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AFrameworkforTeachingMixedclasses
Warmup
• Howmanyofyouteachmixedclasses?• Whataresomeofthemostdifficultaspectsofthisinstructionalcontext?
• Whataresomeadvantages?
Makingmixedclasswork:Thenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
Nativespeakers?
Positivestudentinterdependence
Students:
Øfacilitateeachothers’effortstoachieveØshareresourcesØexertcoordinatedefforttoachievemutualgoalsØforgecaringandsupportiverelationships
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
Makingmixedclasseswork:Essentialstrategiesandtools
Areastoattendto:
Ø Language – Whatstudentscandointhetargetlanguage
Ø Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegrouping– Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
Nativespeakers?
RESEARCHONMIXEDCLASSES:LEARNINGFROMFAILURESANDSUCCESSES
Instructionisdesignedsuchthatonlyonepopulationbenefitsfrominstruction
(Nameofbook)doesnotaddresstheneedsofHLbutitdoesagoodjobatthebeginninglevelwherethemajorityofourstudentstakethe(nameoflanguage)asgenerallanguagerequirementandwherewehavelessHL(15%)thanatmoreadvancedlevels(Carreira,2014).
Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
Studentsseethemselvesasbeinginopposition,notinterdependent
Bothtypesofstudentsfeltill-at-easeinmixedclasses- L2LswereintimidatedbytheoralproficiencyoftheHLLsandtheHLLswereintimidatedbythegrammaticalknowledgeoftheL2Ls(Potowski,2002).
Studentsseethemselvesasbeinginopposition,notinterdependent
.IfeltlikeIhadtoholdbackinordertogethertoparticipate.Shedidn'tunderstandsomeofthewordsthatIwantedtouseandIfeltbadusingwordsthatshewasn'tfamiliarwithsoItriedtokeepitverysimplesoshewouldn'tfeellikethestorywasn'thersjustasmuchasitwasmine(Henshaw,2015,p.262).
IhatedthefactthatIknewmoreSpanish.ItfeltuncomfortablebecauseIthinkImademypartnerfeeluncomfortable (Henshaw,2015,p.262).
Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
Benefitsgomostlytoonetypeoflearner
AlsoinHenshaw (2015), thelinguisticbenefitsweregreaterforL2LsthanforHLLs(seealsoBlake&Zyzik(2003)andBowles,Adams&Toth (2014).
Note:Benefitsdon’thavetobeequalallthetime.Butoverthelonghaul,theyshouldbebalanced.
Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
LEARNINGFROMSUCCESSES
Bothstudentpopulationsmatter
ThelargemajorityofHLLsandL2Lspreferredmixedclassesoverseparate(HLL-onlyorL2L-only)classesRibadeneira (2014).
Ribadeneira (2014) (cont.)
• “Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”
• “BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”
Ribadeneira–NHLRC- 2014
Similarcommentsinotherstudies• “EventhoughIamanativeSpanishspeaker,I'mnotverygoodwithgrammar.MypartnerdidhelpmewithsomegrammaticalerrorsthatIhadandIappreciatedthat”(Henshaw,2015,p.262).
• “Putustogetherandwe'reagreatSpanishteam,aren'twe?”(L2LtoHLL)(Bowles,2011)
• SeealsoPino andPino (2000).
Positivestudentinterdependence
Students:
Øfacilitateeachothers’effortstoachieveØshareresourcesØexertcoordinatedefforttoachievemutualgoalsØforgecaringandsupportiverelationships
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
Positivelearnerinterdependence
HLLs
L2Ls
Positivelearnerinterdependence
• Doesn’tjusthappenwhendiversestudentscometogether;
• Theinstructormustcarefullyplanoutinstructiontobringaboutcooperativelearning,sometimesreferredtoascollaborative orreciprocal learning.
Structuringinstructionalactivitiestobringaboutcooperativelearning
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
Whataboutcompetition?
• Can’titpushlearnerstotryharderandalsobefun?
• Yes,wewilllookatthispointattheendofthispresentation.
• Reminder:(1)Nativespeakers,(2)Competitionandcooperation
Discussion
• Whattypesofactivitieshaveworkedforyoufromthepointofyoucreatingpositivestudentinterdependence?
• Whatkindsofclassroommanagementissuescomeupinrelationtothoseactivities?
