Early Language Learning  World Languages in the Elementary Years <br />Helena Curtain, Ph. D. University of Wisconsin-Milw...
Key Concepts for Success withElementary & Middle School Language Learning<br />from<br />Languages and Children—Making the...
1. Learners as active constructors of meaning<br />Children learn new languages best when…<br />Learners are active constr...
2. Consistent target language instruction <br />	Target language || Native language separated<br />Children learn new lang...
3. Thematic Center for Lessons<br />Children learn new languages best when…<br />Units and lessons focus on a thematic cen...
Thematic<br />Center<br />Language in use<br />(Communication)<br />Content<br />(Connections)<br />Culture(s)<br />
Food<br />Pyramids<br />Describing<br />Food<br />Geography/Climate <br />Where Is It Grown?<br />Timeline of Columbus’ Vo...
Content (Connections)Engaging with the Regular Curriculum<br />Lettuce <br />Wheat <br />Peas <br />Peanuts <br />Tomatoes...
Eastern Hemisphere<br />Western Hemisphere<br />Beans<br />Cacao<br />Corn<br />Gourds<br />Peanuts<br />Peppers<br />Pine...
Sequencing/Chronology<br />4000 B.C.	Oranges and watermelons<br />3600 B.C.	Popcorn<br />2000 B.C.	Marshmallows<br />490 B...
No soy un abrigo.<br />
4. Classroom Management<br />Children learn new languages best when…<br />Teachers plan for classroom management as carefu...
5. Scaffolding and Modeling<br />Children learn new languages best when…<br />Teachers scaffold instruction so that learne...
6. Communicative, significant contexts <br />Children learn new languages best when…<br />Learning takes place in communic...
6. Communicative, significant contexts <br />Children learn new languages best when…<br />These contexts include meaningfu...
6. Communicative, significant contexts <br />Children learn new languages best when…<br />Students learn grammar in contex...
6. Communicative, significant contexts <br />Children learn new languages best when…<br />There are meaningful opportuniti...
8.  Goals of the general curriculum.<br />Children learn new languages best when…<br />The language program draws from and...
9.   Learners experience activities that: <br />
9. Activities: Intrinsically Interesting<br />Children learn new languages best when…<br />Learners experience activities ...
9. Activities: Child Development<br />Children learn new languages best when…<br />Learners experience activities that tak...
9. Activities: Students USING language<br />Children learn new languages best when…<br />Learners experience activities th...
9.  Activities: Concrete Experiences<br />Children learn new languages best when…<br />Learners experience activities that...
9. Activities: Physical Activity<br />Children learn new languages best when…<br />Learners experience activities that inc...
9.  Activities: Learning Styles<br />Children learn new languages best when…<br />Learners experience activities that that...
9.  Activities: Learning Styles<br />Children learn new languages best when…<br />Learners experience activities that move...
10. Story form<br />Children learn new languages best when…<br />	Activities, lessons and units are affectively engaging a...
11. Reading and writing<br />Children learn new languages best when…<br />Learners use reading and writing as communicativ...
12. Frequent assessment <br />Children learn new languages best when…<br />Teachers and students  assess learning frequent...
Sample Assessments: Interpersonal<br />A.	Interpersonal Mode<br />Give and/or follow directions such as describing the way...
Sample Assessments: Interpretive<br />• Complete a cloze activity to indicate listening and/or reading comprehension.<br /...
Sample Assessments: Interpretive<br />Listen to a passage and follow a map or diagram.<br />Draw and/or label an illustrat...
Sample Assessments: Culture and Connections<br />• Identify features and products of the target culture.<br />Prepare a cu...
Key Concepts<br />
Program Models<br />
Language<br />Content<br />Culture<br />Content<br />Language<br />Culture<br />Language Focus<br />Content Focus<br />Con...
Language<br />Content<br />Culture<br />Content<br />Language<br />Culture<br />Language Focus<br />Content Focus<br />Con...
What about programs with less time and intensity?<br />
Proficiency<br />
Can support opinion, hypothesize, discuss<br /> topics concretely and abstractly, and handle<br />a linguistically unfamil...
Anticipated Performance Outcomes<br />As Described in the<br />ACTFL Performance Guidelines<br />For K-12 Learners<br />
Considering the content and the intended K-12 sequence set forth in the Standards for Foreign Language Learning, developer...
elementary programs that meet from 3-5 days per week for no less than 30-40 minutes per class; <br />middle school program...
