american council on the teaching of foreign languages, 1999
TRANSCRIPT
American Council on the Teaching of Foreign Languages, 1999
Signature
1. Can name the 5 C’s of National Standards
2. Can give an example of an Interpretive task
3. Can give an example of an Interpersonal task
4. Can explain what culture perspectives are
5. Can give 3 strategies for a teacher to use to convey meaning in the target language
6. Can describe characteristics of communicative tasks
7. Can explain an information gap activity
Linguafolio, http://casls.uoregon.edu/pages/tools/linguafolio.php
Why are the standards important?
How did they impact the teaching of world languages?
How does standards-based teaching and learning compare with traditional world languages practices?
How can I alter learning tasks to reflect the standards and build proficiency?
How will I know if my students are moving along the proficiency continuum?
Five Cs of the National Standards
http://www.learner.org/resources/series185.html?pop=yes&pid=2002
Teaching to the Standards
“The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life.”
National Standards for Foreign Language Learning
“Knowing how, when, and why
to say what to whom.”
Communication: Communicate in Languages Other Than English
Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)
Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)
Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)
Cultures: Gaining Knowledge and Understanding of Other Cultures
Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.
Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.
Connections: Connect with Other Disciplines and Acquire Information
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.
Comparisons: Develop Insight into the Nature of Language and Culture
Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
Communities: Participate in Multilingual Communities at Home & Around the World
Standard 5.1: Students use the language both within and beyond the school setting.
Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
What is “Communication?”
How can teachers encourage communication among early
language learners?What are the classroom practices that teachers use in proficiency-
based second language teaching?
Interpretive• Understanding spoken or written language
Interpersonal• Two-way, meaningful, spontaneous
communication
Presentational• Edited and rehearsed written or spoken
communication
INTERPRETIVE COMMUNICATION TASK
You are walking through a park in France and you see a piece of paper on the ground. You pick it up and read it.
INTERPRETIVE COMMUNICATION TASK
From: trionyx.free.fr/ identite2.htm1.Circle the words that are mentioned on the piece of paper.
Address Nationality First Name Age Birth date Hair color Last Name ProfessionHeight Face shape Father’s name Weight
Passport # Eye color Travel destination
2. What is the purpose of this piece of paper?
3.What do you think is the difference between “Nom” and “Prénom?”
You see a policeman, greet him, and give him the identity card you found. During the conversation, he asks you some questions. Answer the questions. Thank him and say good-bye. You can use the ideas below as guidelines:
• Name• Birthday• Age• Country of birth• Nationality • Address
INTERPERSONAL COMMUNICATION TASK
PRESENTATIONAL COMMUNICATION TASKS
You now attend a French immersion school.
Your principal has decided that each
student will need a student ID card. He/She
asks you to design what this identity card
will look like. You remember the one you
found in France and use it as an example.
Target Language (TL) use by teacher
Why is this important?Is this possible? How?
TL use by studentsHow can students who do not know all the words understand and respond in another language?How can a teacher encourage TL use?
Info Gap Tasks
Language Experiences
Stories
Role-plays/Scenarios
Rhymes/Chants)
Gouin Series
Sports Arts and CraftsNJ World Languages Curriculum Framework: http://www.state.nj.us/education/frameworks/worldlanguages/appendc.pdf
IN THE PAST
•Students learned about the language (grammar)
•Teacher-centered class
•Focused on isolated skills (listening, speaking, reading, and writing)
•Coverage of a textbook
•Using the textbook as the curriculum
•Emphasis on teacher as presenter/lecturer
•Isolated cultural “factoids”
•Use of technology as a “cool tool”
•Same instruction for all students
•Synthetic situations from textbook
•Confining language learning to the classroom
•Testing to find out what students don’t know
•Only the teacher knows criteria for grading
•Students “turn in” work only for the teacher
Teaching Foreign Languages K-12: A Library of Classroom Practices
http://learner.org/resources/series185.html
Stephanie Appel teaches a lesson on the Solar System to her elementary French students.
TODAY
Students learn to use the language
Learner-centered
Focus on the three modes: interpersonal, interpretive, and presentational
Backward design focusing on the end goal
Use of thematic units and authentic resources
Emphasis on learner as “doer” and “creator”
Emphasis on the relationship among the perspectives, practices, and products of the culture
Integrating technology into instruction to enhance learning
Using language as the vehicle to teach academic content
Differentiating instruction to meet individual needs
Personalized real world tasks
Seeking opportunities for learners to use language beyond the classroom
Assessing to find out what students can do
Students know and understand criteria on how they will be assessed by reviewing the task rubric
Learners create to “share and publish” to audiences
From drill and practice to communication
Nommez les personnes ou les choses suivantes:
Ex. …une personne que j’admireMLK Jr. est une personne que j’admireEx. …une ville que je voudrais visiterParis est une ville que je voudrais
visiter.
1. …une ville que j’aime.2. …un magazine que je lis.3. …un film que je voudrais voir.4. …un acteur que j’admire
beaucoup.
Gustos personalesFor each category, write a sentence
stating one thing in that category that you like and another that you do not like. Be sure to use the correct definite article (el or la) in your sentence.
Modelo: deportes Me gusta el tenis.
No me gusta el futbol.
1. deportes3. musica2. comida 4. clases
From drill/practice to communication
Working in pairs, convert the textbook activities to tasks for authentic communication.
Closure: Socratic Seminar
Have a discussion with colleagues about the validity of standards-based teaching. What are some of the characteristics of standards-based world languages teaching? Is it sufficiently rigorous? Will it prepare students appropriately for living in an interconnected world? Why or why not?
Signature
1. Can name the 5 C’s of National Standards
2. Can give an example of an Interpretive task
3. Can give an example of an Interpersonal task
4. Can explain what culture perspectives are
5. Can give 3 strategies for a teacher to use to convey meaning in the target language
6. Can describe characteristics of communicative tasks
7. Can explain an information gap activity
Observations
What will you look for?
Work with a partner to devise questions that will guide your observations.
Debrief with the group.