CFB August PD 2018

The mission of CFB LOTE:

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 second language acquisition.  
• I can and understand how they relate to practice in the classroom.

• 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?

A non example: what’s wrong with this?

• How do you define it? Share with a partner!

A linguist offers an overview. How does it differ from your own interpretation?

Understanding the role of CI is central to understanding how we acquire language.

Krashen's Hypotheses:
How many of the hypotheses of language acquisition can you and a partner identify?
(Bryce’s acronym to help us remember them.)

M ______________

A ______________

N ______________

I ______________

A ______________

C ______________

• R ______________

Share with your students!

Tina talks about Second Language Acquisition  to students through pictures.  
(non Facebook link)

Where are we as a district?

• Results of the district study: L2 language use in the classroom in CFB
• The most important vocabulary for to communicate:

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

• What does CI look like? Demonstration in French!

(Keeping in the TL requires making sure that procedural and everyday conversational language is embedded early and repeated often)

Shared outcomes and expectations as a district:

What are generally accepted proficiency levels by year/hours of study?
What are the implications for assessment?

Shared team drive: what is working or succeeding in your classroom?

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)

Sharing: first week activities that help set the tone and allow you to get to know your students. With a partner take a look at the resources Bryce made available at LMAM!

Announcements:

Department manager classroom visits (2x a semester)

Mini PDs: small group observations and debriefs

By level PD for pull out for planning

Development of common expectations and assessment tools by level (across languages)

Web resources for Spanish teachers
For French teachers