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Moving from Textbook

to Relevant Input

and Authentic Resources

Hannah Walleser

walleseha@pdc.k12.wi.us

Spanish Teacher

Prairie du Chien School District

WAFLT 2015

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WHY?

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Interculturality

  • What is it?
    • Use the language and cultural knowledge to interact appropriately in cultural contexts

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  • Integrating culture
    • Deeper understanding
      • relate products, perspectives, practices
      • NOT culture factoids
      • work to inform appropriate communication
    • Embedded in unit/theme
    • Unit designs
      • 5 day focus topics related to larger unit
      • target structures to explore theme

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Higher Order Thinking Skills

  • 21st Century Skills
    • Creativity
    • Collaboration
    • Critical Thinking
    • Communication

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Higher Order Thinking Skills

  • AP Skills
    • Use a variety of authentic audio and video recordings and written texts
    • Synthesize information
    • Compare and contrast between and within languages and cultures
    • Support a theme
    • Express an opinion
    • Respond to prompts

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HOW?

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Backwards Planning: Assessment Goals

  • Language use
    • Communication
    • Content/context
    • Proficiency
      • what students can do in a “real life” situation
      • building for spontaneity
    • I can statements
      • worded for students
      • connect some to culture

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Communication: knowing HOW, WHEN, and WHY to say WHAT to WHOM

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Backwards Planning: Assessment Goals

  • Proficiency level
    • Student considerations
      • age
      • proficiency level
    • Text type
      • kind of resource and layout
      • length
      • comprehensibility
  • Functional language
    • Tasks
      • vocabulary
      • grammar
      • communication goal
    • Student performance

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Backwards Planning: Formative Activities

  • Skills needed for assessments
    • 3 modes of communication
    • Culture
  • Desired output
  • Input
    • Knowledge and experiences for making meaning
  • Practice for performance

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Backwards Planning: Unit Design

  • Scope and sequence
    • Textbook as resource
    • AP alignment of themes
    • Functions and goals
  • Unit templates
    • Walleser (mine)
    • based on Clementi/Terrill
  • Unit examples

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Online Resources

  • Student interests and experiences
    • Interests
      • survey (classes, extracurricular activities)
      • real-world communication goals
    • Personal relevance
      • global topics that matter: culture, human relations, social/global issues, health, etc.
      • connection to future careers
    • Open-ended questions
      • express opinions and debate
      • make choices and explain why

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Online Resources

  • Authentic resources
    • What are they?
    • What do they add to the language classroom?

Authentic: created by TL speaker/writer for TL reader/listener/viewer

authentic resource

inauthentic resource: information is correct, but has been written by or for a non-native speaker, or has been reformatted/modified, made more comprehensible.

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WHAT?

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Locating Online Resources

  • Search Engines
    • Which engine? - depends on your needs
    • Library abstracts/databases/indexes
      • check with your librarian
      • collaborate with a university
    • Key words and phrases
    • Use target language
    • General to advanced search

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Locating Online Resources

  • Media
    • Infographics
    • Memes
    • Comics
    • Magazines
    • Newspapers
    • Radio
    • Podcasts
    • Songs
    • Music
    • Websites: restaurant/hotel/movie reviews, maps, reservations, applications, tickets, museums, artwork, menus, advertisements, pictures, weather

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Locating Online Resources

  • Literature
    • Poetry
    • Short stories
    • Children’s stories
    • Picture books
    • Graphic novels
    • Comic books
    • Non-Fiction

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Locating Online Resources

  • Social media sites, apps, PLNs
    • Blogs
      • Travelers in TL communities
      • Native speakers
    • Edmodo
      • World Languages Community
      • Teacher Groups
    • Facebook
    • Flickr
    • Instagram
    • Periscope
    • Pinterest
    • Snapchat
    • Stumbleupon & Diigo

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Locating Online Resources

  • Social media sites, apps, PLNs
    • Twitter
      • Search specific vocabulary, grammar, phrase
      • Follow TL native speakers
      • Chats and Hashtags
        • #langchat
        • #authres
        • #mfl
        • #flteach
        • #wlteach
        • #mfltwitterati
        • #earlylang
        • #edchat
    • YouTube
      • Vlogs
      • Search specific theme

