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Virenda’s challenge

Virenda’s challenge. Describe one or two activities that worked well for you; Describe one or two activities that did not work at all. Day 4. Differentiating instruction. Survey implications. HL curricula should • Be grounded in local (HL) communities;

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Virenda’s challenge

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  1. Virenda’s challenge • Describe one or two activities that worked well for you; • Describe one or two activities that did not work at all

  2. Day 4 Differentiating instruction

  3. Survey implications HL curricula should • Be grounded in local (HL) communities; • Be authentic and personally meaningful; Rationale: Most HLLs are US born or are early arrivals; study the HL to communicate with family and friends in the US; use their HL in the context of the home, derive benefit from belonging to a community of speakers;

  4. Survey implications (cont.) HL curricula should • Have a bilingual and bicultural outlook; Rationale: HLLs frequently make use of both of their languages together • Be input rich; Rationale: HLLs have little exposure to their HL • Progress from the aural to the written registers; Rationale; HLLs have relatively strong aural skills and weak reading and writing skills; • Accommodate different levels of proficiency; Rationale: HLLs in a given class can vary significantly from each other.

  5. My experience in the astronomy program Ability Me Low High The class Me Motivation

  6. My experience in the German class Ability Me low high The class Me Motivation

  7. Question: How do instructors deal with situations such as these?

  8. General approaches • Work within the one-size-fits-all instructional paradigm (most common approach) • Work within a learner-centered - differentiated - instructional paradigm

  9. Characteristics of the one-size-fits-all approach Course content: The course content is determined by prior course work (1 year: beginner, 2 years: intermediate, 3 years or more: advanced);

  10. Characteristics of the one-size-fits-all approach Learning objectives: Uniform learning objectives for all students with regard to • what material is studied • the level of mastery of the material • time frame during which material is to be acquired (pacing)

  11. Characteristics of the one-size-fits-all approach Materials and activities: All students complete the same activities, assignments and assessments;

  12. Dealing with student diversity within the one-size-fits-all paradigm Goal: Build maximally homogeneous classes Means: • All students conform to the course; • If there are sufficient numbers of students are either end of the scales, create a new course for these students; • There is great emphasis on placement of students

  13. My experience in the astronomy program Me Ability Low High The class Me Motivation Placement failure ULTIMATE OUTCOME: I dropped out

  14. My experience in the German class Ability Me low high The class Motivation Me Placement success ULTIMATE OUTCOME: I tuned out

  15. The learner-centered, differentiated Approach

  16. Characteristics of Differentiated Instruction(Tomlinson 1999) • Differences between students shape the curriculum • Ongoing assessment is built into the curriculum • Multiple learning materials are available • There is variable pacing • Students play a part in setting goals and standards • Varied grading criteria are used • Work is assigned to students in consideration of their level of readiness

  17. Dealing with student diversity within the differentiated paradigm Goal: Respond to the needs of all learners in class. Means: • The class conforms to students; • Teachers implement activities and instructional practices that support differentiation; • There is great emphasis on assessment as a means to understand the needs, goals, etc. of students

  18. Second language teaching is one-size-fits-all

  19. Origins of the one-size fits all approach The idealized language learner A student whose abilities in the target language are largely a function of coursework completed. The idealized language class A class composed of idealized language learners with the same course background.

  20. Current realities Language classes are increasingly populated by students who do not fit the profile of idealized language learners (non-idealized language learners).

  21. Types of non-idealized learners • Heritage language learners; • Associate-heritage language learners; • Spouses of native speakers; • Children of missionaries; • Foreign language learners from the Millennial Generation

  22. Types of non-idealized language classes • Foreign language learners + heritage language learners • Heritage language learners {+ quasi-heritage language learners} • ___________________________

  23. The challenge How do we meet the needs of students in the various types non-idealized language classes?

  24. Proposal • Abandon the one-size-fits-all approach • Replace it with a differentiated approach

  25. Concerns…

  26. It’s too much work! • How do I keep track of what everyone is doing? • Won’t I lose control of the class? • This could be an organizational nightmare! • So now I have to discard everything I’ve been doing for years and start something new? • How do I even go about learning about the needs of my students?

