magnet School
Japanese Language and
Culture program websites For class pages, current units, videos, and vokis, go to:
http://maloneyjapanese.wikispaces.com For Japanese program information, PreK-5 Curriculum,
FAQs, teacher info, and general Japanese links, go to:
http://teacherweb.com/ct/maloneymagnetschool/japanese/ lots of content How do you keep yourself and your
students INSPIRED to speak in the
target language? planning and
preparation gives students what they need to make sense of it all supports learners until they can stand on their own shows everyone how much students can do daily opening and
closing routine Staying in the the Target Language
in World Language Classrooms:
Why? How? *video *video *video *video K-8 World Languages Methods Course Wiki (administered by Jessica)
http://ctworldlanguagesk8.wikispaces.com/ L1 vs. L2 in the Foreign Language Classroom: New Findings by Mark K.Warford, Buffalo, State College, The NECTFL Review 60 Spring/Summer 2007
http://www2.dickinson.edu/prorg/nectfl/reviewarticles/60-warford.pdf Cherice Montgomery's terrific list of professional articles on teaching in the target language.
http://languagelinks2006.wikispaces.com/Research Significant portions of the content of this presentation were created with the assistance and mentoring of Cherice Montgomery, Cindy Kendall, Susan Gong, and Marcia Rosenbusch, members of the STARTALK NFLRC Mentoring, Leadership, and Change in Chinese Teaching Institute teaching team. Arigato! Please note that various videos shown during the actual presentation were not embedded to protect students' privacy. Arigato! Thank you for listening! CONTENT!
science, math, language arts,
music, art, social studies the ultimate
context Test your Scaffolding! (before you ask students to
stand on it!) act out your assessment with a colleague or in your head write down the language your students
will need or want to complete it build activities that allow students to
practice the language
interact with the language
see it written, hear it spoken
use it in groups, use it in pairs, use it alone
use it in ways that mirror the assessment
(but not necessarily repeat it exactly) by planning backwards
(Backwards Design) http://ctworldlanguagesk8.wikispaces.com/Links+for+Assessment
for more ideas. High Quality Assessment
contains real-world tasks
contains authentic language use
is not a surprise for students
helps students and teachers see language progress and areas for improvement
takes place in all 3 modes of communication during the unit: Interpretive, Interpersonal, Presentational Courtesy of Waterbury Public Schools World Languages get ideas at http://ctworldlanguageunits.wikispaces.com/ Japanese Demonstration Lesson Japanese Demonstration Lesson Japanese Demonstration Lesson Japanese
Full transcript