DESIGNINGACTIVITIESFORPOSITIVESTUDENTINTERDEPENDENCE
Someelementsofcooperativeteams
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
ACOMPARATIVELOOKATHLLSANDL2LS
HLLslinguisticstrengthsandneedsareafunctionof
• Thecontextoflearning:naturalisticsetting,primarily thehome,à informal,homeregister,perhapsnon-standard
• Thetimingoflearning:earlyyears,diminishedordiscontinueduponstartingschool(withindividualvariation)à similartothelanguageofchildren,withregardtoearly-acquiredfeatures(e.g.phonology,somevocabularyandlinguisticstructures,functionalskills)
• Theamountinput:lessthannativespeakersbutmorethanL2Lsà incompleteknowledgeoftheHL.Missingfeaturesarethoseacquiredbychildrenduringtheschool-ageyearse.g.complexsyntax,semantics,andpragmatics,aswellascommandofdifferentspokenandwrittenregisters)
• Thetypeofinput:oral,informal,spontaneous,à implicitknowledgeoftheHL,aurallanguage
L2Lslinguisticstrengthsandneeds•Thecontextoflearning:school
à formal,standard,academic,rehearsed,controlled•Thetimingoflearning:adolescence,earlyadulthood
à adult-likewithrespecttocertainfeatures(e.g.vocabulary,register)
• Theamountinput:lessthanbothnativespeakersandHLlearnersà incompletewithrespecttofeaturesacquiredearlyinlifee.g.phonology,everydayregisters,etc.
•Thetypeofinput:formal,focusedonform,writtenà explicitknowledgeofrulesandthewrittenlanguage
HLLsandL2Lstendtohavecomplimentaryskillsandneeds
HLLs L2LsThecontextoflearning:primarily,homeàinformal,homeregister,non-standard,spontaneous
Thecontextoflearning: schoolà formal,standard,academic,rehearsed,controlled
Thetimingoflearning:earlyyears,diminished ordiscontinuedupon startingschoolà insomewayssimilartothelanguageofchildren
Thetimingoflearning:adolescence,earlyadulthood
àadult-likewithrespecttocertainfeatures
Theamount input:lessthannativespeakersbutmorethanL2learnersà incompletewithrespecttolate-acquireditems,e.g.relativeclauses
Theamount input:lessthannativespeakersandHLLsàincompletewithrespecttocertainfeatures,e.g.phonology
Thetypeofinput:oral,informal,spontaneousà implicitknowledgeoftheHL
Thetypeofinput: formal, focusedonform
à explicitknowledgeofrules
TwostudiesbyMelissaBowleshighlightthepedagogicalsignificanceofthisinformation
TwostudiesofpairedinteractionsbetweenHLLsandL2Ls(Bowles2011)
• HLLsandL2Lswerematchedforproficiency;
• Theyworkedtogetheronatwo-wayinformationgapactivity(alsocalledjigsaw);
• Intermsoflinguisticbenefits,inthefirststudyL2learnersbenefitedmorefromtheactivitythanHLlearners;
• Inthesecondstudy,bothtypesoflearnersbenefitedequallyfromtheactivity.
Firststudy:L2Lsbenefitedmorefromtheactivity
Secondstudy:Bothlearnersbenefitedfrompairedinteractions
Whatmadethedifference?
Material+task• Material:HLLsaremorefamiliarwithhomevocabulary;L2Ls,ontheotherhand,aremorefamiliarwithacademicvocabulary;
• Task:HLLsarebetterattasksthattapintointuitiveuseoflanguage;L2Ls,ontheotherhand,dobetterattasksthatrequiremeta-linguisticknowledge(explicitknowledgeofrules).
Firststudy:MostlyL2Lsbenefited
Materials:Apictureofakitchen(homevocabulary)Tasks:Informationgapactivityinvolvingonlyoraltasks;
HLLsalreadyknewthis,sotheydidnotgainmuchnewknowledge.L2LsbenefittedfromHLLs’expertise.OnlyL2LswereintheirZPD.
Secondstudy:BothHLLsandL2Lsbenefited
Materials:Apictureofaschoolcafeteria(generalvocabulary)Tasks:Informationgapactivityinvolvingoralandwrittentasks;
Vocabularywasunknowntobothlearnertypes,sobothbenefitted.Oral taskbenefittedL2Ls.WrittentaskbenefittedHLLs.BothlearnerswereintheirZPD
TakehomelessonfromBowles(2011)aboutmixeddyads
• TakeadvantageofthecomplimentarystrengthsandneedsofHLLsandL2Ls;
• Whendesigningactivities,includetasksthat:
1. arechallengingforL2LsandthatHLLscanhelpwith,and
2. arechallengingforHLLsandL2Lscanhelpwith.
Butthisisnotenough…
• Youhavetoassignthehardertasktoeachlearner;
• Holdbothstudentsaccountableforcontributingtotheactivitybyusingtheirexpertisetohelptheotherlearner;
• Andpre-teachthelanguageandskillsneededtoengageincooperativelearning.
EXAMPLESOFACTIVITIES
Clozeactivity:HL-L2learnergroupingsMygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.
Sayit Writeit
Othercommonactivities
• Discussingfamilytraditionsinsmallgroups• Watchingamusicvideo
• Whattypeoflearnerwillbemostchallenged?• Canyouthinkofanaddonfortheotherlearner?
