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t P ack. History of OPI. When a student majors in Russian or Japanese or Spanish, what do they study? So what are they prepared to do with the language?
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History of OPI • When a student majors in Russian or Japanese or Spanish, what do they study? • So what are they prepared to do with the language? • How would you approach language learning differently if you were going to be a spy for the C.I.A. as opposed to wanting to read and discuss Don Quijote in the language of Cervantes? • 1950s??? What was going on? • BTW, did the U.S. learn its lesson of “Linguistic Preparedness”?
What do you notice about this scale? • What’s the highest level? • Where do you think you fall? • Would this work for high school or college? • Do you want to be a zero?
What differences do you see? Why did they replace levels 3-5 with one superior level?
What effects might the guidelines have on teaching? • Focus on what you do with the language rather than grammar principles. • One teacher says to students, after chapter 8 you will be able to use the imperfect….. • Another teacher says, after chapter 8 you’ll be able to share experiences from your childhood, talk about things you did when you were a kid etc. • Guidelines = organizing principle. • What does that mean?
Classroom Techniques to Develop Proficiency • Communication- What is it? • You are a teacher and have had a long day. You stop in the mail room and see a colleague. • Hi! I haven’t seen you all day. How’s it going? • Things could be better. But at least it’s the end of the day. . • Good grief, look at all this junk. I get so I don’t even want to open it. • I know what you mean. By the way, how’s your daughter? I heard she was in the hospital. • Yeah, she had her appendix out. She’s fine though, back home now. Mom’s taking great care of her. I’m actually jealous. By the way, are you going to chaperone the dance tomorrow night? • I guess so. I can’t say I’m thrilled, third one in a row for me. • What makes this a convo.? • Context, junk, wouldn’t make sense. • I guess so. – third one in a row. • Use of fillers, good grief, say… • When did this take place? • Use of say….. • What is the tone? • How should we structure activities in the classroom?
Skill getting • Pseudo communication • Learning structures • Teacher-centered • Controlled speech • Structured/focused(predictable) • Complete sentences • Slow rate of speech • Systematic correction • Skill using • Interaction, communication • Accomplishing tasks • Student-centered • Creative use of language • Open-ended, Spontaneous activities • Natural rate when possible • Delayed correction
What are some examples of skill getting and skill using activities? • Read these sentences aloud to a partner and Fill in the blanks with correct form of the verb in parentheses. • Ayer, yo ______ (tener) frio. • Write three sentences using tener in the imperfect. • Here is a picture of two people in a market in Guatemala. • One of you is the woman sitting down selling fruits and veggies. The other is the woman standing up wanting to buy some fruit. You are friends. • Have a conversation where you catch up on things and make a transaction.
Standards for Foreign Language Learning • Read this sample activity and Answer the following questions: • Which of the five C’s does this activity incorporate? • Does this lesson incorporate all of the standards for communication? • SAMPLE LEARNING SCENARIO: NEWSCAST • Description: In the Spanish II class in Williamston High School, a small, rural community in Michigan, students worked in groups to write, produce, and videotape a fifteen-to-twenty minute Spanish language news show that included news events; a live, from-the-scene report; weather; sports; and commercials. The news events included items from the Spanish-speaking world, the United States, the state, and local areas.
Nine fine principles of 2nd language teaching • Modeling– • Provide clear examples of concepts, • eg. Students are presented with a paragraph in the target language. Read this paragraph and try to determine what the three underlined phrases have in common. • Similarly, provide clear examples of what you would like your students to produce, eg. Here are two examples of a chapter essay. This one received an A. This one did not. Let’s talk about why.
Nine fine principles of 2nd language teaching • Scaffolding– • Provide enough help and guidance so that students can succeed. Break things down into smaller parts with explanation and practice along the way. Similar to the Krashen’s concept of i+1 (Krashen) and Vygotsky’s Zone of Proximal Development. • Do a Google search. Enter these two words into the search box Instruction and Scaffolding.
Nine fine principles of 2nd language teaching • Practice without Pressure– • Provide ample opportunities for practice where the emphasis is on learning NOT assessment. • Remember, repetition is the mother of all learning – Sum Juan Smart, Ph.D.
Nine fine principles of 2nd language teaching • Student-centered – • Most of the time in language classes should be spent on students doing things rather than the teacher presenting things. • Some Skill-Getting, More Skill-Using– • Lessons should generally progress from controlled, Skill-Getting activities to more open-ended Skill-Using activities (See number 3). • Focus on Meaning– • Instruction, even grammar-focused instruction, should relate to meaning, most activities should be contextualized.
Nine fine principles of 2nd language teaching • Feelings Matter – Do whatever you can to motivate your students, • ---- How???? • Good teaching is very motivating. • Praise, encouragement, fun, accountability, organization all help students to learn more and want to continue to learn. • Try to exude love for what you do and the students you work with. . . • One of my professors said, “If the teacher loves to dance, the students love to dance.”
Nine fine principles of 2nd language teaching • Culture is at the core – • Culture learning is an intrinsic part of language learning. . . In what ways? • Cultural understanding makes linguistic skill far more useful and can be very motivating (see Martinsen, 2010; Schumann, 1986, Gardner, 1985). • Why is it motivating???? • Seek as many opportunities as possible to incorporate culture learning into your curriculum. • For example???
Nine fine principles of 2nd language teaching • Teach Grammar – • It’s almost impossible for adult students to become accurate users of the target language with out studying grammar specifically. • Do you believe that??? • It’s definitely not the only thing but it is an important thing. • What percent of a given day/course/unit should be spent on grammar?
Nine fine principles of 2nd language teaching • Modeling– Provide clear examples of concepts, eg. We will learn more about X grammar structure today. For example, read this paragraph and try to identify 3 instances of this grammar structure.-Similarly, provide clear examples of what you would like your students to produce. Here are two examples of a chapter essay. This one received an A, let’s talk about why. • Scaffolding – Provide enough help and guidance so that students can succeed. Break things down into smaller parts with explanation and practice along the way. Similar to the Krashen’s concept of i+1 (Krashen) and Vygotsky’s Zone of Proximal Development. • Practice without Pressure - Provide ample opportunities for practice where the emphasis is on learning NOT assessment. Remember, repetition is the mother of all learning – Sum Juan Smart, Ph.D. • Student-centered - Most of the time in language classes should be spent on students doing things rather than the teacher presenting things. • Some Skill-Getting, More Skill-Using - Lessons should generally progress from controlled, Skill-Getting activities to more open-ended Skill-Using activities (See number 3). • Focus on Meaning - Instruction, even grammar-focused instruction, should relate to meaning, most activities should be contextualized. • Feelings Matter – Do whatever you can to motivate your students, good teaching is very motivating. Praise, encouragement, fun, accountability, organization all help students to learn more and want to continue to learn. Try to exude love for what you do and the students you work with, one of my professors said, “If the teacher loves to dance, the students love to dance.” • Culture is at the core – Culture learning is an intrinsic part of language learning, cultural understanding makes linguistic skill far more useful and can be very motivating (see Martinsen, 2010; Schumann, 1986, Gardner, 1985). Seek as many opportunities as possible to incorporate culture learning into your curriculum. • Teach Grammar – It’s almost impossible for adult students to become accurate users of the target language with out studying grammar specifically. It’s definitely not the only thing but it is an important thing.
Activities • Go to Google.com and search for: • Instructional Modeling • Scaffolding Vygotsky • Integrative Motivation • “Focus on Form” “Focus on Forms” • On the class blog, write a comment with write a brief explanation of the term or terms,
