principles and strategies for teaching hl learners: focus ... presentation.pdf · principles and...

PrinciplesandStrategiesforTeachingHLLearners:Focuson

mixedclasses

MariaM.Carreira,Ph.D.ProfessorofSpanish

CaliforniaStateUniversity,LongBeachCo-director

NationalHeritageLanguageResourceCenter,UCLA

Overviewofthispresentation

• EssentialconceptsinHLteaching;• Mixedclasses;• Projectbasedteaching;

First…Introductions

• Name• Language• Level• Onegoalforthisworkshop

EssentialcharacteristicsNativespeakers Heritage speakers Secondlanguagespeakers

LanguageUse NativeSpeakers

HeritageLanguageLearners

ForeignLanguageLearners

Family Yes Yes No

Rangeofinteraction Full Limited Limited

Formaleducationinthetargetlanguage

Yes Varies Yes

Needs vis-à-visthetargetlanguage

To functioninsociety ? ?

HL learner motivations

TopreasonswhyHLLsstudytheirHL:– Professionalreasons(Spanish,Chinese,Japanese);– Findingidentity;– CommunicatingwithfamilyandfriendsintheU.S.;– CommunicatingwithspeakersoftheHLoutsidethe

U.S.;

CarreiraandKagan (2011)

Implicationsforteachingandlearning

Heritagespeakers L2

learnersNativespeakers


Heritagespeakers

Nativespeakers

• Howweteach• Whatweteach;• Whyweteach;


Heritagespeakers

L2learners

• Howweteach;• Whatweteach;• Whyweteach;

Discussion:Howweteach

Papawhowakesuptiredinthenight• Howwouldyouusethisreadingwithnativespeakers?

• HowwouldyouusethisreadingwithL2learners?

WhatandhowweteachGoals of

instruction

Engagingwitha readingandcompletinganauthentictaskusinglevel-appropriatevocabularyandgrammaticalconstructions

Pathway tomeetinglearninggoals)

Macro/TopDown Micro/BottomUp

Areadingorauthentictask

Form-focused

instruction


Form-focused

instruction

Teachingdomain

Macro-based Micro-based

Vocabularyandgrammar

Age-appropriateandintegrated.Dictatedbyfunction andcontext.

Carefullycontrolledandselected.Isolatedpracticeofdifferentaspectsoflinguisticknowledge.

Reading Fairlylargeandcomplextextsfromthebeginning. Unalteredauthentictexts.

Smalltextsgraduallyincreasinginvolumeandcomplexity.Alteredtextstofacilitatereadability.

Writing Longertextsfromthebeginning.Initialemphasison thecontent,graduallybuilding towardimproving stylistics,grammar,spelling.

Sentencelevelgraduallyincreasingtoparagraphandthenlonger.

Speakingandlistening

Fullrangeofnativeinput (movies,documentaries, lectures,newsstories,plays,etc.)andoutput(discussions, conversations,monologues)

Initiallyrestricted,graduallyincreasinginlengthandcomplexity.Initiallyrestrictedtodialogue.

Culture Fullrangeoftopics,integrated. Initiallyisolatedanddecontextualized.

Samplemacroactivities(Richards,1990,61-63 )

• Guesswhatnewsheadlinesmightreferto,thenlistentoorreadthecompletepiece;

• Identifyapicturefromadescriptionofit;• Identifykeyideasinamessage;• Listentoconversationscontainingsmalltalkandrecognizewhenthespeakerispreparingtointroducearealtopic;

• Readinformationaboutatopic,thenlistentoatalkonthetopicandcheckwhethertheinformationwasmentionedornot;

Practice

Papawhowakesuptiredinthenight• Howwouldyouusethisreadingusingamacroapproach?

• Howwouldyouusethisreadingusingamicroapproach?

Teachingdomain

Macro-based Micro-based

Vocabularyandgrammar

Age-appropriateandintegrated.Dictatedbyfunction andcontext.

Carefullycontrolledandselected.Isolatedpracticeofdifferentaspectsoflinguisticknowledge.

Reading Fairlylargeandcomplextextsfromthebeginning. Unalteredauthentictexts.

Smalltextsgraduallyincreasinginvolumeandcomplexity.Alteredtextstofacilitatereadability.

Writing Longertextsfromthebeginning.Initialemphasison thecontent,graduallybuilding towardimproving stylistics,grammar,spelling.

Sentencelevelgraduallyincreasingtoparagraphandthenlonger.

Speakingandlistening

Fullrangeofnativeinput (movies,documentaries, lectures,newsstories,plays,etc.)andoutput(discussions, conversations,monologues)

Initiallyrestricted,graduallyincreasinginlengthandcomplexity.Initiallyrestrictedtodialogue.

Culture Fullrangeoftopics,integrated. Initiallyisolatedanddecontextualized.

Learnersforthisapproach?


Macro/TopDown


Form-focused

instruction

Nativespeakers,HLlearners,advancedL2learners

Whataboutmicro-basedteaching?


Micro/Bottom up


Form-focused

instruction

L2learnersatthelowerlevelsofproficiency,HLlearners(sometimes)

Backtomacro-basedteaching


Macro/TopDown


Form-focused

instruction

Nativespeakers,HLlearners

Macroapproaches:Nativevs.heritagelearners

• Howtousethem;• Whatmaterialstouse;


• Howtousethem;Scaffolding

• Whatmaterialstouse;ContentLevel

Scaffolding

• Scaffoldingprovidescriticalsupportforeffectivemacro-basedteachingandtheuseofauthenticmaterialsandtasks;

Scaffolding:Keyconcepts

• Building;• Supporting• A step-by-stepapproach;

Scaffoldingintheclassroom

• Scaffoldingcanincludemodelingaskill,providinghintsorcues,tappingintobackgroundknowledge,breakingataskintosmall,moremanageabletaskswithopportunitiesforintermittentfeedback(Copple &Bredekamp,2009).