Adaptationsformixedgroups
Basic activity
Linguisticknowledgeneededtocompletethe
basicactivityandlearnercomparison
Add-onstocreatelearner
interdependence
Discussing familytraditionsinsmallgroups
Homelanguage;EasierforHLLs/challengingforL2Ls
Writingacomparisonofthedifferenttraditionsofthegroupmembers;EasierforL2Ls/challengingforHLLs
Watchingamusicvideo
Intuitive,spontaneouslanguage;EasierforHLLs/challengingforL2Ls
Aform-focusedactivitysuchasanalyzingtheverbformsof thepiece,transcribingortranslatingaportion ofit, orwritingasummaryforaTVguide;EasierforL2Ls/challengingforHLLs
Youcanalsogetalotofideasfromyourstudents…
RecallthesequotesfromRibadeneira (2014)
• “Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”
• “BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”
Ribadeneira–NHLRC- 2014
Basic activity
Linguisticknowledgeneededtocompletethebasicactivityandlearnercomparison
Add-onstocreatelearnerinterdependence.
Readinganessayonconservation.
Academiclanguage;EasierforL2Ls/challenging forHLLs.
Creatinganadcampaignfor youngchildren(informallanguage);EasierforHLLs/challenging forL2Ls.
“Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”
Basic activity
Linguisticknowledgeneededtocompletethebasicactivityandlearnercomparison
Add-onstocreatelearnerinterdependence.
Readingagrammarexplanationfromatextbookandcompletinga basicpracticeexercise.
Explicitknowledgeofthe rules;EasierforL2Ls/challenging forHLLs.
Pickingoutinstancesofthegrammarpointinspontaneouslanguage;i.e.movie,TVshow.EasierforHLLs/challenging forL2Ls.
“BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”
Butevenwithallofthis…
• Henshaw (2015)remindsusthat“evenwhenthetaskincludesawritingcomponent,HLlearnersmaynotbenefitasmuchfromtheinteractionasL2learners”(p.266).
• HypothesisandsolutionofferedbyHenshaw:Hypothesis:HLLsmightnottrusttheL2Ls’assistance;Solution:Tomaximize learningopportunitiesforbothlearnerstheinstructorcouldprovideguidanceregardingthevalueoffeedback.
Thisrelatestoanearlierpoint• Youhavetoassignthehardertasktoeachlearner;
• Holdbothstudentsaccountableforcontributingtotheactivitybyusingtheirexpertisetohelptheotherlearner;
• Andpre-teachthelanguageandskillsneededtoengageincooperativelearning.
Recapping
ØMixedclassessucceedwhenthereispositiveinterdependence betweenHLLsandL2Ls;
ØTocreatepositiveinterdependencethinkintermsofdesigningactivitiesthattakeadvantageofHLLs’andL2Ls’complimentaryknowledgeandskills.
However,keepinmind…• Itisimportanttorememberthat“manyofthegapsinheritagelearners’morphosyntacticknowledgearealsoproblemareasforL2learnersofSpanish”(Bowles,2011,p.34).
• ThismeansthatHLLsandL2Lswon’talwayshavecomplimentaryneedsandstrengths.Insomecases,theywillhavesimilarlinguisticneeds.Inthesecases,bothtypesoflearnerswillneedinstructiononthesametopics,thoughtheymayneeddifferenttypesofinstructionalinterventions.
L2vs.HLexplanations…(adaptedfromBeaudrie,Ducar,&Potowski,2011)
L2Explanation
Toformtheimperfect,lookattheinfinitive,takeofftheending,and
(1)ifit’san–ar verb,add-aba,-abas,-aba,ábamos,-aban
(2)ifit’san–er oran-irverbadd,-ía,-ías,-ía,-íamos, -ían
HLExplanation
Tofigureoutifapasttenseverbisintheimperfect,decideifitsoundsbetterin(1)or(2).If(2),it’sprobablyaimperfectverb.
(1)Una solavez____________(onlyonce__________)
(2)Cuando podía _______(wheneverhe/shecould________)
Whereweare:
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
Ø Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
UPNEXT:LEARNINGANDHOMOGENEOUSGROUPS
MakingMixedClassesWork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
Ø Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
Howmanytimeshasthishappenedtoyou?
• Youwanttopracticethepasttense…
• Youaskstudents…Whatdidyoudolastnight?
• TheL2Lanswers…Istudied, Ihaddinner,Italkedtomymom…
• TheHLLanswers…Oh,Idon’tknow– notmuch,I’malwaystiredintheevening. Iprefertoworkearlyinthemorning.
HLLsandL2Lsapproachlearningtasksinverydifferentways(Torres,2013)
HLLsareorientedprimarilytothecontentofthetask– i.e.areconcernedwithinterpretingthemeaningofthepromptsratherthanlearninglanguage(grammar).
L2Lsfocusonform.Inthisparticularstudy,theyrecognizedthatthetaskpresentedcontrastingformsofthesubjunctiveandindicative.
“HLLs’processedtheinputprovidedbythetaskasauthenticcontentratherthandirectingtheirattentiontoestablishingnewform-meaningconnections”(Torres,2013).
Theessenceoftheproblem
Whythismatters
HLLs’orientationtocontentoverform,reducestheirreactivitytoform-focusedinstruction,particularlyascomparedtoL2Ls.
ThereisalsotheissueofDisciplinaryliteracy
• Theknowledgeandskillsassociatedwithparticularschoolsubjects(Moje 2008;Shanahan&Shanahan2008).
• Intheforeignlanguages,disciplinaryliteracyincludesknowledgeofgrammaticalterminologyandrules,aswellastheabilitytoderivebenefitfromcommonpedagogicalinterventions suchastask-basedactivitiesandgrammarexplanationsanddrills.
Disciplinaryliteracyalsoconnectswithreactivitytoinstruction
“MyFrenchforeignlanguagestudentsknowgrammarbetterthanmyheritagespeakerstudents.Onexams,theycanalwaysfillinthecorrectformsofthesubjunctive ortheimperfect,buttheheritagespeakerscannot”(Beaudrie,Ducar,&Potowski,2014,p.157)(emphasisadded)
Disciplinaryliteracyinmixedclasses
• L2LshavemoreofitthanHLLs…becauseL2Lstendtohavemoreexperiencewiththetargetlanguageinaformalcontext.
• ThisputsHLLsatadisadvantage,relativetoL2Ls.ThisdisadvantageiscompoundedbyHLLs’lackofattentiontoform-functioninstruction.
Whythismatters• Researchindicatesthatform-focusedinstructionandexplicitgrammarinstructionisbeneficialtoHLLs(aswellasbeingbeneficialtoL2Ls).Song,O’Grady,Cho,&Lee,1997;Songetal.1997;Potowski,Jegerski,&MorganShort,2009;Montrul &Bowles,2009
• Theseskillsareessentialtoperforminginclassexamsandotherassessments.
Recall:
“MyFrenchforeignlanguagestudentsknowgrammarbetterthanmyheritagespeakerstudents.Onexams,theycanalwaysfillinthecorrectformsofthesubjunctive ortheimperfect,buttheheritagespeakerscannot”(Beaudrie,Ducar,&Potowski,2014,p.157)(emphasisadded)
TomakemixedclassesworkforHLLs
Weneedtoaddressthesetwoareasoflearningorreactivitytoinstruction:
– Orientationtocontentoverform(JulioTorres,2013)
– Disciplinaryliteracy(grammatical terminology&routinesandstrategiesoflanguagelearning)
THISBRINGSUSTOANOTHERGROUPINGSTRATEGY
MakingMixedClassesWork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
Thegeneralidea
ü Heterogeneous/mixedgroupsforcooperativeteachingandlearning;
ØHomogeneousgroups(HLL-onlyandL2L-only)tocreatetheconditionsforbothtypesoflearnerstoparticipateinandderivebenefitfromallinstructionalactivities.Inparticular,topreparethemtoengageincooperativelearningtasks.
Goingbacktotwoexamples
• Thepasttenseactivity;
• Theclozetest
Thepasttenseactivity
• Youwanttopracticethepasttense…
• Youaskstudents…Whatdidyoudolastnight?
• TheL2Lanswers…Istudied, Ihaddinner,Italkedtomymom…
• TheHLLanswers…Oh,Idon’tknow– notmuch,I’malwaystiredintheevening. Iprefertoworkearlyinthemorning.
Clozeactivity:HL-L2learnergroupingsMygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.
Sayit Writeit
Inshort,toensurethatHLLsareonboard
weneedtofocustheirattentionontheinstructionalobjectivesandgivethemthebackgroundknowledgetheywillneedtoparticipateintheactivitiesoftheclass.
Thetool:Themini-lesson
Theteachermeetswithapartoftheclasstoprovidetargetedinstructionandpractice.
Whatwouldgointoamini-lessonforHLLs?
• RecallfromPotowski (2002)HLLswereintimidatedbythegrammaticalknowledgeoftheL2Ls.
• RecallfromTorres(2013)thatHLLsarenotorientedtowardform-focusedinstruction.
• Usethemini-lessontoteachgrammaticalterminologyandprovideotherbackgroundknowledgethatHLLsneedtoparticipateintheactivities,andtodrawHLLs’attentiontoform-focusedinstruction.
Fordisciplinaryliteracy:Teachgrammaticalterminology
Two waysoftalkingabout
thepast
Preterit(comí,
hablé,viví)
Imperfect(comía,
hablaba,vivía)
Recall:L2vs.HLexplanations…(adaptedfromBeaudrie,Ducar,&Potowski,2011)
L2Explanation
Toformtheimperfect,lookattheinfinitive,takeofftheending,and
(1)ifit’san–ar verb,add-aba,-abas,-aba,ábamos,-aban
(2)ifit’san–er oran-irverbadd,-ía,-ías,-ía,-íamos, -ían
HLExplanation
Tofigureoutifapasttenseverbisintheimperfect,decideifitsoundsbetterin(1)or(2).If(2),it’sprobablyaimperfectverb.
