Current Trends in Language Acquisition & Foreign Language Pedagogy

1. Current Trends in Language Acquisition & Foreign Language Pedagogy Prepared for: The Cobb County Materials & Resources Adoption Committee Dr. Kristin Hoyt Kennesaw State University Dr. Kristin Hoyt – Kennesaw State University

2. Who am I? • Formerly a HS classroom teacher of French in the public school context • Designed & delivered after-school FL clubs for elementary school context • Designed & delivered “Saturday School” FL program for middle school-aged children • State FL Coordinator in the State of Indiana • Currently teaching French (beginning & intermediate levels) and FL Methods courses at KSU • Currently coordinating the FL teacher preparation program at KSU Dr. Kristin Hoyt – Kennesaw State University

3. Who are you? • Teacher voice & experience are critical to the process of materials & resources adoption • You know best your students • You know best your teaching contexts • You know best your community • Representing your team of colleagues in the district, your charge is to take into account the principles of language acquisition & heed the best practices in FL pedagogy as you ‘size-up’ the materials & resources for adoption. Dr. Kristin Hoyt – Kennesaw State University

4. The Overriding “Authority” Standards-based Communicative Language Teaching Dr. Kristin Hoyt – Kennesaw State University

5. Standards-basedCommunicative Language Teaching • National Standards for Foreign Language Learning • The Five Cs • Communication • Culture • Connections • Comparisons • Communities Dr. Kristin Hoyt – Kennesaw State University

6. Standards-basedCommunicative Language Teaching • ACTFL Performance Guidelines for K-12 Learners ACTFL Performance Guidelines for K-12 Learners Dr. Kristin Hoyt – Kennesaw State University

7. Standards-basedCommunicative Language Teaching • Georgia Performance Standards for Modern Languages and Latin • CCSD Picasso Project Dr. Kristin Hoyt – Kennesaw State University

8. Important Precepts of Second Language Acquisition • Why are the principles of “second language acquisition” important to us as FL teachers? • Because they tell us how best to facilitate language learning. They point us to the features that create a supportive learning environment. • Consider the dynamic interplay between the principles and the pedagogical implications. Dr. Kristin Hoyt – Kennesaw State University

9. PRINCIPLES • Acquisition  Learning • A Natural Order of Acquisition • Monitoring • Input of FL Pedagogical Implications • Knowing about  Knowing • Recyling & Spiraling Scaffolding of Learning Activities • Keeping Affective Filter Low • Comprehensible & Meaningful Language Dr. Kristin Hoyt – Kennesaw State University

10. PRINCIPLES • Output of FL • Individual Differences • Existing Schema • Motivation Impacts Learning • Acquisition Takes Time Pedagogical Implications • Opportunities for Interaction Personalizable Tasks • Differentiation • Advance Organizers Age-appropriate • Appropriate Error Correction Strategies • Cycle of Feedback (Formative Assessment) Dr. Kristin Hoyt – Kennesaw State University

11. Dr. Kristin Hoyt – Kennesaw State University

12. Features of Standards-based CLT • The teacher as a facilitator of learning • Student-centered classroom • Culturally contextualized curriculum • Authentic texts • Cultural Themes (integrated, not an add-on) • “Internationalizing the Curriculum” • Content-enriched instruction Dr. Kristin Hoyt – Kennesaw State University

13. Features of Standards-based CLT • Technology-infused curriculum • Technology to support & enhance learning • Performance-based student learning outcomes • Performance-based assessment • Curricular alignment Dr. Kristin Hoyt – Kennesaw State University

14. Curricular Alignment Curriculum Plan Goals, Purposes, Expected Outcomes, Objectives Assessment Evaluation, Testing, Measurement, Monitoring Instructional Delivery System Teaching, Resources, Materials Dr. Kristin Hoyt – Kennesaw State University

15. Standards-basedTextbook Evaluation Guide Communication: • Communicate in Languages Other Than English • Standard 1.1: Learners engage in written and spoken conversations on a variety of topics. (Interpersonal) • Standard 1.2: Learners interpret written and spoken language on a variety of topics. (Interpretive) • Standard 1.3: Learners present to an audience of listeners or readers on a variety of topics. (Presentational) • Directions: Browse the text or ancillary materials for communicative activities that address each of the three standards for communication. Read through the activities and rate them according to the listed criteria, using the scale 0 through 4. Dr. Kristin Hoyt – Kennesaw State University

16. Standards-basedTextbook Evaluation Guide Not at All Partially Completely 0 1 2 3 4 Are there opportunities for learners to communicate with each other, a native speaker, or the teacher in the target language in meaningful and authentic situations? Are the opportunities for learners to practice interpersonal writing and speaking balanced throughout the text? Are the opportunities for learners to practice presentational writing and speaking balanced throughout the text? Do the activities include language that is authentic, accurate, and current? Are the communicative activities set in a real-world context or represent a real-world task? Do the activities allow learners to personalize their responses or provide their own meaning? Do the activities allow learners to provide their own form and structure (grammar formation)? Are the activities age-appropriate? Are the activities developmentally appropriate? Are there expanded opportunities for learners to practice listening comprehension? Total: Dr. Kristin Hoyt – Kennesaw State University

17. Thank You & Good Luck! • What questions do you have? Dr. Kristin Hoyt Kennesaw State University Department of Foreign Languages khoyt3@kennesaw.edu Dr. Kristin Hoyt – Kennesaw State University