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Teacher's Handbook : Contextualized Language Instruction
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Teacher's handbook
contextualized language instruction
mls 338 : Second language acquisition and pedagogy
understanding language learning through second language acquisition theory and research
In this chapter, you learned about...
- the shift from behaviorism to sociocultural theory
- Krashen's Input Hypothesis
- Long's Interaction Hypothesis
- Swain's Output Hypothesis
- Vygotsky's Zone of Proximal Development
chapter 1
What is communicative competence?
behaviorism: imitation, practice, positive reinforcement
innatism: universal grammar; competence vs. performance
behaviorism to cognitive psychology
Canale and Swain model (1980)
The role of input/Output
Processing theory
Krashen's Input Hypothesis
Long's Interaction hypothesis
Role of modified input, interaction and output
Restructuring
Swain's Output hypothesis
Vygotsky's zone of proximal development
sociocultural theory
contextualizing language instruction to address goals of the standards for learning languages
In this chapter you learned about...
- the chronological development of language teaching
- ACTFL Proficiency Guidelines
- World-Readiness Standards for Learning Languages (W-RSLL)
- Common Core State Standards (CCSS)
- 21st Century Skills Map for Languages
chapter 2
Historical view of context in foreign language instruction
language learning standards
the role of the textbook
textbook evaluation criteria
contextualization
content
presentation
Presents an accurate view of the cultures in which the target language is spoken
Provides activities in which students talk to each other, share information and opinions, negotiate meaning
Features an organization based on relevant and interesting topics
Provides authentic materials (input)
Provides opportunities for students to discover and explore the practices of the target cultures, and to compare these with the native culture
Suggests strategies for comprehending and interpreting oral and written texts
Includes visuals for presenting vocabulary
Includes pre-listening, pre-viewing, and pre-reading tasks
Presents clear, concise grammar explanations
Integrates technology effectively
Suggests strategies for assessing student progress in attaining standards
Presents vocabulary thematically, in context, and with the use of visuals and authentic realia
Planning standards-based instruction using backward design
In this chapter, you have learned about:
- content-based instruction
- backward-design planning
- state frameworks
- thematic unit planning
- lesson objectives
- anticipatory set
- advance organizers
chapter 3
- the current paradigm for instructional planning
- brain-based research findings and instructional planning
- Bloom's Taxonomy of Thinking
- L2 comprehensible input and teacher talk
- classroom discourse
- Oller's Episode Hypothesis
- unauthentic, authentic, semiscripted oral texts
brain-based research
brain-based research
- learning engages the entire person
- the human brain seeks patterns
- emotions affect all aspects of learning
- past experience always affects new learning
- the brain's working memory has a limited capacity
- lecture usually results in the lowest degree of retention
- rehearsal is essential for retention
- practice does not make perfect
- each brain is unique
Bloom's taxonomy
bloom's taxonomy of thinking
Target language input
TL input
- ACTFL recommends 90% of instruction in TL
- IRE (initiate, respond, evaluate)
- IRF vs IRE
- assessment vs assistance
authenticity
authentic texts
- Oller's Episode Hypothesis: "Text (discourse in any form) will be easier to reproduce, understand, and recall, to the extent that it is motivated and structured episodically"
- authentic texts : "those written and oral communications produced by members of a language and culture group for members of the same language and culture group"
- unauthentic vs. semiscripted
lesson planning
planning
- Content-based instruction (CBI) uses the content, learning objectives, and activities from the school curriculum as the vehicle for teaching language skills
- "Backward-planning" : the desired end result drives the creation of unit and lesson plans and assessments
- thematic planning : selecting content that not only addresses standards and curricular goals but that is also meaningful, engaging, and motivates learners
- communicatively purposeful
- culturally focused
- intrinsically interesting
- cognitively engaging
- standards-based
- four stages of lesson planning
- stage 1 : identify desired results
- stage 2 : determine acceptable evidence
- stage 3 : plan learning experiences
- stage 4 : reflect on lesson effectiveness
Connecting language learning to the elementary school curriculum
in this chapter, you learned about...
- graphic organizers
- semantic maps
- Venn diagrams
- Total Physical Response
- storytelling
- Language Experience Approach
- story maps
- cooperative learning
- global units
- performance assessment strategies
- Connections Goal Area
chapter 4
- role of age and social/psychological factors in language acquisition
- benefits of early language learning
- characteristics of elementary school learners
- mythic stage of development
- program models (ELL, immersion, dual language, sheltered instruction)
- thematic planning webs
- content-based/content-related FLES, content-obligatory/content-compatible language
Early language learners
Early language learners
integrating cultures and comparisons in middle level education and beyond
in this chapter you learned about...
- classroom management
- Cultures and Comparisons Goal Areas
- contemporary definition of culture
- intercultural competence
- teaching culture in a global society
- Project-based learning
- assessment of middle level performance
- definition of middle level education
- the middle level learner
- No Child Left Behind Act
- middle level language instruction
- middle level program design
- sequential vs. exploratory language programs
- differentiated instruction
chapter 5
Culture is...
What is culture?
Cultures framework
"...the values, tradition, world view, and social and political relationship created, shared and transformed by a group of people bound together by a common history, geographic location, language, social class, religion, or other shared identity"
intercultural competence
cultural competence
using an interactive approach to develop interpretive communication
in this chapter, you learned:
- integration of authentic texts
- exploration of literary texts
- workshop-style classroom for exploring texts
- acquisition of new vocabulary
- use of L1 vs. L2 in checking comprehension
- the Interactive Model for Developing Interpretive Communication
- the three modes of communication
- interpretive mode for teaching listening, reading, and viewing
- Schema theory
- the processes involved in listening and reading
- compensatory model of second language processing
- L1 vs. L2 interpretive processes
- reader-/listener-based and text-based factors in comprehension and interpretation
chapter 6
communicative modes
listening and reading processes
Schema Theory (Bartlett, 1932; Minsky, 1975; Schank & Abelson, 1977)
Bottom-up / Top-down ?
listening and reading processes
L1 vs. L2 ?