AmodelofscaffoldingforHLteaching:From-toprinciples

(OlgaKagan)

• Listening->Reading• Speaking->Writing• Home-basedregister->Generalandacademicregisters

• Everyday“real-life”activities->Classroomactivities

• HLlearners’motivationssurroundingidentityandgroupmembership->content

Otherconfigurationsthatalsoservetoscaffoldandbuild

Speaking

Writing

Reading

Listening

Practice

Papawhowakesuptiredinthenight

Question:HowwouldyouuseoneoftheFrom-toprincipleswiththisreading?

AmodelofscaffoldingforHLteaching:From-toprinciples

(OlgaKagan)

• Listening->Reading• Speaking->Writing• Home-basedregister->Generalandacademicregisters

• Everyday“real-life”activities->Classroomactivities

• HLlearners’motivationssurroundingidentityandgroupmembership->content

Socio-affectiveissues

• ServetodifferentiateHLlearnersfromnativespeakersandL2learners;

• Oftenrelatetothechallengesofbalancingtwodifferentculturesandlivingbetweenworlds;

• AreacriticalcomponentofHLteaching/learning

Socio-affectiveissues

InhighschoolIwasoneofveryfewLatinos.MyfriendandIwerecalledtheAmericankids.ThiswasalwaysfunnytomebecausemyDad’sfamilyalwaystoldmeIwasAmerican.InschoolIwaslabeledMexican,buttotheMexicans,IamanAmerican. Iampartofeach,butnotfullyacceptedbyeither.It’sthisweirddualityinwhichyouarestuckinthemiddle…Youtakeprideinbothculturesandlearntodealwiththerejection.Youmayneverbefullyembracedbyeitherside.That’swhyyouseekoutotherpeoplelikeyourself.Socializingwithpeoplewhoshareacommonexperiencehelpsyoudealwiththisexperience.

(Carreira&Beeman,2014,p.88)

Activity:FindingHLappropriatecontent

• WhatthemesandtopicsthatarelikelytobeengagingtoHLlearnersinyourreading?

• CAUTION:Thismaytakesomecreativitye.g.LittleRedRidingHoodGrandmalivingalone?Littlegirlbeingallowedtowalkalonethroughtheforest?

Readings

üWhatinthewayofcontentisparticularlywellsuitedforHLlearners?

• Whataboutlevel?Isitappropriate?• Howcanyouscaffoldthisreading?• HowcanyouusetheFrom-toprinciples?

From-toPrinciple:Listening->Reading

ToFrom

Listeningtoadinnerconversation?Listeningtoapoliticaldebate?ListeningtoaUNspeech?

Readingarecipe?Readinganacademicpaper?Readinganovel?

Scaffolding

ToFrom

From-toPrinciples

ToFrom

Vygotsky’s ZoneofProximalDevelopment(ZDP)

• TheZPDisthedifferencebetweenwhatachildcandoindependentlyandwhatheorsheiscapableofdoingwithtargetedassistance(e.g.scaffolding).

• Intermsofthinkingaboutlevel->AimfortheZPD

Tokeepinmind

• Knowledgethatisbeyond thelearners’ZPDwillnotlikelybegrasped,evenwithextensivescaffolding.

• Knowledgethatisunder thelearners’ZPDwillnotleadtolearning.

MIXEDCLASSES

Mixedclasses:Problem1Goals of

instruction

Engagingwiththereading,movie,etc.,andcompletinganauthentictaskusinglevel-appropriatevocabularyandgrammaticalconstructions

Preferredinstructionalapproach

(i.e.pathway tomeetinglearninggoals)

Macro/TopDown Micro/BottomUp

HLlearners L2learners


Form-focused

instruction


Form-focused

instruction

Mixedclasses:Problem2

HLlearners1. Listening->Reading2. Speaking->Writing3. Home-basedregister->

Generalandacademicregisters

4. Everyday“real-life”activities->Classroomactivities

5. HLlearners’motivationssurroundingidentityandgroupmembership->content

L2learners1. Reading->listening2. Writing- >speaking3. Generalandacademic

registers->Home-basedregister

4.Classroomactivities->Everyday“real-life”activities5.Motivations?

Mixedclasses:Problem3

• Content:HLthemesv.L2themes

Summary

• HLlearnersarelikenativespeakerswithregardtosomeaspectsofthetargetlanguageandlikeL2learnerswithregardtootheraspects;

• Macro- v.micro-basedteaching;• TheFrom-toprinciplescanhelpscaffoldinstruction;

• Vigotsky’s ZPDcanguidethecraftingoflearninggoalsandactivities.

References• Carreira,M.&Beeman,T.(2014).Voces:LatinostudentsonlifeintheUnitedStates. SantaBarbara,CA:Praeger.

• Carreira,M.(inpress).SupportingHeritageLanguageLearnersThroughMacro-basedapproaches.InS.Beaudrie andM.Fairclough (eds.) InnovativeApproachesinHLPedagogy:FromResearchtoPractice.GeorgetownUniversityPress.

• Copple,C.,&Bredekamp,S.(2009).Developmentallyappropriatepractice.Washington,DC:NationalAssociationfortheEducationofYoungChildren.

References(cont.)

Richards,J.C.(1990).TheLanguageMatrix.Cambridge:CambridgeUniversityPress.

Vygotsky,L.S.(1978).Mindinsociety:Thedevelopmentofhigherpsychological processes.Cambridge,MA:HarvardUniversityPress.

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