TESOL 2009

TESOL 2009

A Framework for Developing Internet-Based Curricula and Course

Materials

Kapi’olani Community College

Puzzle One

• How to infuse language development into a content-based curriculum?

• Are we testing what we want the students to learn?

CONTENTLANGUAGE

Opportunities Model

Crabbe D. (2003) The quality of language learning opportunities. TESOL Quarterly.

Language Acquisition

In order to acquire a language and to develop true competency in a language you need to:

• Receive input

• Produce output

• Participate in interactions

• Get feedback

In order to acquire a language and to develop true competency in a

language you need to:

• Rehearse

• Understand about language

• Understand about learning

inputoutput

OUTPUT mirrors INPUT

inputoutput

Ignored students and situations

uptakeouttake

STUDENT/LEARNER

INPUTUPTAKEOUTTAKEOUTPUT

FEEDBACK

REHEARSAL

LANGUAGE DEVELOPMENT

Language Development Framework – Opportunities Model

Main Idea - Issues

Generic Comprehension

“Every reader who comprehends is going beyond the given text to understand it in a truly unique manner. Although a culture tends to share common meanings and any text usually has accepted or bottom-line interpretations, readers also have their own unique remembered images and interpretations of the world and they bring these to their reading.”

• Pinnell, G.S. (2002) The guided reading lesson – Explaining, supporting, and prompting for comprehension. In (C.C. Block, L. Gambrell, M. Pressley, (Eds.) Improving Comprehension Instruction (pp.111.San Francisco, CA: Jossey-Bass.

Main Idea

• Critical View: o The main idea is simply one possible meaning

available to a reader, usually an officially sanctioned interpretation of a particular text.

• O’Neill, M. (1993). Teaching literature as cultural criticism. English Quarterly, 25, 19-25.

Puzzle

• What is comprehension?

• We need students to converge on similar ideas in order to start the language lesson.

Purposeful Reading

Reading Comprehension Literature

• Reading purpose plays a critical role in the comprehension process.

• Pichet J.A., & Anderson, R.C. (1977). Taking perspectives on a story. Journal of Educational Psychology, 69, 309-315.

Purposeful Reading

• They reported on the influence that reading purpose had on the inferences that readers made when reading.

• Narvaez, D., van den Broek P., & Ruiz, A.B. (1999). Reading purpose, types of text and their influence on think-alouds and comprehension measure. Journal of Educational Psychology, 91 (3), 488-496.

Purposeful Reading

• Having a purpose means having a reason to read and approaching a text with a particular goal in mind, whether that goal involves learning or entertainment. In both real-world and classroom situations, purpose affects the reader's motivation, interest, and manner of reading.

• Elizabeth K. Knutson, (1998). Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom. Center for Applied Linguistics:Online Resources: Digests. EDO-FL-98-13.

Developing Language for Outtake

Grammar for comprehension

Vocabulary for expression

Explicit content and language objectives

Vocabulary for Comprehension

PurposefulnessScaffolding

Writing and Oral activities for feedback

Grammar for accuracy or content output

Comprehensive review of key vocabulary and key concepts – all skills used.

Review and assessment of content and language objectives.

INPUT

UPTAKEOUTTAKE

OUTPUT

FEEDBACK - REHEARSAL

FEEDBACK - REHEARSAL

LANGUAGE DEVELOPMENT

Savvy LanguageLearner

Awareness Identification Modification Assessment

Capstone

Present a language

development plan.

Reading:

1-Variation in Language

2-Sociolinguistic Rules of Speaking

3-Child Language Acquisition: Phonology

4-Brain Development and learning a Second Language

5- Language Acquisition: The Early Years

(Making Connections:Pakenham

INPUT INTAKE OUT-TAKE OUTPUT FEEDBACK ASSESSMENT

Films

Podcasts

Videocasts

Short Readings

Puzzle - Materials

• In order for curriculum to be driven by purposefulness, the instructor in choosing materials needs more flexibility than textbooks offer.

• How can we provide this flexibility in materials?

• OpenCourseWare Project

Curriculum Design

Curriculum Design

Themes

   Overarching, universal

concepts that impact the human condition:

• Environment• Education• Food• Health Care• Immigration• Language

Topics

 General content-area perspectives, similar to academic subject areas:

• Business• Health • History• Politics• Science• Sociology

Categories

 Modes / types of information delivery:

• Activity• Blog• Podcast• Reading• Videocast• Visual• Web site

Length

Number of words (readings, blogs), minutes (podcasts, videocasts) or expected time investment (activities, visuals, web sites):

 •  Long• Medium• Short

Materials

The items with which students will interact

Database

Online Database Application

  Three main features / operations:  • Add item to database• Search / sort database items• Update database

Add Item to Database

Add Item Details

Add Title & URL

Add Theme, Topic, Category, Length

Add Description & Comments

Search / Sort Database

Search / Sort Database

Search / Sort Results

Update Database

 Course Management

Instructor Login

Create Course

Add Module

Add Links to Module

View New Course

Puzzle - Activities

• How can activities that support the content objectives as well as the language development be easily created?

Practice and ApplicationInteraction

Strategies/Lesson Delivery

INPUTUPTAKEOUTTAKEOUTPUT

Making Materials Comprehensible

FEEDBACK

REHEARSAL

LANGUAGE DEVELOPMENT

Building Background

Review and Assessment

Activities Development Framework

Developing Language for Outtake

Grammar for comprehension

Vocabulary for expression

Explicit content and language objectivesExplicit links to students past knowledge and learningVocabulary for Comprehension

PurposefulnessScaffolding

Writing and Oral activities for feedback

Grammar for accuracy or content output

Comprehensive review of key vocabulary and key concepts – all skills used.

Review and assessment of content and language objectives.

Practice and ApplicationInteraction

Strategies/Lesson Delivery

INPUT

UPTAKEOUTTAKE

OUTPUT

Making Materials Comprehensible

FEEDBACK - REHEARSAL

FEEDBACK - REHEARSAL

LANGUAGE DEVELOPMENT

Building Background

Review and Assessment

ACTIVITIES DEVELOPMENT FRAMEWORK

Future Development

Future Development of CourseWare

• Modular: Materials will be stored as individual modules as well as entire courses

• Collaborative:   o Courses and modules will be shared among instructors

within our program o In the near future, we hope to share the site with another

community college and begin to explore the collaboration piece

• Open: open courseware web-based publishing venture • Exploratory: We would like to be able to build an on-line

community to explore the puzzles of the classroom

Current Puzzle – Feedback/Rehearsal

• What kind of activities lend themselves to feedback?

• What kind of feedback would facilitate student rehearsal?

• How can feedback be given to facilitate student rehearsal?

Next Step

• Assessment

• Affective dimension: Why do or don’t students take up the opportunities given to them?

www.cblt.wordpress.com

Frank Noji

francis@hawaii.edu

Anthony Silva

silvaa@hawaii.edu

Kapiolani Community College