Motivating the Unmotivated language learner

1. Motivating the Unmotivated language learner Dr. Alicia reneejohnson, ph.d. Milwaukee, wi

2. Learning intention and success criteria • Learning Intention - We are learning how to use culturally relevant pedagogy in the world language classroom to motivate all language learners, not just those students who come to the learning environment already motivated to learn the language we teach. • Success Criteria - We are successful when we reflect on our instructional practices and add this pedagogical approach to our teacher’s toolbox.

3. Workshop norms • Assume good intent • Critically reflect on your teaching practices • Expect and experience discomfort • Expect and accept non-closure • Rise, reckon and rumble • BE READY TO PARTICIPATE IN REAL TALK!

4. Introduction • This is what we want, expect and hope for…. • This is what we sometimes get….

5. So then what? • We continue to teach with the hope of motivating or inspiring at least one student in the class. • Do we… • understand that diverse languages are acquired, not taught (Krashen, 1981)? • challenge the ways we were taught (Lortie, 1975)? • critically reflect on our instructional practices? • understand the neuroscientific approach to second language acquisition? • understand the cultures, languages, backgrounds, and histories of the students we teach?

6. Motivational Theory • Integrative motivation – an individual’s willingness to form positive social connections with members of the L2 group (Anya, 2011; Hsieh, 2008; Gardner, 2001; Masgoret & Gardner, 2003; Noels, Pelletier, Clément & Vallerand, 2000; Pratt, 2010) • Instrumental motivation – an individual’s willingness to learn a language for practical / utilitarian purposes such as gaining admissions into a college / university or getting higher wages (Hsieh, 2008) • Activity – Think of the reason you first wanted to learn a second language. Then find others in the room who share the same reason as you.

7. How to motivate unmotivated language learners • Adopt and use culturally relevant pedagogy in the world language classroom! • Culturally relevant pedagogy – • “refers to a more dynamic or synergistic relationship between home / community culture and school culture” (Ladson-Billings, 1995) • “uses cultural characteristics, experiences, and perspectives of ethnically diverse students as conduits for teaching them more effectively” (Gay, 2002)

8. Think.Pair.Share. Make a list of the different cultures in which people live and participate.

9. Think. Pair. Share. • What are some challenges educators face when embracing culturally relevant pedagogy? • not enough time to learn and incorporate new pedagogy • limited understandings of how to conduct in-depth cultural analyses of textbooks and other instructional material • CRP only benefits students of color • culture tied to race and ethnicity • relative understandings of culture

10. Iceberg concept of culture

11. Think. Pair. Share. • Why is culturally relevant pedagogy important in the world language classroom? • Bridges the gap between the home and classroom cultures • Allows teachers to build positive relationships with learners • Increases learners’ productivity, engagement, academic achievement, and motivation toward language learning

12. And…. • It reduces the likelihood of students feeling like this… “But my high school teachers, I was kind of a slacker, kind of just do what I need to do to get by, and my AP teacher, she was you could really do this, I don’t know why you don’t really try, you’re one of the best writers in the class. So I took that as something for what it’s worth, but it really wasn’t enough to push me.”

13. Motivating Language Learners Through Culturally Responsive pedagogy • How do we use culturally responsive pedagogy to motivate unmotivated language learners? • Get to know learners so you are able to incorporate their names and experiences into daily lessons. • Incorporate students’ backgrounds / experiences into lessons. • Allow learners to bring cultural artifacts into the classroom. • Carefully plan lesson and activities that highlight the positive characteristics of learners’ home culture. • Keep trying!

14. scenarios • Julian has 100% attendance, but he does not participate in class. Other students raise their hands to ask and answer questions, but Julian refuses to say anything. • Mary is never prepared for class. She rarely has her textbook, paper or writing utensil. She asks permission to go to her locker every day. • I assigned homework yesterday and collect it today, but half of the class lost it or forgot it at home. All they had to do was circle to correct response to finish the sentence. • Samuel comes to class and immediately rests his head on his desk. He never seems interested in what I have to say. • When I ask students to respond to a specific prompt or question and work in groups to complete in-class assignments, they decide to do their own thing.

15. Contact information • Dr. Alicia Johnson, Ph.D. johns922@uwm.edu