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Developing Instructional Materials for Heritage Language Learners

Developing Instructional Materials for Heritage Language Learners. Olga Kagan, Director, National Heritage Language Resource Center, UCLA June 18, 2013 UIC. Purposeful VS Incidental Learning. HLLs: incidental > purposeful FLLs: purposeful > incidental Incidental – ‘real life’

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Developing Instructional Materials for Heritage Language Learners

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  1. Developing Instructional Materials for Heritage Language Learners Olga Kagan, Director, National Heritage Language Resource Center, UCLA June 18, 2013 UIC

  2. Purposeful VS Incidental Learning • HLLs: incidental > purposeful • FLLs: purposeful > incidental • Incidental – ‘real life’ • Purposeful – classroom • Both are valuable and crucial to success

  3. What is Incidental Learning? • Incidental learning is unintentional or unplanned learning that results from other activities: • observation, repetition, social interaction, and problem solving (Cahoon 1995; Rogers 1997); • watching or talking about tasks (van Tillaart et al. 1998); • being forced to accept or adapt to situations (English 1999). • This natural way of learning has characteristics of what is considered most effective in learning situations: it is situated, contextual, and social. (Rogers 1997)

  4. Disadvantages of non-planned learning • Not all unplanned learning is effective. • Ford and Herren (1995) and Leroux and Lafleur (1995) highlight the hit or miss nature of incidental learning • Conclusion: needs to be combined with purposeful learning, but the purpose may stay hidden.

  5. Incidental Learning and HLLs • Why may incidental learning be useful for HL learners?

  6. Materials selection • Select authentic materials • Design tasks with ‘real life purposes’ • building on HLLs’ strengths • From best developed to less developed proficiencies

  7. Real Life Purposes • For all three modes: • Interpersonal • Interpretive • Presentational

  8. “Go get the ball…” • Incidental learning in action • RICH INPUT accompanied by a ‘real life’ task

  9. Real Life Purposes • Real life situations determine how we engage with the text (either written or aural/oral) (H.Byrnes in The Routledge Handbook of SLA, 2012) • Example: We don’t read a newspaper article to enjoy it, but for information or opinion; we read literature/fairytales/poems for enjoyment • Authentic texts combined with real life purposes > tasks that are easy for students to relate to

  10. A job interview • http://www.youtube.com/watch?v=S1ucmfPOBV8 • What kind of an assignment can you give students based on this interview? • What can be the objectives? • Do students need to be literate? • What skills can you target? • What subskills can you target? • What is the real life purpose?

  11. Which of these tasks are purposeful, and which are incidental? • Fill in the blanks • Answer questions provided by instructor • Write a paragraph about the interview • Listen to advice • Write down the questions or answers asked • Decide which advice is most important • Blog/internet forum: give advice • Discuss what you would like to look like/sound like at an interview • Make a list of important vocabulary • Give examples of interviews that went well/didn’t go well

  12. Two Approaches Purposeful Incidental Listen to advice (listening comprehension) Decide which recomendation is most important (speaking) Blog/internet forum: your advice (writing) Discuss what you would like to look like at an interview (description) Give examples of interviews that went well/didn’t go well (narration) • Fill in the blanks • Write down the questions or answers asked • Answer questions • Write a paragraph about the interview • Make a vocabulary list

  13. A concert • http://www.youtube.com/watch?v=y4D_hguWPQE

  14. Assignment: Concert • Find information about the singer • Find more songs • Transcribe songs • Sing songs

  15. A fairytale • A fairytale • http://www.youtube.com/watch?v=SONqOAzbZ14&feature=related

  16. Assignment: A Fairytale • Watch it • Tell the version you know • Narrate the events • Think of an ending • Think how this fairytale could be “updated” to today’s reality

  17. The Little Girl and the Wolfby James Thurber • One afternoon a big wolf waited in a dark forest for a little girl to come along carrying a basket of food to her grandmother. Finally a little girl did come along and she was carrying a basket of food. "Are you carrying that basket to your grandmother?" asked the wolf. The little girl said yes, she was. So the wolf asked her where her grandmother lived and the little girl told him and he disappeared into the wood. • When the little girl opened the door of her grandmother's house she saw that there was somebody in bed with a nightcap and nightgown on. She had approached no nearer than twenty-five feet from the bed when she saw that it was not her grandmother but the wolf, for even in a nightcap a wolf does not look any more like your grandmother than the Metro-Goldwyn lion looks like Calvin Coolidge. So the little girl took an automatic out of her basket and shot the wolf dead. • Moral: It is not so easy to fool little girls nowadays as it used to be.

  18. Personality Test • Instructions: Here are a number of personality traits that may or may not apply to you. Please indicate the extent to which you agree or disagree with each statement. (See next slide)

  19. An Online Personality Test 1. I see myself as extraverted, enthusiastic.Disagree stronglyDisagree moderatelyDisagree a littleNeither agree nor disagreeAgree somewhatAgree moderatelyAgree strongly 2.I see myself as critical, quarrelsome. 3. I see myself as dependable, self-disciplined.4. I see myself as disorganized, careless.5. I see myself as calm, emotionally stable.Score:

  20. Tasks (?)

  21. Macro Approach to HL Teaching

  22. Project and Community-based Curriculum • Incidental and purposeful learning combined: • HL learners come to the classroom from the community with their language and cultural knowledge being rooted in the community. They need to continue to be able to function in the community while also enhancing their academic and linguistic skills. Carreira & Kagan 2011

  23. A community-based project (an outline) • Real life purposes • Well defined outcomes • Stages of preparation • content • language

  24. A community-based project (a plan) • Interview/preparing questions/learning to interview* • Fiction/non-fiction/video/film about the generation you’ll be interviewing • Pragmatics/forms of address • Written journal • Oral journal • Presentation * What preparation is required?

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