Agenda:
· Common ground: What
we know about how we acquire language.
·
What
does CI look like?
·
Where
are we as a district? (90% TL)
·
What
are the consequences of aspiring for 90%? (Implications for our classrooms and
curriculum)
·
What
are common proficiency (ACTFL) expectations by level?
District
initiatives:
·
Department
chair classroom visits 2x a semester
·
By
level planning and observations (LOTE ‘rounds’)
·
Adopting
common outcomes by level
To create competent and
confident
communicators in the
languages we offer.
Goals for this PD:
- I can define and discuss the role of CI in a second language acquisition.
- I can identify the key elements of language acquisition theory and understand how they relate to best practices in the classroom.
- To experience a CI lesson as a student, and to reflect on how I can make my classroom more ‘comprehensible.’
- I can identify expected levels of proficiency (according to ACTFL standards) by level/classroom hours.
- To share and collaborate with colleagues while preparing lessons guided by ACTFL standards and the intent to use the target language.
What we know about language acquisition:
- Comprehensible
input is an essential aspect of language acquisition: What is it exactly?
- How
do you define it? Share with a partner!
My definition:
A linguist offers an overview. How did your definition
differ from his?
CI is
an essential part of language acquisition theory. Understanding the
implications for our classrooms can have a profound effect on how we work with
our learners. (Krashen's theory page)
How
many of the hypotheses can you and a partner identify? (Bryce’s acronym can
help us remember them.) What are the implications for our classrooms?
M
______________
A
______________
N
______________
I
______________
A
______________
C
______________
+ R ______________
Can you pass a quiz about the hypotheses?
What
about native speakers? Which hypotheses have the biggest impact on them?
How do we communicate this to our
students?
What does CI look like? Demonstration in French!
What did you learn? How did you feel? Was it
hard?
Where are we as a
district?
(Keeping in the TL
requires making sure that procedural and everyday conversational language is
embedded early and repeated often)
·
Results of the district study: L2 language use in the classroom in CFB
·
The most important vocabulary for communication: what are the
implications when using our resources? (Bryce’s list for Spanish)
·
When are these verbs traditionally taught?
Essential Six Verbs
|
+Ten High Frequency Verbs
|
|
Etre to be
Aimer to like
Aller to go
Avoir to have
Vouloir to want
Faire to make/to do
|
Dire to say
Voir to see
Regarder to look at
Donner to give
Pouvoir to be able to
|
Venir to come
Partir to leave
Parler to speak
Demander to ask
Manger to eat
|
Shared outcomes and
expectations as a district:
What are generally accepted proficiency levels by year/hours of
study? What are the implications for assessment?
As we begin the year:
·
Make a conscious effort to embed and use high frequency
vocabulary. Being in the target language should be the default setting.
·
Consider implications for assessment: how can we minimize
time grading and maximize the impact of the assessment we use in class?
·
Focus on building relationships with students! (Bryce’s student relationship building activities)
Announcements:
- Department
manager classroom visits (2x a semester)
- Mini
PDs: small group observations and debriefs
- By
level PD pull out for planning
- Development
of common expectations and assessment tools by level (across languages)
Explore the resources shared by Hedstrom! Consider using a version of his 'special person' activities the first few weeks of school to get to know your students and create a postive atmosphere in your classroom!
Bill
Van Patten on Comprehensible Input
CI is an acronym for Comprehensible Input.
Input is language that learners hear, read or see (sign languages) in a
communicative context. It is language that learners process for meaning (i.e.,
the learner is trying to understand what someone is saying, what he/she is
reading, or what someone is signing). Comprehensible input is that part of the
input that learners can actually make sense of, the stuff they can pick up and
attach meaning to during comprehension.
CI is not owned by
anyone, any theory, any context, or any methodology. CI exists in and out of
classrooms. CI exists in both first and second language acquisition. Wherever
and whenever language is used to communicate something to a learner and that
learner can understand something, there is CI.
In general second language theory, the more that input is
comprehensible to learners, the greater the chances are for acquisition. This
is because the internal unconscious mechanisms that work on language
acquisition have to be able to link meaning with how meaning is expressed in
order for language acquisition to occur. That is, learners have to process
language during comprehension in order for acquisition to occur.
Recap:
Input = language you hear, read or see in a communicative
context
CI = is a subset of input that you can actually understand
The more CI = the better for acquisition
TPRS is one type of methodology that tries to maximize CI in the
classroom (among other things that it does)
Hardy
adds:
Research
shows that the CI also needs to be engaging and repeated for the learner to
actually acquire and retain the language. The ultimate goal is to have a
critical mass of this input + desire to and opportunity to communicate in the
target language.
Using
acquired language to create messages that are communicated to and understood by
native speakers = one of the most important outcomes of language instruction at
CFB.
Sites
and suggestions for teachers on PD day:
