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Korean 135 Beginning Korean for heritage learners. Joyhanna Yoo Garza ( joyhannayoo@gmail.com ) Soohee Kim (soohee.kim@gmail.com). Korean 135 Beginning Korean for heritage learners. Hybrid class
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Korean 135Beginning Korean for heritage learners JoyhannaYooGarza (joyhannayoo@gmail.com) SooheeKim (soohee.kim@gmail.com)
Korean 135Beginning Korean for heritage learners • Hybrid class • Two days’ worth (2 x 50 minutes) of online assignments and activities for scaffolding & reinforcement (low stakes!) • Three 50-minute in-class meetings for cultural affirmation, socio-linguistic lessons and practice activities • Students • Heritage students placed by self-assessment, background survey, and an individual face-to-face interview, : Mostly Novice High ~ Intermediate Low with a few Intermediate High(ACTFL OPI - performing at sentence level surrounding me & my family)
Korean 135Beginning Korean for heritage learners • Course objective • Cultural affirmation and rapport building • Reading speed and comprehension improvement • Vocabulary expansion an building • Confidence in functional Korean (e.g. orthography, basic conjugation, markers, verbal endings) • Proficiency in socio-pragmatic aspects of the language (e.g. use of honorifics, different levels and styles in speech and writing) • Preparation for connected thinking, paragraph-level writing
Korean 135Beginning Korean for heritage learners • Theme of the week: Food • Student interest • Korean movies, dramas, K-POP • Familiarity with the culture and vocabulary • Good for cultural bonding; Smooth transition to broader, higher-level vocabulary • More time for grammar foundation & practice • Practical, authentic! • Material • Recent cable TV drama clips focused on and devoted to eating
Korean 135Beginning Korean for heritage learners • Activity 1 - Building rapport • What stands out most to you in this teaser? • Activity 2 - Building rapport (cont.): Watch two other video clips and discuss • What did the mother call her daughter? What was/is your “nickname?” • What is food to Koreans? (Give one word that describes what food means to you: love, medicine, connection, etc.)
Korean 135Beginning Korean for heritage learners • Activity 3 - Bringing awareness to sentence-endings • Watch the teaser again, this time, looking for any writings you recognize; Write them down, then check with a partner. (Can be submitted as an exit card.)
Korean 135Beginning Korean for heritage learners • Activity 4 - speech levels and styles • Do you know when to say each of these? Check your familiarity and give a simple situation or an example. Who might says these to whom? (5=most certain); (KWL – exit card)
Korean 135Beginning Korean for heritage learners • Activity 5 - Use the experts! • Teacher spot-checks with a show of hands for those with most 4’s and 5’s and creates 3-4 centers with the experts. Less advanced students visit one center and hear explanations, complete their write-example task in a different color pen. • (Less advanced students will see a lot more situations and real-life examples online to learn the nuances and usage differences between different endings – still all passive discerning and no actual “conjugation tests”) • Activity 6 - Korean-American identity building • What do you see that is a typical Korean eating style in the following clip?
Korean 135Beginning Korean for heritage learners • Activity 6 (cont.) • What is typical “American” eating etiquette? • Have you been embarrassed by your family’s Korean eating style or do you have experience being picked out and teased because of your way of enjoying food? How did/does that make you feel? What did/do you do? • Activity 7 - reading practice, vocabulary building • Write the names of the dishes you recognize in the following video in Korean. • Find someone who knows the name of the food you have never had and ask him/her about its ingredients; write them down. (Can be submitted as an exit card.)
Online & activities for other days • Who do you think each of the following ads are targeting? • How can you tell? What would happen if you used different endings?
Online & activities for other days • Group activity (teacher-graded, medium stake assessment; rubric provided) • Form groups of 3 and either create an advertisement for a product of your choice or write a menu with a description for each dish (your restaurant specializes in only 2-3 dishes) • Role play (peer-graded, medium stake assessment) • Red card: You are a recently hired waiter/waitress in this restaurant. Welcome a pair of customers and take their orders (Be sure to use a humble form so you won’t get fired!) • Green card: You are a customer at this restaurant. Order what you would like. (18 yrs old) • Yellow card: You are a customer at this restaurant. Order what you would like. (46 yrs old) • Tale of two restaurants • Survey to find out your classmates’ top two restaurants near the university. Find out why and the price of each person’s favorite food.
Online & activities for other days • Tale of two restaurants: http://www.firegop.com/
Online & activities for other days • Tale of two restaurants: http://wowmiodio.blog.me/220031396658 • Many Korean sites with pop up ads: Force students to navigate pages or continue reading to mine relevant information good practice!) • http://www.naver.com/ Type in 맛집 in the 검색창
Korean 135Beginning Korean for heritage learners • Assessments • Diagnostic • For the course: placement interview, survey, self-assessment • For classroom activities: KWL chart card • Formative • Continuing online work (formative, low- to medium-stake assessments) • In class: “Can you recall what you read?” “Are you familiar with these endings?” • Summative • Peer-graded role-play activity; teacher-graded menu/ad-making activity • One written test either online or in class on levels, verb conjugation (high stake)