(1)Una solavez____________(onlyonce__________)
(2)Cuando podía _______(wheneverhe/shecould________)
TogetHLLstofocusonform:Givethemamapoflearning
• Inthisunit,youshouldfocusonthepasttense(preteritandimperfect).
• Inparticular,youwillneedtoknowhowto(1)conjugate irregular verbs,(2)spelltheverbsonthelist,and(3)understandtherulesthatgoverntheuseofthepreteritandtheimperfect,and(4)beabletousethetwoverbforms.
Usethemini-lessontogiveHLLsamapoflearningandgrammatical terminologybeforetheyworkwithL2Ls
Mygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.
Sayit Writeit
ALSO,USETHEMINI-LESSONTOPREPARESTUDENTSTOOPERATEEFFECTIVELYINGROUPS
Recall• Henshaw (2015)remindsusthat“evenwhenthetaskincludesawritingcomponent,HLlearnersmaynotbenefitasmuchfromtheinteractionasL2learners”(p.266).
• HypothesisandsolutionofferedbyHenshaw:Hypothesis:HLLsmightnottrusttheL2Ls’assistance;Solution:Tomaximize learningopportunitiesforbothlearnerstheinstructorcouldprovideguidanceregardingthevalueoffeedback.
Thisinvolves…
• The"basic"rationaleforgroupworkinthesubject(eg.whygroupworkisrequiredinthissubject)
• Whatthegroupassignmentwillinvolve(eg.whatthedeliverablesare)
• Thelearningoutcomesofgroupwork(eg.whatknowledge,skillsandabilitiesthestudentwillbeexpectedtolearnthroughgroupwork).
• Howmemberswillbeselectedintogroupsandwhy
From:Preparingstudentsforgroupwork,http://www.iml.uts.edu.au/learn-teach/groupwork/unit2.html
Recall:Someelementsofcooperativeteams
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
Inshort,pre-teach
ToprepareHLLstoworkwithL2Ls
LanguageandSkillsforGroupWork
DisciplinaryLiteracy
MapofLearning
WHATABOUTAMINI-LESSONFORL2LS?
Recall:Studentsseethemselvesasbeinginopposition
.IfeltlikeIhadtoholdbackinordertogethertoparticipate.Shedidn'tunderstandsomeofthewordsthatIwantedtouseandIfeltbadusingwordsthatshewasn'tfamiliarwithsoItriedtokeepitverysimplesoshewouldn'tfeellikethestorywasn'thersjustasmuchasitwasmine.(Henshaw,2015,p.262)
Ilikedhavingsomeonetoworkwith,butmypartnerhadamuchbettervocabularythanIdid.Ifeltunhelpful (Henshaw,2015,p.262).
A mini-lessonforL2Ls
ToprepareL2Lsforsemi-authentic,communicateactivities.UsetheminilessontogivethemtheknowledgeandskillstheywillneedtoworkalongsideHLLs,e.g.pre-teach:• vocabularyandusefulexpressions;
• backgroundknowledgeofthetargetculture.
Inshort,pre-teach
ToprepareL2LstoworkwithHLLs
LanguageandSkillsforGroupWork
BackgroundKnowledge
VocabularyandUsefulExpressions
Insum:Twodifferentpreparationprocesses
ToprepareHLLstoworkwithL2Ls
ToprepareL2LstoworkwithHLLs
CooperativeLearning
LanguageandSkillsforGroupWork
DisciplinaryLiteracy
MapofLearning
CooperativeLearning
LanguageandSkillsforGroupWork
BackgroundKnowledge
VocabularyandUsefulExpressions
Theideabehindhomogeneousgroupsis
Ø Usethemtocreatetheconditionsforbothtypesoflearnerstoparticipateinandderivebenefitfrominstruction,eitherincooperativelearninggroupsorwhole-classformat;
Ø Minilessonsareausefultool.(Wewillexploreothertools.)
Recapping
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)ü Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
UPNEXT:ISSUESPERTAININGTOGROUPMEMBERSHIP
Makingmixedclasseswork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)ü Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
Whatwemeanbygroupmembership
Affect,motivation,andculture:
Identity,familyrelations,communitybelonging,navigating twoculturesandlanguages,aspirations,culturalpracticesandperspectives,culturewithabigC,etc.
TheseissuesareveryimportantforHLLs• AccordingtoHe(2006)identityis“thecenterpieceratherthanthebackgroundofHLdevelopment”(7).
• CarreiraandKagan,2011:TopthreereasonswhyHLLsstudytheirHL:– Findingidentity– CommunicatingwithfamilyandfriendsintheU.S.– CommunicatingwithspeakersoftheHLoutsidethe
U.S.