Reader-/Listener-based factors
Text-based factors
integration of authentic texts
- choose authentic texts that are age and level appropriate
- edit the task, not the text
- explore literary texts at all levels as a way to develop students' cultural and linguistic competence by engaging them to reflect on the world and themselves "through the lens of another language and culture"
integration of authentic texts
PACE: A story-based approach for dialogic inquiry and form and meaning
in this chapter, you learned:
- deductive and inductive approaches to grammar instruction
- focus on form
- re-conceptualizing grammar instruction
- story-based language learning
- co-constructing grammar explanations
- dialogic grammar explanations
- the PACE Model: Presentation, Attention, Co-Construction,
Extension
chapter 7
Grammar instruction
the PACE MODEL
Developing oral and written interpersonal communication
In this chapter, you learned:
- collaborative dialogue
- conversational repair
- cooperative learning: task-based instruction
- developing advanced-level discourse through the study of literature and culture
- developing interpersonal writing
- dialogue journals
- key pal and pen pal letter exchanges and synchronous electronic interaction
- providing feedback in
oral interpersonal
contexts
- the ACTFL oral proficiency scale and speaking from a proficiency perspective
- implications of proficiency for instruction
- nature of interpersonal communication
- willingness to communicate (WTC)
- instructional conversations (ICs)
- teacher self-talk
- strategies for helping students interact orally
- turns-at-talk, routines and gambits, gestures
- student discourse in pair/group activities
chapter 8
ACTFL ORAL proficiency
Learners' willingness to communicate
strategies for teaching interpersonal speaking
strategies for teaching interpersonal speaking
strategies
- ICs
- Turns-at-Talk
- Routines and Gambits
- Gestures
- Student Discourse in Pair/Group activities
- Cooperative learning
Developing Oral and Written communication
in this chapter, you learned:
- presentational communication in speaking and writing
- nature and purposes of oral and written presentational communication
- writing as a process
- teaching presentational writing and speaking as a process
- importance of audience
- genre-based presentational writing instruction
- formats for presentational communication at K-12 and post-secondary levels
- reading-to-write
- presentational writing and speaking and the ACTFL Proficiciency Guidelines
- technologically enhanced presentations
- providing feedback on writing
- peer conferencing about writing
- evaluating oral and written multimedia presentations
- pronunciation: feedback and instruction
chapter 9
The presentational mode
"To successfully communicate with an audience, speakers and writers need to know how to present information based on the cultural perspectives, backgrounds, and expectations of their listeners, readers, or viewers"
presentational mode
Product vs. Process?
Process vs. product
Writers are constantly orchestrating a set of cognitive processes as they integrate planning, remembering, writing, and rereading.
writing: process or product?
- provide plenty of practice in and outside of class, and follow this practice with discussion of the process
- Teach about the FL writing process -- help generate ideas
- Teach students to self-monitor and self-reflect
- Design writing tasks to reflect authentic genres, which are determined by the purpose for the writing
- Provide focused practice on syntax
- Distinguish between writing for communication and writing as an academic exercise
- Combine reading and writing to create presentational products
- Design writing tasks carefully
- Redefine "creative" writing
- Integrate a writing conference into your instructional approach
Types of feedback for written work
When is feedback not necessary?
CF Focus on Form: learners benefit from CF that is selective and focused (e.g., two or three error categories rather than only one type of error or all errors), particularly for students with lower language proficiency
feedback
praise/criticism/suggestion?
student responses to feedback?
writing conferences?
Peer Revision?
pronunciation: Feedback and Instruction
Presentational speaking
- accents?
- comprehensibility
- pronunciation awareness should always be taught in the service of meaning and in meaningful contexts
- feedback from peers is usually meaningful to students, and it engages the rest of the class in listening and learning content from presentations
Addressing Needs of diverse learners in the language classroom
in this chapter, you learned about...
- at-risk learners
- heritage learners
- gifted learners
- differentiated instruction
- Communities Goal Area
- service learning
- diverse ways students learn language
- multiple intelligences
- learning styles
- teacher personality and teaching style
- language learning strategies
- addressing diverse learners' needs
- the inclusive classroom
- physical needs
chapter 10
Multiple intelligences
diverse learners
inclusive classroom?
special physical needs?
diverse learners
special learning needs?
heritage language learners?
gifted learners?
Assessing standards-based language performance in context
in this chapter, you learned:
- the current paradigm for assessment practices
- the washback effect of tests
- purposes and characteristics of tests
- summative vs. formative assessments
- proficiency-based tests
- performance-based tests
- an interactive model for assessing interpretive communication
- implications of the OPI for oral assessment
- ACTFL Assessment of Performance toward Proficiency in Langauges
- authentic assessments
- scoring rubrics and anchors
- Integrated Performance Assessments (IPAs)
- dynamic assessment
- LinguaFolio and self-assessment
- classroom assessment techniques
chapter 11
summative vs. formative
Rubric for rubrics
Technology and the 21st century language classroom
In this chapter, you learned:
- Computer-Assisted Language Learning (CALL)
- International Society for Technology in Education Standards
- 21st Century Skills and Technology
- Project-Based Learning
- digital storytelling
- virtual realia
- Webquests
- virtual field trips
- mapping services
- Computer-Mediated Communication
- Mobile-Assisted Language Learning
- open education
- blended language learning environments
- personal learning networks
- The Horizon Report
chapter 12
http://www.tiki-toki.com/timeline/entry/626699/The-History-of-CALL/