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PrinciplesandStrategiesforTeachingHLLearners:Focuson
mixedclasses
MariaM.Carreira,Ph.D.ProfessorofSpanish
CaliforniaStateUniversity,LongBeachCo-director
NationalHeritageLanguageResourceCenter,UCLA
LanguageUse NativeSpeakers
HeritageLanguageLearners
ForeignLanguageLearners
Family Yes Yes No
Rangeofinteraction Full Limited Limited
Formaleducationinthetargetlanguage
Yes Varies Yes
Needs vis-à-visthetargetlanguage
To functioninsociety ? ?
HL learner motivations
TopreasonswhyHLLsstudytheirHL:– Professionalreasons(Spanish,Chinese,Japanese);– Findingidentity;– CommunicatingwithfamilyandfriendsintheU.S.;– CommunicatingwithspeakersoftheHLoutsidethe
U.S.;
CarreiraandKagan (2011)
Implicationsforteachingandlearning
Heritagespeakers
Nativespeakers
• Howweteach• Whatweteach;• Whyweteach;
Implicationsforteachingandlearning
Heritagespeakers
L2learners
• Howweteach;• Whatweteach;• Whyweteach;
Discussion:Howweteach
Papawhowakesuptiredinthenight• Howwouldyouusethisreadingwithnativespeakers?
• HowwouldyouusethisreadingwithL2learners?
WhatandhowweteachGoals of
instruction
Engagingwitha readingandcompletinganauthentictaskusinglevel-appropriatevocabularyandgrammaticalconstructions
Pathway tomeetinglearninggoals)
Macro/TopDown Micro/BottomUp
Areadingorauthentictask
Form-focused
instruction
Areadingorauthentictask
Form-focused
instruction
Teachingdomain
Macro-based Micro-based
Vocabularyandgrammar
Age-appropriateandintegrated.Dictatedbyfunction andcontext.
Carefullycontrolledandselected.Isolatedpracticeofdifferentaspectsoflinguisticknowledge.
Reading Fairlylargeandcomplextextsfromthebeginning. Unalteredauthentictexts.
Smalltextsgraduallyincreasinginvolumeandcomplexity.Alteredtextstofacilitatereadability.
Writing Longertextsfromthebeginning.Initialemphasison thecontent,graduallybuilding towardimproving stylistics,grammar,spelling.
Sentencelevelgraduallyincreasingtoparagraphandthenlonger.
Speakingandlistening
Fullrangeofnativeinput (movies,documentaries, lectures,newsstories,plays,etc.)andoutput(discussions, conversations,monologues)
Initiallyrestricted,graduallyincreasinginlengthandcomplexity.Initiallyrestrictedtodialogue.
Culture Fullrangeoftopics,integrated. Initiallyisolatedanddecontextualized.
Samplemacroactivities(Richards,1990,61-63 )
• Guesswhatnewsheadlinesmightreferto,thenlistentoorreadthecompletepiece;
• Identifyapicturefromadescriptionofit;• Identifykeyideasinamessage;• Listentoconversationscontainingsmalltalkandrecognizewhenthespeakerispreparingtointroducearealtopic;
• Readinformationaboutatopic,thenlistentoatalkonthetopicandcheckwhethertheinformationwasmentionedornot;
Practice
Papawhowakesuptiredinthenight• Howwouldyouusethisreadingusingamacroapproach?
• Howwouldyouusethisreadingusingamicroapproach?
Teachingdomain
Macro-based Micro-based
Vocabularyandgrammar
Age-appropriateandintegrated.Dictatedbyfunction andcontext.
Carefullycontrolledandselected.Isolatedpracticeofdifferentaspectsoflinguisticknowledge.
Reading Fairlylargeandcomplextextsfromthebeginning. Unalteredauthentictexts.
Smalltextsgraduallyincreasinginvolumeandcomplexity.Alteredtextstofacilitatereadability.
Writing Longertextsfromthebeginning.Initialemphasison thecontent,graduallybuilding towardimproving stylistics,grammar,spelling.
Sentencelevelgraduallyincreasingtoparagraphandthenlonger.
Speakingandlistening
Fullrangeofnativeinput (movies,documentaries, lectures,newsstories,plays,etc.)andoutput(discussions, conversations,monologues)
Initiallyrestricted,graduallyincreasinginlengthandcomplexity.Initiallyrestrictedtodialogue.
Culture Fullrangeoftopics,integrated. Initiallyisolatedanddecontextualized.
Learnersforthisapproach?
Pathway tomeetinglearninggoals)
Macro/TopDown
Areadingorauthentictask
Form-focused
instruction
Nativespeakers,HLlearners,advancedL2learners
Whataboutmicro-basedteaching?
Pathway tomeetinglearninggoals)
Micro/Bottom up
Areadingorauthentictask
Form-focused
instruction
L2learnersatthelowerlevelsofproficiency,HLlearners(sometimes)
Backtomacro-basedteaching
Pathway tomeetinglearninggoals)
Macro/TopDown
Areadingorauthentictask
Form-focused
instruction
Nativespeakers,HLlearners
Macroapproaches:Nativevs.heritagelearners
• Howtousethem;Scaffolding
• Whatmaterialstouse;ContentLevel
Scaffolding
• Scaffoldingprovidescriticalsupportforeffectivemacro-basedteachingandtheuseofauthenticmaterialsandtasks;
Scaffoldingintheclassroom
• Scaffoldingcanincludemodelingaskill,providinghintsorcues,tappingintobackgroundknowledge,breakingataskintosmall,moremanageabletaskswithopportunitiesforintermittentfeedback(Copple &Bredekamp,2009).