Seealso:Feuerverger (1991),Schwarzer andPetrón (2005),Beaudrie,Ducar,andRelaño-Pastor(2009)
InhighschoolIwasoneofveryfewLatinos.MyfriendandIwerecalledthe"Mexicankids".ThiswasalwaysfunnytomebecausemyDad'sfamilyalwaystoldmeIwasAmerican.InschoolIwaslabeledMexican,buttotheMexicans,IamanAmerican.Iampartofeach,butnotfullyacceptedbyeither.Inhighschool,IwasconsideredMexicanbecauseIspokeSpanishbutIwasconsidered"Pocho"bymyDad'sfamilybecausemySpanishwasnotuptotheirstandard.It'sthisweirddualityinwhichyouarestuckinthemiddle.LatinosareoftentoldthattheyarenotAmericansbutalsothattheyarenotconnectedtotheirheritage.Youtakeprideinbothculturesandlearntodealwiththerejection.Youmayneverbefullyembracedbyeitherside.That'swhyyouseekoutotherpeoplelikeyourself.Socializingwithpeoplewhoshareacommonexperiencehelpsyoudealwiththisexperience.
(CarreiraandBeeman,2014,p.88)
However
thesetypesofissuesarenotgivenenoughprominenceinHLcourses(Beaudrie,2011).
ThisalertsusanotherreasonforseparatingHLLs
ØTogivethemaforumtoaddressissuesrelatingtogroupmembership(i.e.affect,motivation,culture,etc.)amongthemselves.
Briefreview
• WhatweresomeofthethemesidentifiedearlierthataremostengagingtoHLlearners?;
LeveragingDifferences
• DoesthismeanthatweshouldalwaysseparateHLLsandL2Lswhenissuesofthistypeareinvolved?
• No,thiswouldsquanderoneofthemostvaluableresourcesofmixedclasses→thevarietyofperspectives.
One thing I have noticed is that Latino parentsusually don't have American friends andAmerican parents, don't have Latino friends.Because these two groups don't get together,they don't get to know each other. My parentsare very protective of me… The funny thing is thatmy parents didn't even realize that they werestrict. They just thought that that was the normalway of being. This is because they only talked toother Latino parents who acted the same. Theyknew nothing about how American parentsviewed things or behaved.
I had a friend Gabriela whose parents my friendshad known for over ten years. One day, I askedthem if I could sleep over at her house and theysaid "no". Another time, a friend named Karenasked to sleep over at our house. Karen just pickedup her phone called her mom. Just like that, themom said it was fine. My parents asked me whenKaren's parents would be calling to talk to them.They became confused when I told them that theywere not going to call. I told them that theyalready knew, because Karen had told them.
Still confused, my dad insisted: But don't theywant to talk to us briefly to get to know us or tocheck that their daughter is not misleadingthem? Karen asked me what was going on and Itold her. I don't remember her exact words butshe said something to the effect that my familywas a little weird. That's when I realized that myparents don't understand how they look toAmerican parents. I realize that my parents didwhat they did to protect me. But Americansdon't view this behavior as an act of caring. Theyview it as worrying about insignificant things.(Carreira and Beeman, 2014, p. 95)
Howdoesthisrelatetomixedclasses?
Thesekindsofreflectionsalertustooneofthegreatestbenefitsofmixedclasses:
thevarietyofperspectivescangreatlyenrichlanguagelearninginwaysthatgowellbeyondwhattypicallyhappensinanL2class.
TOOLSANDSTRATEGIESFORFACILITATINGTHEEXCHANGEOFPERSPECTIVES
Activity
• Gettogetherbylanguage;• Withinthesamelanguage,separateintotwogroups,onerepresentingHLlearners,andtheotherL2learners.
• TheHLlearnersdiscussthepromptamongthemselves;
• TheL2learnersdiscussthepromptamongthemselves;
WhataresomestereotypesabouttheUSandthetargetcultureregardingchild
rearing,etc.?
• HLlearners • L2learners
Step1:Separatethetwogroupsforafirstpassoverprompt
HLLsPurposeofthisgroupingstrategy:
HLLsgettodiscusstheissuesamongthemselvesinawaythatismeaningfultothem,addressestheirlivedexperiences,andrespondstotheiruniqueaffectiveneeds.
L2LsPurposeofthisgroupingstrategy:
L2LsgettopreviewandpracticethelanguagetheywillneedtoparticipateindiscussionsalongsideHLLs.
Purposeofthisstep
TocreatetheconditionsforcooperativelearningbetweenHLLsandL2Ls:
1. GiveL2Lsnecessarylanguage;
2. GiveHLLstheopportunitytoaddresstheiraffectiveneeds.
Activity
• Gettogetherbylanguage;• TheHLlearnersandL2learnersdiscusstheprompttogether;
• TheyfilloutaY-chart.
