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Content-based instruction

Content-based instruction. Kim Potowski The University of Illinois at Chicago Department of Hispanic & Italian Studies. Goals of second/foreign language instruction. COMMUNICATION

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Content-based instruction

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  1. Content-based instruction Kim Potowski The University of Illinois at Chicago Department of Hispanic & Italian Studies

  2. Goals of second/foreign language instruction COMMUNICATION Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. CULTURES Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied CONNECTIONS Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures COMPARISONS Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. COMMUNITIES Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

  3. Goals of heritage language instruction • Language maintenance • Acquisition or development of a prestige language variety • Expansion of bilingual range • Transfer of literacy skills • Acquisition or development of academic skills in the heritage language • Positive attitudes toward both the heritage language, dialects of the language and cultures • Acquisition or development cultural awareness

  4. General characteristics of heritage speakers Path of Spanish acquisition is different. 1) Linguistically2) Affectively3) Academically

  5. Do second language textbooks/curricular goals work well, given these students’ characteristics?

  6. Content • Most of these goals – particularly language-related goals – can be addressed through content. • There are many kinds of content we can use: • Content from other courses • Literature • Current events • Latino Studies • Argument writing • “Grammar” • Language arts

  7. 1) U.S. Latino communities Literature, film, art, etc. Chicano farmworker movement

  8. Students can investigate their own communities and share video-based findings online with students in other parts of the country. Puerto Rican = 193,000 (10%) Mexican = 1,500,000 (80%) Guatemalan = 38,680 (2%) Elgin, Evanston,etc. Pilsen/La Villita Albany Park

  9. + Mexican = 1,500,000 Puerto Rican = 193,000 = “MexiRican”

  10. Example 1: Students observe a bilingual classroom at their neighborhood school and interview the teacher and 8 students regarding children’s daily use of the heritage language. They will then create a brochure for local parents, outlining ways in which families can promote maintenance of the home language.

  11. Example 2: Students interview 6 immigrants in their community – 3 senior citizens and 3 adults under 40 – to find out what services they would find helpful. Students then write a proposal to the Mayor’s office that address these needs.

  12. 2) Argument writing • Writing as a process. Three years to develop skills for strong writing (Hakuta, Butler & Witt 2000) • Multiple drafts • Audience & purpose • Feedback

  13. Multiple drafts At UIC: We changed from 3 compositions x 2 drafts each to 2 compositions x 3 drafts each  Much higher quality. Grade: 40% = Draft 1 50% = Draft 2 10% = Quality of comments on peer review Peer review = very specific questions. NOTE: Nichols & Colon (2000): Use of mixed language during first drafts resulted in much stronger final texts.

  14. Audience & purpose Even if it’s invented or feels a bit forced, students – particularly in lower level courses – should be provided with a concrete audience (beyond the instructor!) and purpose. “Your purpose is to propose ways in which to reduce domestic violence. You will submit your proposal to the Mayor’s office in a competition to receive funding for your proposal.” “You will respond to letters about the changing of the name of the Sears Tower, and submit your letter to Hoy (local Spanish language newspaper).”

  15. Feedback • Selective. Semke (1984) “The effects of the red pen”. • Respectful. • Clear rubric – require students to turn one in with composition.

  16. 3) “Grammar” What does “grammar” mean?

  17. At least three definitions of “grammar” • Internal, automatic system • Explicit knowledge of terminology and rules • What is to be preferred and avoided

  18. Definition #1 “grammar” = Internal, automatic system • Everyone who acquires a spoken or signed language – and that is nearly every single person in the world – naturally and subconsciously develops an internal grammar, or blueprint, of how their language works. “Cats fast eats” • This is not possible in English. It doesn’t matter if we can’t state why it is not possible. Our internal grammar, as English speakers, simply tells us that it is not a possible English sentence. • Under this definition, it is not accurate to say that a person who speaks (or only understands) a certain language “doesn’t have grammar.” They obviously do, otherwise they would not be able to understand it at all.

  19. The “taxicab maxim” Linguist Steven Pinker calls this definition the “taxicab maxim”: If you are driving a taxi, it is impossible to violate the laws of physics. If you are speaking a language in a way that you acquired naturally in a community of speakers, it is impossible to violate the laws of grammar.

  20. Definition #2 “grammar” = Explicit knowledge of terminology and rules Has to be formally learned. If they answered questions 3 and 4 correctly but not questions 1 and 2, is it accurate to say that they “don’t know grammar”?

  21. Is there value to teaching grammatical terminology to students who already speak Spanish? • Correa (2011): Spanish-speakers increased in confidence through studying metalinguistic terminology. • However, having them: • Endlessly practice conjugating verbs – I am, you are, she is, we are, they are • Produce definite and indefinite articles • Identify the preterite vs. the imperfect …as goals in and of themselves, without leading to any larger goal, does not appear to be the best use of instructional time. • Focus instead on improving our students’communicative competence, both in writing and orally.

  22. Definition #3 “grammar” = What is to be preferred (and avoided) This is often referred to as prescriptive grammar, because it seeks to prescribe what is “correct” and what is not. In the “taxicab” analogy…

  23. Laws of physics vs. Laws of a particular region • People can have different internal grammar systems of the same language, depending on their geographic location, ethnic group, etc. • In some countries we agree to drive on the left, while in others we agree to drive on the right. But we are all, by force, obeying the laws of physics.

  24. All of these sentences are grammatical:

  25. Turn right on red? Zipper merge? Important to keep in mind: • There is nothing inherently“incorrect”about driving on the left or refusing to zipper merge. You are still obeying the laws of physics. • The rules of the road change over time.

