Talia Block tblockdistrict30org taliablockweeblycom WescottSpanish Twitter tinyurlcomICTFL2015 Website Agenda Introductions and Overview Breaking it Down Activities Work TimeQuestions ID: 626520
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Slide1
Keeping it in the Target Language
Talia Block
tblock@district30.org
taliablock.weebly.com
@WescottSpanish (Twitter)Slide2
tinyurl.com/ICTFL2015
WebsiteSlide3
Agenda
Introductions and Overview
Breaking it Down
Activities
Work Time/Questions
Wrap-up and EvaluationsSlide4
“language
educators
and their
students
use the target language as exclusively as possible (90% plus) at all levels of instruction”
http://www.actfl.org/news/position-statements/use-the-target-language-the-classroom-0
What does ACTFL suggest?Slide5
providing comprehensible input
making meaning clear through body language, gestures, and visual support
conducting comprehension checks
negotiating meaning
teaching students strategies for clarification or assistance
offering feedback to assist and improve students’ abilities
http://www.actfl.org/news/position-statements/use-the-target-language-the-classroom-0
What does that look like?Slide6
What does the research say?
“target language promotes natural acquisition and that use of the mother tongue (L1) undermines this process by diverting attention from the object of pupils’ learning”
Peter DicksonSlide7
Benefits
Sustained foreign atmosphere
develop competence by hearing sustained communication
Improved student confidence
Develops positive attitude toward L2
Lowers student anxiety
Subject matter is in their face
Proficient speaker available
Students are quieter
Student resistance → Perturbation
Classroom management
Time and energy
Advanced knowledge of the language
Building relationshipsHumor can be toughTough to explain abstract concepts
Challenges
Slide8
What does it entail?
Build curriculum grounded in theory
Create a respectful community that encourages risk-taking
Encourage learner reflection
Use comprehensible input
Teach concrete learning strategies (circumlocution, chunking, graphic-organizers, etc.)
Celebrate errors and self-correction
Show enthusiasm for
students’
learning and achievements
Integrate technology
Use extrinsic motivation and move toward intrinsic
Teach grammar inductively
Moeller, A.J. & Roberts, A. Keeping it in the Target Language. Slide9
Curriculum Based in Theory
Learning Targets - “Can Do” statements
Backward Design
Content within Context
Activities created with learning targets in mind
Formative checks and assessments
Summative assessment (IPA)Slide10
Elementary School
Middle SchoolSlide11
Krashen’s Affective Filter Hypothesis
Comfortable and low affective environment
Model
Bring bits and pieces of your life into the classroom
Help the students get to know one another
Creating CommunitySlide12
How do you establish a safe and inviting environment for students to take risks and not fear failure?
Write 3 or 4 ways you create a safe environment in your classroom. One on each Post-It.
Get in a small group of 3-4 people.
Cluster all of the post-its in any way that makes sense to your group.
Walk around and pick the 5 most common themes.Slide13
Buddy BingoSlide14
Creating CommunitySlide15
Encourage Risk-taking
More risk more reward
Time to work with language and figure out how to put the pieces together
Learning from “failures”
Respectful correction
Moving toward self-correctionSlide16
Meta moments
Reflection
Answers the “How?” and “Why?”
Self-correction
Helps build trust between teacher and student
Encourage Learner ReflectionSlide17
Game time!
Shimon OmerSlide18
Support oral language with gestures, visuals, and sounds.
Create a context
Activate background knowledge/personal experiences
Allow students to create their own images or gestures
Comprehensible InputSlide19
Circumlocution
Chunking
Graphic Organizers
Self-assessment
Concrete Learning StrategiesSlide20
Errors as progress
Reflect on the process of error correction
Self-correction is better than making errors
Help students become aware of errors
Return to common errors with direct teaching
Celebrate Errors & Self-CorrectionSlide21
Encouragement motivates
Non-verbal encouragement
facial expressions
body language
Builds confidence
Enthusiasm for Student LearningSlide22
Opportunity to create environment for authentic communication
Relevant and meaningful
A tool, not the lesson
Opens possibility for collaboration and communication
Integrate TechnologySlide23Slide24
Incentives for using L2
Tokens
Points
Pesos
Loss of participation points for L1
Reward for L2 outside of class
Extrinsic → Intrinsic MotivationSlide25
Great for grammar instruction
“Crack the Code”
Make them become “investigators”
Encourages active learning, engaged participants
adjectives
Teach Grammar InductivelySlide26
ActivitiesSlide27
Hungry Planet
by Peter MenzelSlide28
Listen to the description and hold up the letter (color/shape) of the person being described.
Listen to the description and choose the correct family.
Write about how these families are similar or different to yours.
1000 Families
by
Uwe OmmerSlide29
Interacting with videos and songsSlide30
My Favorite Things...Slide31
Tic-Tac-ToeSlide32
20 QuestionsSlide33
I SpySlide34Slide35
TabooSlide36
Do not use:
Orange
Vegetable
RabbitSlide37
Los MonstruosSlide38
Fortune TellerSlide39
DiademasSlide40
Spot the DifferenceSlide41
Evaluation Survey
tinyurl.com/q29yd8eSlide42
Resources
Dickson, Peter. (1996)
Using the Target Language. A view from the classroom
. National Foundation for Educational Research: Wales.
http://www.actfl.org/news/position-statements/use-the-target-language-the-classroom
http://www.actfl.org/sites/default/files/pdfs/TLE_pdf/TLE_Oct12_Article.pdf
http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/targetlanguage.html#benefits