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Using Media in Foreign Language Teaching to Make Connections to Other Disciplines

Using Media in Foreign Language Teaching to Make Connections to Other Disciplines. Anna Uhl Chamot and Bruna Genovese National Capital Language Resource Center The George Washington University www.nclrc.org. Purposes. Describe a classroom-based project that:

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Using Media in Foreign Language Teaching to Make Connections to Other Disciplines

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  1. Using Media in Foreign Language Teaching to Make Connections to Other Disciplines Anna Uhl Chamot and Bruna Genovese National Capital Language Resource Center The George Washington University www.nclrc.org

  2. Purposes • Describe a classroom-based project that: - Increased student motivation; - Utilized print and non-print media; - Differentiated instruction by providing choices to students; and - Met ACTFL goal of Connections to other disciplines.

  3. Background • ACTFL Goal: Connections • Motivation and differentiated instruction • Using media resources for content area topics

  4. ACTFL GOAL - Connections: Connect with Other Disciplines and Acquire Information • 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.

  5. Why connect to other disciplines? • Explore individual interests. • Acquire discipline-specific language. • Identify new points of view. • Gain wider and deeper understanding of target culture. • Increase motivation to continue language study.

  6. Motivation and Differentiated Instruction • Extrinsic / Instrumental • Intrinsic / Integrative • Internal motivation: Combining extrinsic and intrinsic • Differentiated instruction and internal motivation

  7. Content Area Topics Explored through Media • Science and Scientists: Challenges and Solutions • Technology: Applications and Innovations • Mathematics: Problem solving, logic, and mathematical thought • History and Geography of Target Culture(s) • Environmental Issues • Visual Arts: Painting, Sculpture, and Folk Art • Music: Classical and Popular • Performing Arts: Dance and Drama • Sports and Entertainment

  8. Differentiating Instruction: Uncovering Students’ Interests • Classroom discussions • Learning stations • Questionnaires • Journals • Interest Surveys

  9. Project Participants • 26 high school students • Third year Spanish level • Ages 15 through 17 • Attending independent (fee-paying) school

  10. Procedures - 1 • Survey translated into Spanish; students completed at home. • Teacher grouped results according to shared interests. • Students developed proposals for individual or group projects using target language media. • Teacher reviewed proposals with students and suggested information resources: web sites, print resources, performances.

  11. Procedures - 2 • Students shared in-progress reports with teacher. • Students presented results of individual or group investigations to class. • Teacher used rubric to evaluate presentations. • Teacher discussed changes in motivation with students.

  12. Student Interest Survey • Students rank-ordered list of all school subjects (except Foreign Language). • Students identified topics of personal interest in three top-ranked subjects, • Students conducted Google search to identify web site(s) in Spanish about each topic. • URLs of web sites submitted for teacher review/approval.

  13. Parental Permission Letter • Explanation of purpose and value of project. • Request to videotape student presentations. • Assurance videotapes for educational purposes/professional conferences. • Signed parental permissions kept.

  14. Students’ Proposals • 1-2 paragraphs in Spanish explaining proposed project, including • Reason for and value of project; • Challenges expected; and • How project would be presented to class. • Teacher reviewed proposals, made suggestions, met with students. • Students revised proposals as needed, then worked on project individually or in pairs/groups.

  15. Project Presentations in Spanish - 1 • Simulation: Robotics engineer gives PPT presentation on his invention. • Debate: Evo Morales and American diplomat on pros and cons of raising coca plant. • Review: Play at Gala Hispanic Theatre. • Picture essay: Argentine scientist – Nobel prize winner. • Interview: 2 Dominican baseball players in TV interview.

  16. Project Presentations in Spanish - 2 • Multimedia: Biography of Celia Cruz. • Role play: “Juanes” sings new song, accompanied on guitar. • Role play: Animal rights activists on 3 endangered South American animals. • Video: Simulated interview with Shakira. • Report: Comparison of Obama and Clinton efforts to attract Hispanic vote.

  17. Assessment • District Analytic Rubric • Four performance levels for: • Content of Message • Comprehensibility of Message • Quality of Interaction • Fluency • Vocabulary • Language Control

  18. Results • Student engagement. • Increased motivation attributed to: • Student choice of project • Use of media • Awareness of target language as bridge to new information

  19. Future Research Ideas • Compare student performance, engagement, and/or motivation in student-choice vs. teacher-assigned projects. • Add student self-evaluation of project. • Interview students about learning strategies used during project.

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