AmodelofscaffoldingforHLteaching:From-toprinciples
(OlgaKagan)
• Listening->Reading• Speaking->Writing• Home-basedregister->Generalandacademicregisters
• Everyday“real-life”activities->Classroomactivities
• HLlearners’motivationssurroundingidentityandgroupmembership->content
Practice
Papawhowakesuptiredinthenight
Question:HowwouldyouuseoneoftheFrom-toprincipleswiththisreading?
AmodelofscaffoldingforHLteaching:From-toprinciples
(OlgaKagan)
• Listening->Reading• Speaking->Writing• Home-basedregister->Generalandacademicregisters
• Everyday“real-life”activities->Classroomactivities
• HLlearners’motivationssurroundingidentityandgroupmembership->content
AmodelofscaffoldingforHLteaching:From-toprinciples
(OlgaKagan)
• Listening->Reading• Speaking->Writing• Home-basedregister->Generalandacademicregisters
• Everyday“real-life”activities->Classroomactivities
• HLlearners’motivationssurroundingidentityandgroupmembership->content
Macroapproaches:Nativevs.heritagelearners
• Howtousethem;Scaffolding
• Whatmaterialstouse;ContentLevel
Socio-affectiveissues
• ServetodifferentiateHLlearnersfromnativespeakersandL2learners;
• Oftenrelatetothechallengesofbalancingtwodifferentculturesandlivingbetweenworlds;
• AreacriticalcomponentofHLteaching/learning
Socio-affectiveissues
InhighschoolIwasoneofveryfewLatinos.MyfriendandIwerecalledtheAmericankids.ThiswasalwaysfunnytomebecausemyDad’sfamilyalwaystoldmeIwasAmerican.InschoolIwaslabeledMexican,buttotheMexicans,IamanAmerican. Iampartofeach,butnotfullyacceptedbyeither.It’sthisweirddualityinwhichyouarestuckinthemiddle…Youtakeprideinbothculturesandlearntodealwiththerejection.Youmayneverbefullyembracedbyeitherside.That’swhyyouseekoutotherpeoplelikeyourself.Socializingwithpeoplewhoshareacommonexperiencehelpsyoudealwiththisexperience.
(Carreira&Beeman,2014,p.88)
Activity:FindingHLappropriatecontent
• WhatthemesandtopicsthatarelikelytobeengagingtoHLlearnersinyourreading?
• CAUTION:Thismaytakesomecreativitye.g.LittleRedRidingHoodGrandmalivingalone?Littlegirlbeingallowedtowalkalonethroughtheforest?
Macroapproaches:Nativevs.heritagelearners
• Howtousethem;Scaffolding
• Whatmaterialstouse;ContentLevel
Readings
üWhatinthewayofcontentisparticularlywellsuitedforHLlearners?
• Whataboutlevel?Isitappropriate?• Howcanyouscaffoldthisreading?• HowcanyouusetheFrom-toprinciples?
From-toPrinciple:Listening->Reading
ToFrom
Listeningtoadinnerconversation?Listeningtoapoliticaldebate?ListeningtoaUNspeech?
Readingarecipe?Readinganacademicpaper?Readinganovel?
Vygotsky’s ZoneofProximalDevelopment(ZDP)
• TheZPDisthedifferencebetweenwhatachildcandoindependentlyandwhatheorsheiscapableofdoingwithtargetedassistance(e.g.scaffolding).
• Intermsofthinkingaboutlevel->AimfortheZPD
Tokeepinmind
• Knowledgethatisbeyond thelearners’ZPDwillnotlikelybegrasped,evenwithextensivescaffolding.
• Knowledgethatisunder thelearners’ZPDwillnotleadtolearning.
Mixedclasses:Problem1Goals of
instruction
Engagingwiththereading,movie,etc.,andcompletinganauthentictaskusinglevel-appropriatevocabularyandgrammaticalconstructions
Preferredinstructionalapproach
(i.e.pathway tomeetinglearninggoals)
Macro/TopDown Micro/BottomUp
HLlearners L2learners
Areadingorauthentictask
Form-focused
instruction
Areadingorauthentictask
Form-focused
instruction
Mixedclasses:Problem2
HLlearners1. Listening->Reading2. Speaking->Writing3. Home-basedregister->
Generalandacademicregisters
4. Everyday“real-life”activities->Classroomactivities
5. HLlearners’motivationssurroundingidentityandgroupmembership->content
L2learners1. Reading->listening2. Writing- >speaking3. Generalandacademic
registers->Home-basedregister
4.Classroomactivities->Everyday“real-life”activities5.Motivations?
Summary
• HLlearnersarelikenativespeakerswithregardtosomeaspectsofthetargetlanguageandlikeL2learnerswithregardtootheraspects;
• Macro- v.micro-basedteaching;• TheFrom-toprinciplescanhelpscaffoldinstruction;
• Vigotsky’s ZPDcanguidethecraftingoflearninggoalsandactivities.
References• Carreira,M.&Beeman,T.(2014).Voces:LatinostudentsonlifeintheUnitedStates. SantaBarbara,CA:Praeger.
• Carreira,M.(inpress).SupportingHeritageLanguageLearnersThroughMacro-basedapproaches.InS.Beaudrie andM.Fairclough (eds.) InnovativeApproachesinHLPedagogy:FromResearchtoPractice.GeorgetownUniversityPress.
• Copple,C.,&Bredekamp,S.(2009).Developmentallyappropriatepractice.Washington,DC:NationalAssociationfortheEducationofYoungChildren.