Through learning about language <br />we learn about culture<br />
Through learning about culture                    <br />  We learn respect for others<br />
Through learning respect for others, <br />we can hope forPeace<br />
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Early Language Learning: World Languages in the Elementary Years

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Early Language Learning: World Languages in the Elementary Years

  1. 1. Early Language Learning World Languages in the Elementary Years <br />Helena Curtain, Ph. D. University of Wisconsin-Milwaukee (Emerita)hcurtain@uwm.edu<br />
  2. 2. Key Concepts for Success withElementary & Middle School Language Learning<br />from<br />Languages and Children—Making the Match, Curtain and Dahlberg<br />2010, 4th edition, <br />Pearson / Allyn and Bacon<br />
  3. 3. 1. Learners as active constructors of meaning<br />Children learn new languages best when…<br />Learners are active constructors of meaning rather than passive receivers of vocabulary and information..<br />
  4. 4. 2. Consistent target language instruction <br /> Target language || Native language separated<br />Children learn new languages best when…<br /> Teachers consistently conduct instruction in <br /> the target language with minimal use of the native language. Teachers keep the target language and the native language distinctly separate.<br />
  5. 5. 3. Thematic Center for Lessons<br />Children learn new languages best when…<br />Units and lessons focus on a thematic center aligned with content and performance standards. There is a balance among the basic goals of culture, subject content, and language in use <br />
  6. 6. Thematic<br />Center<br />Language in use<br />(Communication)<br />Content<br />(Connections)<br />Culture(s)<br />
  7. 7.
  8. 8. Food<br />Pyramids<br />Describing<br />Food<br />Geography/Climate <br />Where Is It Grown?<br />Timeline of Columbus’ Voyages/<br />Routes<br />Columbian Exchange<br />Other Products Exchanged<br />Popular Common <br />Foods: Staples<br />Then and Now<br />Foods <br />Of the <br />New World<br />(Circa 1492)<br />Foods<br />Of the <br />Old World<br />(Circa 1492)<br />
  9. 9. Content (Connections)Engaging with the Regular Curriculum<br />Lettuce <br />Wheat <br />Peas <br />Peanuts <br />Tomatoes <br />Potatoes <br />Beets <br />Strawberries <br />Peppers <br />Broccoli <br />Onions<br />Beans Corn Beets PineapplesOkra Carrots Eggplant SquashPumpkins Sunflowers Cacao<br />Before <br />or <br />After<br /> 1492?<br />Columbian Exchange<br />
  10. 10. Eastern Hemisphere<br />Western Hemisphere<br />Beans<br />Cacao<br />Corn<br />Gourds<br />Peanuts<br />Peppers<br />Pineapples<br />Potatoes<br />Pumpkins<br />Squash<br />Strawberries<br />Sunflowers<br />Tomatoes<br />BeetsBroccoliCarrotsEggplantLettuceOkraOnionsPeasRadishesWheatYams<br />“New World”<br />“Old World”<br />
  11. 11. Sequencing/Chronology<br />4000 B.C. Oranges and watermelons<br />3600 B.C. Popcorn<br />2000 B.C. Marshmallows<br />490 B.C. Pasta and macaroni<br />200 B.C. Potatoes<br />1395 Gingerbread/Lebkuchen<br />1484 Hot dogs<br />1544 Tomatoes in Europe<br />1553 Potatoes in Europe<br />1762 Sandwiches<br />1819 Spaghetti<br />
  12. 12. No soy un abrigo.<br />
  13. 13. 4. Classroom Management<br />Children learn new languages best when…<br />Teachers plan for classroom management as carefully as all other aspects of instruction. <br />Ich bin leise.<br />Ichhörezu.<br />Ichmeldemich.<br />
  14. 14. 5. Scaffolding and Modeling<br />Children learn new languages best when…<br />Teachers scaffold instruction so that learners become increasingly independent in their use of the spoken and written language. <br />
  15. 15. 6. Communicative, significant contexts <br />Children learn new languages best when…<br />Learning takes place in communicative contexts that carry significance for the student. <br />
  16. 16. 6. Communicative, significant contexts <br />Children learn new languages best when…<br />These contexts include meaningful social and cultural situations, subject content instruction, storytelling, music, games, rituals, drama and celebrations.<br />
  17. 17. 6. Communicative, significant contexts <br />Children learn new languages best when…<br />Students learn grammar in context through usage not through analysis. Grammar for its own sake is not the object of instruction. <br />
  18. 18. 6. Communicative, significant contexts <br />Children learn new languages best when…<br />There are meaningful opportunities to use the new language beyond the classroom.<br />
  19. 19. 8. Goals of the general curriculum.<br />Children learn new languages best when…<br />The language program draws from and reinforces the goals of the general curriculum. <br />
  20. 20. 9. Learners experience activities that: <br />
  21. 21. 9. Activities: Intrinsically Interesting<br />Children learn new languages best when…<br />Learners experience activities thatare intrinsically interesting, cognitively engaging and culturally connected.<br />
  22. 22. 9. Activities: Child Development<br />Children learn new languages best when…<br />Learners experience activities that take into account the distinctive characteristics found at each level of cognitive, social, psychomotor, and educational development <br />
  23. 23. 9. Activities: Students USING language<br />Children learn new languages best when…<br />Learners experience activities that provide frequent opportunities for student language use. <br />
  24. 24. 9. Activities: Concrete Experiences<br />Children learn new languages best when…<br />Learners experience activities that include concrete experiences: visuals, props, realia and hands-on experiences<br />
  25. 25.
