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A journey of a thousand miles …. Myriam Met myriammet@gmail

A journey of a thousand miles …. Myriam Met myriammet@gmail.com. A Bit of History. Middle school. Middle School: From the school’s perspective. Scheduling C ohort size and singletons Staffing Interdisciplinary teams I ntegration across feeder schools

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A journey of a thousand miles …. Myriam Met myriammet@gmail

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  1. A journey of a thousand miles ….Myriam Metmyriammet@gmail.com

  2. A Bit of History Middle school

  3. Middle School: From the school’s perspective • Scheduling • Cohort size and singletons • Staffing • Interdisciplinary teams • Integration across feeder schools • Homogeneous and heterogeneous groupings

  4. Middle school:From the learner’s perspective • Immersion fatigue • New peers • Difference between approaches to language at middle school and in the elementary school

  5. High School Schedule Staffing Cohort size  Peers?

  6. DUAL LANGUAGE GOALS Language proficiency Academics Culture

  7. Culture learning: A journey

  8. Multilingual Intercultural Multicultural Mono-cultural Monolingual

  9. THE G WORD Grammar: What should we teach? How much? How?

  10. Yes, grammar! • Language, accuracy, and the global workforce • English speakers and grammatical accuracy • Native speakers • Higher levels of proficiency require higher levels of accuracy • Conflicting research in English as L1 and in L2 on outcomes of explicit grammar instruction

  11. Current thinking onexplicit grammar instruction • Accurate language production may depend on noticing how grammar carries meaning • Noticing is important for internalizing forms and leads to internalization • Not all grammar is ‘noticeable,’ especially the absence of a form (Es medico). • Lyster’s Counterbalance theory

  12. Current thinking on explicit grammar instruction • Contextualized vs decontextualized practice • Focus on form within the context of meaning (meaning-based output) • Types of grammar practice

  13. Language Practice Teacher Controlled Output Student Controlled Output Type 1 Type 2 Type 3 Type 4 Rote Mechanical Meaningful Open-ended Meaningful Structured Contextualized Rote Controlled practice COMMUNICATIVE

  14. What grammar should we teach?How much grammar do students need? • How critical is this language to communicating effectively? Is this language critical for becoming a mature language user? • How learnable is this grammar? Is it worth the time I will need to use to enable my students to use it? • How frequent is this grammar structure? Is it likely my students will encounter or use this language often? • How useful is it? Can it be used flexibly in multiple contexts and/or for multiple purposes?

  15. A journey of a thousand miles …. Continuing the journey through the secondary grades

  16. SOME THOUGHTS ON PROGRAM DESIGN FOR THE SECONDARY GRADES What makes sense? • Language-rich content • Learner motivation • Feasibility

  17. High School Options THE BOX

  18. Three Ideas DUAL LANGUAGE CURRICULUMFOR SECONDARY STUDENTS

  19. 1️⃣ Set targets and use them to guide curriculum decisions for L2

  20. The ACTFL Proficiency Rating Scale

  21. Full conversational • partner • Speaks with confidence • Can narrate and describe • in all time frames • Can handle a situation • with a complication • ADVANCED • Creates, functions with • Language • Can ask and answer questions • Handles simple • Situations • INTERMEDIATE • Lists words/phrases • Attempts at conversation • Memorized chunks • Telegraphic language • Limited topic areas • NOVICE

  22. Set Targets for Dual Language Students

  23. Targets Frame Detailed Can-Do Statements

  24. 2️⃣ • Continue focus on engaging and motivating content • Teach grammar as it is manifested in content or select readings in which the grammar is embedded and critical to meaning. • Emphasize to parents why continuing is essential to maintain and extend skills • Track student progress.

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