  26. Are these sentences grammatically “correct”? To boldly go where no man has gone before. I don’t know what Potowski is talking about. Prescriptivist grammars typically consider these sentences “incorrect” and insist on: “To go boldly” and “…about what Potowski is talking.” But these sentences are NOT “violating grammar” – just like a taxicab never violates the laws of physics. Are these prescriptive rules useful anymore? Or have people largely abandoned them?

  27. Prescriptive grammar

  28. Conclusions about “grammar” • Let’s be clear about what we mean! • U.S. Spanish-speakers absolutely do “know grammar”because they have a grammatical system, one that is just as valid as any other. • Teachers must decide: • What constitutes valid “traffic violations” vs. that rules are basically irrelevant. • Which explicit metalinguistic skills we think they should develop.

  29. “Spanglish” Like all naturalistic language behavior, “Spanglish” is RULE GOVERNED. Remember the “taxicab maxim.”

  30. ¿Suenan naturales? Most U.S. Spanish-English bilinguals agree because ALL linguistic behavior is rule-governed.

  31. What exactly is “Spanglish”? “Spanglish” = Language contact #1 Code switching #2 Borrowings #3 Extensions #4 Calques

  32. #1: Code switching Alternation from one language to another within a single communicative act. Quería salir a bailar but I was too tired. He told me to wait a que saliera. ¡Cállate, menso! I’m not playing with you.

  33. ¿Por qué suenan mal estos ejemplos? Violan las restricciones sintácticasdel cambio de códigos: • No puedes separar morfemas ligados (that is, you can’t switch in the middle of a word). • No puedes cambiar done las estructuras de las dos lenguas es desigual. • Normalmente no cambiamos entre el sujeto y el verbo (“Ella went”) ni entre un artículo y un sustantivo (“the tenedor”). *Juan está bailanding con su mamá. *Andrea was mad so she salió.

  34. These are not rules that our parents teach us! We develop these ‘rules’ implicitly through input and interaction – just like all natural linguistic systems. Most bilinguals develop at least THREE rule systems: Language 1 Language 1 + 2 Language 2

  35. P.S. Code switching in “high culture” - Ábrela tú. - ¿Por qué yo? Tú tienes las keys. Yo te las entregué. Además, I left mine adentro. - ¿Por qué las dejaste adentro? - Porque I knew you had yours. - ¿Por qué dependes de mí? - Just open it, and make it fast.

  36. #2: Borrowings Words “imported” from English and integrated into Spanish. El lonche está en el fríser. Trabaja partaim pero tomó un daiof.

  37. #3: Extensions Words that already existed in Spanish but take on new meanings, influenced by English .

  38. #4: Calques Direct translations of 2+ word phrases. “Ese señor está corriendo para alcalde.” running for = postulándose para “Te llamo para atrás” te regreso la llamada

  39. Identifiquen los cuatro fenómenos subrayados 1. Mañana van a inspectar la casa que compré. 2. Me voy a moverto a new neighborhood. 3. No creo que llegue en tiempo. 4. Muchos estudiantes no toman ventaja de las scholarships. 5. Cuando lo realizan, es demasiado tarde para aplicar y tienen problemas pagandolos biles. 6. Muchos mexicanos en Chicago trabajan de busboys. 7. Muchos mexicanos en Chicago trabajan de bosboi. a) Un cambio de códigos: se oye el inglés. b) El préstamo: se oye como español c) Una extensión semántica es una palabra que ya existía en español. d) El calco es una traducción directa de una frase.

  40. Studying the rule-governed nature of U.S. Spanish …and the formal linguistic terms  RESPECT Only people with strong proficiency in Spanish can code switch large chunks within a sentence.

  41. El término “Spanglish”¿Es positivo, neutro, o crea/refleja connotaciones dañinas? Ana Celia Zentella Ricardo Otheguy “Usar el término ‘spanglish’ es una forma de desafiar el rechazo de los jóvenes. [Vamos a] rescatar esa palabra, darle un sentido más positivo y echársela ante la cara a la gente y decir “No, this is what it really means. [Además,] decirle al pueblo que no use esta palabra no va a eliminar el uso de la palabra.” “Es inevitable que el término ‘spanglish’ conlleva la idea de que no es español. Me parece que es importante poder decirles a los jóvenes, ‘Tú hablas español, pero necesitas adquirir…otras maneras de hablar[lo],’ eso me parece más positivo a que una persona diga, ‘I don’t speak Spanish, I speak Spanglish’.”

  42. WHY do people use these 4 phenomena? 1. Mañana van a inspectar la casa que compré. 2. Me voy a moverto a new neighborhood. 3. Ese restaurante busca contratar a cinco busboys.

  43. “Porque no se sabe decirlo en español.” En un corpus de miles de cambios de código producidos por 5 niñas a lo largo de 10 años…. …el 75% de lo que cambiaron, sílo sabían decir en la lengua original.

  44. “Porque no existe el mismo concepto en las 2 lenguas.” • Otheugy & García: entrevistas con 25 personas • Criados en Latinoamérica, después criaron a sus propios hijos en NY  su adquisición del español era completo. • Los entrevistaron 2 veces en español sobre los mismos temas: vecindad, familia, escuela, trabajo • Primera vez: “Su experiencia en Latinoamérica.” 2 meses después (con el mismo entrevistador): “Las experiencias de sus hijos aquí en NYC.”

  45. Conclusión: A veces, usamos palabras nuevas no porque no conozcamos la palabra en español,sino porque no quiere decir lo mismo.

  46. vs. vs. vs.

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