HLandL2learnersfilloutaY-chart
Prompt:WhataresomestereotypesabouttheUSandthetargetcultureregardingchildrearing,etc.?
Intargetculture InUSculture
Similarities
YChart
Step2:HLLsandL2Lscometogether
• HLLsandL2Lsdiscusstheissuestogether(eitherasawholeclassorinsmallmixedgroups)
• AY-chartiscompleted,drawingontheinsightsofeachtypeoflearner.
Intargetculture InUSculture
Similarities
YChart
PurposeofStep2
Tocreatepositivestudentinterdependence:
Studentsbenefitfromeachothers’expertiseandperspectives.
NotethatthiswouldnothappenunlessL2Lsaregiventheopportunitytoworkseparatelyaheadoftime.RecallfromPotowski (2002)thatL2LswereintimidatedbytheoralproficiencyoftheHLLs.
Step3:Theexitcard
Prompt:
Explainoneideathatyoufoundparticularlyinterestingorvaluablefromthediscussion.
TheideabehindStep3
• Promotespositiveinterdependence;Allowsforgroupprocessing (Whatdidweaccomplishbyworkingtogether?Howcouldwedoevenbetter?);
• Givesfeedbacktotheinstructorthatcanhelpfine-tuneinstruction.
Inshort,thisactivityexemplifieskeyelementsofcooperativeteams
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem,e.g.theYchart;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations;theexitcardpromotesthis.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
TOREITERATETHETHREESTEPS
Step1:Separatethetwogroupsforafirstpassoverprompt
HLLsPurposeofthisgroupingstrategy:
HLLsgettodiscusstheissuesamongthemselvesinawaythatismeaningfultothem,addressestheirlivedexperiences,andrespondstotheiruniqueaffectiveneeds.
L2LsPurposeofthisgroupingstrategy:
L2LsgettopreviewandpracticethelanguagetheywillneedtoparticipateindiscussionsalongsideHLLs.
Step2:HLLsandL2Lscometogether
• HLLsandL2Lsdiscusstheissuestogether(eitherasawholeclassorinsmallmixedgroups)
• AY-chartiscompleted,drawingontheinsightsofeachtypeoflearner.
Intargetculture InUSculture
Similarities
YChart
Step3:Reflection(Theexitcard)
Prompt:Explainoneideathatyoufoundparticularlyinterestingorvaluablefromthediscussion.• Promotespositiveinterdependence;
Allowsforgroupprocessing(Whatdidweaccomplishbyworkingtogether?Howcouldwedoevenbetter?);
• Givesfeedbacktotheinstructorthatcanhelpfine-tuneinstruction.
Note:Whatmakesthisactivityworkis
thatstudentsarepreparedtoengageincooperativelearning.Preparationtakesplaceinhomogeneousgroups(HLLonlyandL2Lonly)priortotheteamactivity.
Insum…Thesequenceis:
(1) SeparateHLLsandL2Ls,asneededtogivethemwhatevertheyneedstobenefit fromandcontribute totheactivitiesoftheclass.
(2) Bringthetwotypesoflearnerstogetherforcooperativelearningtasks,wherebothtypesoflearnerscancontributetoandbenefitfromthetask.
Beforeclosingthisdiscussion…
• UsingHLLsasculturalexperts;
UsingHLLsasculturalexperts
Positives:PositionsHLLsasculturalexperts,improvesselfesteem,highlightsmultiplicityofperspectivesandexperiencesofHLLs.
Negatives(1) SinglesoutHLLs:
Myteacherwouldalwayscallonme:“HowdoesYOURfamilycallthis?DoesYOURgrandmakillchickens,too?WhatdoYOUdoondía demuertos[dayofthedead]?”IstartedtofeellikeaHispanicposterchild.Ijustwantedtobeleftalone.(Beaudrie,Ducar,Potowski,2014)
(2)LeavesoutL2Ls:
Recallthatincooperativelearningtasksbothtypesoflearnersshouldcontributeandbenefitfromthetask.
Abetterapproach:Compareandcontrast
• Acompare-and-contrastapproachbetweenthetargetcultureandtheUSculturegivesBOTHtypesoflearnerstheopportunitytogiveinputtothediscussion.
• Aparticularkindofcompareandcontrast–namelyoneinvolvingstereotypes– canbeveryenlightening.
• Thiscreatesatemplateforthedesignofculturalactivities.
Recapping
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
ü Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
ü Flexiblegrouping– Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)– Wholeclass
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
UPNEXT:TOOLSFORMANAGINGFLEXIBLEGROUPING
Makingmixedclasseswork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
ü Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
ü Flexiblegrouping– Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)– Wholeclass
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
Classroommanagement
Incurriculumandinstructionaretheheartandlimbsofsoundteaching,thenclassroommanagementisthecentralnervoussystem.Withouttheheartthereisnotlife,butwithoutthenervoussystemthereisnofunction.
