American Council on the Teaching of Foreign Languages, 1999

Signature

1. Can name the 5 C’s of National Standards

2. Can give an example of an Interpretive task

3. Can give an example of an Interpersonal task

4. Can explain what culture perspectives are

5. Can give 3 strategies for a teacher to use to convey meaning in the target language

6. Can describe characteristics of communicative tasks

7. Can explain an information gap activity

Linguafolio, http://casls.uoregon.edu/pages/tools/linguafolio.php

Why are the standards important?

How did they impact the teaching of world languages?

How does standards-based teaching and learning compare with traditional world languages practices?

How can I alter learning tasks to reflect the standards and build proficiency?

How will I know if my students are moving along the proficiency continuum?

Five Cs of the National Standards

http://www.learner.org/resources/series185.html?pop=yes&pid=2002

Teaching to the Standards

“The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life.”

National Standards for Foreign Language Learning

“Knowing how, when, and why

to say what to whom.”

Communication: Communicate in Languages Other Than English

Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. (Interpersonal)

Standard 1.2: Students understand and interpret written and spoken language on a variety of topics. (Interpretive)

Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. (Presentational)

Cultures: Gaining Knowledge and Understanding of Other Cultures

Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Connections: Connect with Other Disciplines and Acquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Comparisons: Develop Insight into the Nature of Language and Culture

Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.

Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Communities: Participate in Multilingual Communities at Home & Around the World

Standard 5.1: Students use the language both within and beyond the school setting.

Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

What is “Communication?”

How can teachers encourage communication among early

language learners?What are the classroom practices that teachers use in proficiency-

based second language teaching?

Interpretive• Understanding spoken or written language

Interpersonal• Two-way, meaningful, spontaneous

communication

Presentational• Edited and rehearsed written or spoken

communication

INTERPRETIVE COMMUNICATION TASK

You are walking through a park in France and you see a piece of paper on the ground. You pick it up and read it.

INTERPRETIVE COMMUNICATION TASK

From: trionyx.free.fr/ identite2.htm1.Circle the words that are mentioned on the piece of paper.

Address Nationality First Name Age Birth date Hair color Last Name ProfessionHeight Face shape Father’s name Weight

Passport # Eye color Travel destination

 

2. What is the purpose of this piece of paper?

3.What do you think is the difference between “Nom” and “Prénom?”

You see a policeman, greet him, and give him the identity card you found. During the conversation, he asks you some questions. Answer the questions. Thank him and say good-bye. You can use the ideas below as guidelines:

• Name• Birthday• Age• Country of birth• Nationality • Address

INTERPERSONAL COMMUNICATION TASK

PRESENTATIONAL COMMUNICATION TASKS

You now attend a French immersion school.

Your principal has decided that each

student will need a student ID card. He/She

asks you to design what this identity card

will look like. You remember the one you

found in France and use it as an example.

Target Language (TL) use by teacher

Why is this important?Is this possible? How?

TL use by studentsHow can students who do not know all the words understand and respond in another language?How can a teacher encourage TL use?

Info Gap Tasks

Language Experiences

Stories

Role-plays/Scenarios

Rhymes/Chants)

Gouin Series

Sports Arts and CraftsNJ World Languages Curriculum Framework: http://www.state.nj.us/education/frameworks/worldlanguages/appendc.pdf

IN THE PAST

•Students learned about the language (grammar)

•Teacher-centered class

•Focused on isolated skills (listening, speaking, reading, and writing)

•Coverage of a textbook

•Using the textbook as the curriculum

•Emphasis on teacher as presenter/lecturer

•Isolated cultural “factoids”

•Use of technology as a “cool tool”

•Same instruction for all students

•Synthetic situations from textbook

•Confining language learning to the classroom

•Testing to find out what students don’t know

•Only the teacher knows criteria for grading

•Students “turn in” work only for the teacher

Teaching Foreign Languages K-12: A Library of Classroom Practices

http://learner.org/resources/series185.html

Stephanie Appel teaches a lesson on the Solar System to her elementary French students.

TODAY

Students learn to use the language

Learner-centered

Focus on the three modes: interpersonal, interpretive, and presentational

Backward design focusing on the end goal

Use of thematic units and authentic resources

Emphasis on learner as “doer” and “creator”

Emphasis on the relationship among the perspectives, practices, and products of the culture

Integrating technology into instruction to enhance learning

Using language as the vehicle to teach academic content

Differentiating instruction to meet individual needs

Personalized real world tasks

Seeking opportunities for learners to use language beyond the classroom

Assessing to find out what students can do

Students know and understand criteria on how they will be assessed by reviewing the task rubric

Learners create to “share and publish” to audiences

From drill and practice to communication

Nommez les personnes ou les choses suivantes:

Ex. …une personne que j’admireMLK Jr. est une personne que j’admireEx. …une ville que je voudrais visiterParis est une ville que je voudrais

visiter.

1. …une ville que j’aime.2. …un magazine que je lis.3. …un film que je voudrais voir.4. …un acteur que j’admire

beaucoup.

Gustos personalesFor each category, write a sentence

stating one thing in that category that you like and another that you do not like. Be sure to use the correct definite article (el or la) in your sentence.

Modelo: deportes Me gusta el tenis.

No me gusta el futbol.

1. deportes3. musica2. comida 4. clases

From drill/practice to communication

Working in pairs, convert the textbook activities to tasks for authentic communication.

Closure: Socratic Seminar

Have a discussion with colleagues about the validity of standards-based teaching. What are some of the characteristics of standards-based world languages teaching? Is it sufficiently rigorous? Will it prepare students appropriately for living in an interconnected world? Why or why not?

Signature

1. Can name the 5 C’s of National Standards

2. Can give an example of an Interpretive task

3. Can give an example of an Interpersonal task

4. Can explain what culture perspectives are

5. Can give 3 strategies for a teacher to use to convey meaning in the target language

6. Can describe characteristics of communicative tasks

7. Can explain an information gap activity

Observations

What will you look for?

Work with a partner to devise questions that will guide your observations.

Debrief with the group.