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Locating Online Resources

Authentic Resource Activities for World Language Teachers collaborative effort - Sarah-Elizabeth Cottrell

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Preparing Students and Materials

  • Classroom Culture
    • Looks different to administration and students
    • Loud, active, communicative
    • Infuses culture in 3 modes of communication
    • Students accountable to stay on task and in TL
  • Personal Connection
    • Reflection journal (L1 or TL)
    • Recognize stereotypes, avoid generalizations
    • Discuss similarities and differences
    • Encourage creative responses

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Preparing Students and Materials

  • Comprehensible Input
    • Adjust the task to the proficiency level
    • OR adjust the resource
      • add images
      • reformat text
      • shorten text
      • change vocabulary or simplify language
    • Help students pick out important information and understand it

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Preparing Students and Materials

  • Skills
    • Circumlocution
      • synonyms
      • another way to get meaning across
    • Note-taking
  • Graphic Organizers

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healthy habits

unhealthy habits

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SCAFFOLDING

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Basic Strategies and Activities

  • KWL, connections, brainstorming
  • Text type
    • How to read it
      • website: tabs, layout, links, ads
      • newspaper: columns, headings, images and captions, author/editor, continue on page…
      • social media: posts, likes, memes, images, text abbreviations, hashtags, comments
      • literature: style, voice, imagery
      • infographic: images, layout, text
      • video: setting, characters, plot
    • Questions
      • Who is writing/publishing the material
      • What does it communicate
      • What is the purpose of communication

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Basic Strategies and Activities

  • Teach necessary vocabulary and grammar
  • Teach sentence starters so they can elaborate
    • Summarize
    • Give opinion
    • Agree or disagree
    • Persuade
    • Provide evidence
  • Anticipation guide
    • Provocative statements to agree or disagree
    • Give opinion and explain why

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Basic Strategies and Activities

  • Understanding
    • First scan: what information can you find
    • What do you predict
    • Repeat with different focus for understanding
    • Specific details to find
    • Comprehension questions in L1
    • Discussion in TL
    • Illustrate information
  • Processing
    • Time to talk: think, pair, share
    • Journal or listening log: response requiring communication about resource concept
    • Cultural comparisons and contrasts

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Open-Ended Questions

  • What do you think
  • Why
  • Does this remind you of something in your life
  • How is it similar/different
  • Can you explain/show in a different way
  • How would you rank/rate
  • How do you imagine ___ would look
  • What is a possible solution
  • Why would you choose ___ over ___

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Reading

  • Information about author, subject
  • How to read text type
  • Scan to identify characters, setting, main themes
  • Highlight/circle/underline
  • Order events
  • True/false or probable/possible with evidence from text
  • twiccionario
    • snip tweets related to topic
    • tasks: highlight/circle/underline/draw certain concepts/words/structures
    • write their own tweets and replies

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Listening

  • Songs
    • Information about artist, composer/lyricist, time period, topic
    • Word cloud highlight
    • Cloze lyrics
    • Order lyric sections
  • Speaking
    • What did you understand
    • Specific information
    • What was their opinion

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Viewing

  • How to read a graph, map, infographic
  • Word cloud highlight
  • Cultural differences
  • Movie Talk
    • Spanish example
    • watch with no sound
    • pause often to ask yes/no, either/or, short-answer questions
    • end with a summary
    • watch with sound

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ASSESSING

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Integrated Performance Assessments (IPAs)

  • Interpretive
    • Comprehension
    • Basic text elements
    • Synonyms, cognates
    • Opinion
    • Compare & Contrast
  • Presentational and Interpersonal
    • Use authentic resources to inform the task and lead to performance
    • Communicate comprehensibly with interculturality

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Integrated Performance Assessments (IPAs)

  • Interpersonal
    • Teach flow of conversation (introduction, taking turns, listening for understanding, asking questions based on information already given, conclusion)
  • Presentational
    • Give time to prepare, revise, and present
    • Move from summarizing information
    • To synthesizing multiple authentic resources
    • To giving opinions and persuading an audience with evidence from authentic resources

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Resources

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  • Backwards Planning

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Resources

  • Comprehensible Input

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