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World Language Experience Friday, April 9, 2010

World Language Experience Friday, April 9, 2010. Foreign Language Course Articulation Presenter: Prof. Guiomar Borr á s A. Glendale Community College Glendale, Arizona. Three Types of Articulation. Horizontal: across sections of multi-section courses

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World Language Experience Friday, April 9, 2010

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  1. World Language ExperienceFriday, April 9, 2010 Foreign Language Course Articulation Presenter: Prof. GuiomarBorrás A. Glendale Community College Glendale, Arizona

  2. Three Types of Articulation • Horizontal: across sections of multi-section courses • Vertical: from one level to the next • Interdisciplinary:content from various disciplines Language Program Articulation: Developing a Theoretical Foundation Catherine M. Barrette and Kate Paesani, Editors American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs Thomson * Heinle 2004

  3. Vertical Articulation • From one level to the next Focuses on: • Content • Curriculum • Instruction • Evaluation of students' ability both to comprehend and communicate in a second language

  4. The Present

  5. Instructional Practices Associated with Student Success

  6. Beginning Level • Build • Through visual presentation of vocabulary • Inclusion of cultural contexts • Review • Practice activities in a variety of engaging formats • Recycling familiar material, integrated with recent material • Expand • Communicative activities that reflect real world language use • Activities that show preparedness to move on

  7. Build/Review/Expand: Presentation and Practice of New Vocabulary

  8. Build/Review/Expand: Presentation and Practice of New Vocabulary

  9. Build/Review/Expand: Presentation and Practice of New Vocabulary

  10. Build/Review/Expand: Presentation and Practice of New Structures

  11. Build/Review/Expand:Reinforcement Before Progression to New Material

  12. Build/Review/Expand: Literature • Inclusion of level-appropriate literary texts • Texts tied to chapter theme and country or region of focus • Two-tiered activity sequence • Comprehension • Application

  13. Build/Review/Expand: Literature

  14. iLrn and Video: Build and Review Antonio & Javier in Puerto Rico at the Hacienda “Vista Alegre”

  15. Articulation of Video: Design and Sequence • Viajes Video • Expresiones útiles • Antes de ver • Después de ver • ¿Qué opinas tú?--Short, personalized production activity that involves writing activity • Rumbos Video • Vocabulario útil • Antes de ver • Mientras ves • Después de ver • Más allá del video—Expanded version of the ¿Qué opinas tú?

  16. Multimedia tools: Expand and personalize • Ready-made resources • Picasa Web albums http://picasaweb.google.com/DPUEcuador/Ecuador • Voicethread • http://voicethread.com/?#q+ecuador.b8452 • Student products • Podcasts • Picture collage with Windows Movie Maker/Media • Technology http://whc.unesco.org/

  17. Intermediate Level • Review • Build • Expand

  18. Review/Build/Expand: Review

  19. Review/Build/Expand: Review

  20. Presentation of New Material and Integration with Familiar Material

  21. Presentation of New Material and Integration with Familiar Material • Real world context • New material integrated with familiar practice activities followed by conversational activities • Visual presentation

  22. Review/Build/Expand • Includes review of familiar material – introductions, weather and climate, geography, history, etc • Builds by adding more sophisticated vocabulary • Presented in real life context • Students practice new material in more and then less controlled ways • Students personalize the material • Instructor receives student product to use for baseline evaluation of skills

  23. Review/Build/Expand: Presentation and Practice of Structure

  24. Review/Build/Expand: Reviewing and Advancing

  25. Review/Build/Expand:Reviewing and Advancing

  26. Review/Build/Expand:Reviewing and Advancing

  27. Review/Build/Expand:Reviewing and Advancing

  28. Review/Build/Expand:Reviewing and Advancing

  29. Articulation: Conclusions? • Identify what has worked and what is working and continue to implement • Note what is not effective and either improve or remove • Take advantage of recent innovations in language teaching and learning

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