1 / 12

Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor

Key Points Chapter Two Shrum and Glisan. Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor. Key Points Chapter Two. What is contextualized language instruction?

dillon-hooper
Download Presentation

Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Key Points Chapter TwoShrum and Glisan Special Methods of Instruction I Summer 2012 GRAD 210 Dr. Bowles, Instructor

  2. Key Points Chapter Two What is contextualized language instruction? The degree to which meaning and situations from the world outside the classroom are present in an instructional approach, method, or classroom activity. Why? It engages learners in constructing meaning and in using L2 to communicate and acquire new information.

  3. History of Foreign Language Education

  4. History of Foreign Language Education

  5. History of Foreign Language Education

  6. Proficiency • Proficiency movement began in the 1970s. • ACTFL proficiency standards developed in 1982 • (recently revised). • Four interrelated criteria • Global tasks or functions (asking for information, e.g.) • Contexts/content areas ( marketplace—buying food) • Accuracy (linguistic and sociocultural) • Oral text type (from words to discourse)

  7. Standards for Foreign Language Learning (SFLL) • A collaborative effort (1996, 1999) • Five Cs of Foreign Language Education • Communication • Culture • Connections • Comparisons • Communities • Eleven content standards to describe what students should know and be able to do

  8. ACTFL Performance Guidelines for K-12 Learners • 1998—takes into account the various sequences of language instruction that typically exist in American schools • Outlines language performance expectations from Novice, to Intermediate, to Pre-advanced • Student performance includes • Comprehensibility • Comprehension • Language control • Vocabulary use • Communication strategies • Cultural awareness

  9. Curricular Weave • Standards include other elements for language learning • Language system • Cultural traits & concepts • Communication strategies • Critical thinking skills • Learning strategies

  10. Instructional Strategies • Bottom-up—analyze and learn grammar rules and vocabulary (skills getting)and use the structures in communicative activities designed to focus their attention on meaningful interaction (skills using, Rivers 1983) • Traditional • Skill-based • Drill oriented (Paulston, 1972) • Mechanical—one way to respond • Meaningful—more than one response • Communicative-asks for new response

  11. Instructional Strategies • Top-down—learners presented with “whole” text, seek main idea, interaction with others manipulation of language by learners, meaningful context • Higher order thinking / skills • Meaning from whole, not discrete points • Communicative • Present text • Introduce realia • Present tasks to demonstrate understanding of main ideas and particular details • Engage in discussion

  12. Curricular Models • Examples: • TIA (Total Instructional Alignment) • Leaner-Centered Curriculum • AP • IB • PLC • Textbook

More Related