  26. 26. 9. Activities: Physical Activity<br />Children learn new languages best when…<br />Learners experience activities that incorporate frequent opportunities for physical activity. <br />
  27. 27. 9. Activities: Learning Styles<br />Children learn new languages best when…<br />Learners experience activities that that appeal to a variety of learning styles <br />
  28. 28. 9. Activities: Learning Styles<br />Children learn new languages best when…<br />Learners experience activities that move students toward increasing independence and self-direction.<br />
  29. 29. 10. Story form<br />Children learn new languages best when…<br /> Activities, lessons and units are affectively engaging and made meaningful and memorable through the use of story form and contain a clear beginning, middle and end.<br />_________________<br />_________________<br />_________________<br />_________________<br />_________________<br />
  30. 30. 11. Reading and writing<br />Children learn new languages best when…<br />Learners use reading and writing as communicative tools appropriate to their age and interests, even in early stages of language development.<br />
  31. 31. 12. Frequent assessment <br />Children learn new languages best when…<br />Teachers and students assess learning frequently and systematically to provide information on progress and language development.<br />
  32. 32. Sample Assessments: Interpersonal<br />A. Interpersonal Mode<br />Give and/or follow directions such as describing the way to a location or share “how-to-do” something.<br />Role-play a real-world task such as conducting a telephone conversation, ordering a meal<br />
  33. 33. Sample Assessments: Interpretive<br />• Complete a cloze activity to indicate listening and/or reading comprehension.<br />• Sequence sentences or pictures to indicate listening and/or reading comprehension<br />
  34. 34. Sample Assessments: Interpretive<br />Listen to a passage and follow a map or diagram.<br />Draw and/or label an illustration such as a house, clock or a map according to oral or written cues.<br />
  35. 35. Sample Assessments: Culture and Connections<br />• Identify features and products of the target culture.<br />Prepare a culture capsule.<br />Produce crafts and/or artwork that are representative of the target culture(s).<br />
  36. 36. Key Concepts<br />
  37. 37. Program Models<br />
  38. 38. Language<br />Content<br />Culture<br />Content<br />Language<br />Culture<br />Language Focus<br />Content Focus<br />Continuum of Intensity and Focus <br />for Early Language Programs <br />Leading to Proficiency<br />Maximum<br />Full Day<br />Full Immersion<br />Minimum<br />90-120 min.<br />Weekly<br />Intensity and Time<br />Language, Culture, and Curriculum Content are essential elements of every curriculum model. <br />The focus changes as time and intensity increase across the continuum. <br />Adapted from Languages and Children: Making the Match, 4th Edition, 2010 <br />
  39. 39. Language<br />Content<br />Culture<br />Content<br />Language<br />Culture<br />Language Focus<br />Content Focus<br />Continuum of Intensity and Focus <br />for Early Language Programs <br />Leading to Proficiency<br />Maximum<br />Full Day<br />Full Immersion<br />Minimum<br />90-120 min.<br />Weekly<br />Less than<br />Minimum<br />Intensity and Time<br />Programs with less intensity:<br />• less than 30-40 minutes daily, and/or <br />• less than three times per week <br />• may not be able to meet the performance goals of the Standards for Chinese Language Learning and K-12 Performance Guidelines.<br />Adapted from Languages and Children: Making the Match, 4th Edition, 2010 <br />
  40. 40. What about programs with less time and intensity?<br />
  41. 41. Proficiency<br />
  42. 42. Can support opinion, hypothesize, discuss<br /> topics concretely and abstractly, and handle<br />a linguistically unfamiliar situation<br />Advanced<br />Can narrate and <br />describe in all <br />major time frames <br />and handle a <br />situation with a <br />complication<br />Intermediate<br />Can create with <br />language, ask and <br />answer simple <br />questions on familiar <br />topics, and handle a <br />simple situation or <br />transaction<br />Novice<br />Can communicate<br />minimally with<br />formulaic and rote <br />utterances, lists<br />and phrases<br />Proficiency Inverted Pyramid<br />Superior<br />HIGH<br />MID<br />LOW<br />HIGH<br />MID<br />LOW<br />HIGH<br />MID<br />LOW<br />
  43. 43. Anticipated Performance Outcomes<br />As Described in the<br />ACTFL Performance Guidelines<br />For K-12 Learners<br />
  44. 44.
  45. 45. Considering the content and the intended K-12 sequence set forth in the Standards for Foreign Language Learning, developers of the performance guidelines for students felt obliged to assume that accomplishment of such content standards required students to be enrolled in <br />
  46. 46. elementary programs that meet from 3-5 days per week for no less than 30-40 minutes per class; <br />middle school programs that meet daily for no less than 40-50 minutes; <br />and high school programs that equal four units of credit.<br />
  47. 47. Through learning about language <br />we learn about culture<br />
  48. 48. Through learning about culture <br /> We learn respect for others<br />
  49. 49. Through learning respect for others, <br />we can hope forPeace<br />

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