  27. Instructional tools + Technological tools + Teamwork

  28. Differentiated instruction: Basic tools • Activities • Instructional practices • Classroom management

  29. Activities by focus • Grammar/vocabulary • Reading/writing • Organize/review material • Assessment

  30. Don’t have to be teacher-centered Don’t have to be Teacher-graded Don’t have to be teacher-crushing Activities…

  31. Grammar/vocabulary • Workbook and textbook exercises • Electronic resources provided by textbook publisher (exercises, exams, tutoring) • Teacher-generated exercises

  32. Constructivist grammar activities(López-Sánchez and Mojica-Díaz 2006) • Students use authentic materials to discover the patterns and principles of their language of study • Instructor acts as a facilitator

  33. Grammatical analysisMojica-Díaz and López-Sánchez (forthcoming)

  34. Technology • Computer-graded exercises • Pedagogical web sites

  35. Activities that focus on reading and writing • Post-reading questions • Design a graphic organizer • Write or cut-and-paste a summary • Add information or graphics to a text • Re-write a text • Others (5)

  36. Stop and write (Dodge 2006) Before reading: Study the title, section headings, pictures, graphs, etc. Based on this information write a short paragraph about what you think this reading is about. After reading: Revise and expand your paragraph. In groups of four, assess each student’s paragraph using a rubric.

  37. 2. Dialectal Journal (Dodge 2006: 67) • In this column, record In this column • a passage • write a reaction • a main idea • discuss its significance • an important event • make an inference

  38. 3. Multiple-entry journals(Tomlinson 2003:157)

  39. 4. Text-to-self connections(Harvey and Goudvis 2000:266)

  40. 5. Text-to-text connections(Harvey and Goudvis 2000:267)

  41. 5. Text-to-world connections(Harvey and Goudvis 2000:267)

  42. Activities to organize or review the material • Sum-it-up! • The exit card • The organizer • Write a test

  43. Sum it up! (Dodge 2006)

  44. The exit card (Dodge 2006)

  45. The organizer

  46. Write a test

  47. Assessment options • Design a web site • Prepare a PowerPoint presentation • Conduct an interview • Create an annotated electronic bibliography • Prepare a pamphlet • Make a movie • Rewrite a reading in a different genre • Rewrite a reading using US-appropriate theme or language • Imitate a writer’s style

  48. Voces by Reinaldo Arenas Nosotros vinimos por el aire Nosotros vinimos por el mar Nosotros llegamos amarrados a la cámara de un auto Nosotros llegamos sujetos a la rueda de un avión Nosotros salimos conjurando tiburones y guardacostas Nosotros salimos taladrando un túnel en el aire Nosotros salimos agarrados a la cola de un cometa Nosotros llegamos a nado, vomitando la bilis, soltando el bofe, los huesos al sol, deshidratados, descarnado el corazón. Sí, sin duda somos los más dichosos -los afortunados. Los demás yacen sin tiempo bajo el mar o condenan nuestra fuga mientras secreta y desesperadamente desean partir.

  49. Voces by Mayra Ocampo • Nosotros vinimos por tierras prohibidas • Nosotros vinimos por tierras perdidas • Nosotros llegamos torcidos en la cajuela de un auto • Nosotros llegamos con una identidad robada • Nosotros salimos conjurando serpientes y patrullas • Nosotros salimos aferrados a una fe incierta, rezando a un Juan soldado • Nosotros llegamos escarbando un túnel en la sierra • Nosotros llegamos hambrientos, deshidratados, desesperados, • con las tripas vacías, • los huesos al sol, la lengua al aire. • Sí, sin duda somos los más envidiados • -los que pasamos con suerte. • Los demás yacen olvidados en el desierto • sus almas perdidas y vagando • mientras familiares sufren su partir • y sueñan con un milagro.

  50. Differentiation: Basic tools • Activities • Instructional practices • Classroom management

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