(CarolAnnTomlinson,TheDifferentiatedClassroom:Respondingtotheneedsofalllearners.)
Withoutthepropertools…
Whatcanhappenwhileyou’regivingamini-lessontoagroupofstudents…?
Toolsandstrategiesthatsupportmini-lessons
• Tools:
AgendasAnchoringactivitiesLearningCenters
• Thestrategy:
Studentswhoarenotengagedinamini-lessonworkontheiragendaoranchoringactivityoratacenter.
Agendas
• Whatitis:Ato-dolist
• Whatitdoes:Supportmini-lessons/flexiblegroupingMakeitpossibletovarypacing
Sampleagendafrommyclass(anHLclass)
Datedue:(usuallyin1-2weeks)Worktobecompleted:
•Workbook#7,8,9,10(HOMEWORK)•Textbook,read“Mi nombre” andanswerquestions1-7.Useaspellcheck.(HOMEWORK)
•Preparea“Sumitup” cardforthisunit.(HOMEWORK)
•Blackboard,#1,2.Mustbecompletedwithagradeof90%orbetter.(ONLINEEXERCISES,CENTER)
Agendas
• Whatitis:Ato-dolist
• Whatitdoes:Supportmini-lessons/flexiblegroupingMakeitpossibletovarypacing
Toolsformanagingmini-lessons
• Agendas• Anchoringactivities• LearningCenters
Anchoringactivities
• Whatitis:Amulti-stepprojectorassignmentthatstudentsworkonoveraperiodoftime,individuallyorinsmallgroups.
• Whatitdoes:Supportminilessons/flexiblegroupingRespondtolearnerinterest.
Sampleanchoringactivities
• Silentreading
• Journaling
• Along-termproject,e.g.creatingaplayorskit;writinganessay;preparingforapresentation;researchingatopic,etc.
Anchoringactivities
• Whatitis:Amulti-stepprojectorassignmentthatstudentsworkonoveraperiodoftime,individuallyorinsmallgroups.
• Whatitdoes:Supportminilessons/flexiblegroupingRespondtolearnerinterest.
Toolsformanagingmini-lessons
• Agendas• Anchoringactivities• LearningCenters
LearningCenters• Whatitis:Aspace,eitherphysicalorvirtual,offeringavarietyofactivitiesandmaterialsforstudentstoworkindependentlyorwithotherstudentstoreviewandexpandonthematerialpresentedintheclassroom.• Whatitdoes:Differentiateprocess byprovidingany numberofadditionalresources.Supportminilessons/flexiblegrouping
ComponentsofaLearningCenter
•Activitiesthatpracticeparticularpoints
•Authenticmaterials•Oldtests•Samplesofstudentwork
LearningCenters• Whatitis:Aspace,eitherphysicalorvirtual,offeringavarietyofactivitiesandmaterialsforstudentstoworkindependentlyorwithotherstudentstoreviewandexpandonthematerialpresentedintheclassroom.• Whatitdoes:Differentiateprocess byprovidingany numberofadditionalresources.Supportminilessons/flexiblegrouping
Summarizing
• Thegreatestpromiseofmixedclasses:Cooperativelearning
• Thegreatestthreattotheirsuccess:DifferencesbetweenHLLsandL2Lsintheareasoflanguage,learning,andgroupmembership thatpreventbothtypesoflearnersfromfully participatingintheactivitiesoftheclass,includinggroupwork.
Summarizing(cont.)• Tocontendwiththesedifferences:separatelearners,i.e formHLL-onlyandL2L-onlygroups.Thinkintermsofgivingeachtypeoflearnerwhattheywillneedto(a)fullyparticipateinandbenefitfrominstructionand(b)workinacooperativelearningtask.
• Toolsthatsupportthetwogroupingstrategies,andmorebroadlythegeneralvisionoutlinedhere,include:mini-lessons,agendas,anchoringactivities,learningcenters,exitcards.
Recall:Outstandingissues
(1)Nativespeakers:Whatcanwedowiththem?
(2)Competitionandcooperation:When/howtoincorporateeach.
References• Bowles,M.(2011).Exploringtheroleofmodality:L2-
heritagelearnerinteractionsintheSpanishLanguageClassroom. TheHeritageLanguageJournal,8,1,30-65.
• Carreira,M.(inpress).SupportingHeritageLanguageLearnersThroughMacro-basedapproaches.InS.BeaudrieandM.Fairclough (eds.) InnovativeApproachesinHLPedagogy:FromResearchtoPractice.GeorgetownUniversityPress.
• Carreira,M.(inpress).ApproachesandstrategiesforTeachingHeritageLanguageLearners:Focusonmixedclasses.InD.Pascual yCabo (Ed.)AdvancesinSpanishasaHeritageLanguage. JohnBenjamins [StudiesinBilingualismSeries].