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Interpretive nectfl 2017
- 1. Communication… The Biggest ofthe 5 C’s Inspiring Interpretive Instruction Presented by Lou Baskinger and Ed Weiss °
- 2. It’s all aboutCommunication 2
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- 4. Today’s Agenda • Definition– the interpretive mode • Importance of the interpretive mode • Materials for the interpretive mode • Interpretive mode throughout the curriculum • Demonstration of teaching strategies • Written and audio examples • Teacher resources
- 5. Focus on Communication– the 5 C’s • Language courses are designed around an overarching premise: When communicating, language students demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (connections), make comparisons between the native language and the target language and between cultures while extending learning experiences from the language classroom to the home and far beyond (communities).
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- 8. Communication Modes Interpersonal Communication Activenegotiation of meaning among individuals through conversation (face-to-face or telephonic); however, it can also be realized through reading and writing (e.g., exchange of personal letters, notes, summaries or e-mails) Presentational Communication Creation of spoken or written communication prepared for an audience and rehearsed, revised or edited before presentation; one-way communication that requires interpretation by others without negotiation of meaning Interpretive Communication No active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television and speeches =
- 9. What ACTFL tells usabout the Interpretive Mode
- 10. Ultimate Goal • Nomatter what level of language that we are teaching, we should keep in mind that we are moving towards pre-advanced to advanced language learning. ex. Advanced Placement courses that are offered in the majority of our schools.
- 11. AP EXAM OVERVIEW SectionI (Interpretive Communication) Multiple-choice (50% of total score): 65 items in 9 sets 4 reading 2 listening and reading combined 3 listening Section 2 (Interpersonal and Presentational Communication) Free-Response (50% of total score): 4 items Interpersonal Writing Presentational Writing Interpersonal Speaking Presentational Speaking
- 12. Interpretive 65% Interpretive Skills onthe AP exam THE GOAL – From the introductory level, introduce interpretive mode (activities, practices, assessments) and increase the interpretive focus to reach this percentage.
- 13. How do youdecide upon the content of your curriculum?
- 14. Step one inContent Design • Identify, create and design your units – The current trend is to be inspired from the six themes that guide AP structure
- 15. ALL MATERIALS FITUNDER THE SIX THEMES
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- 17. Step two inContent Design • Select appropriate materials
- 18. AUTHENTIC MATERIALS MUST BEUSED THROUGHOUT YOUR PROGRAM • Exposure to authentic materials begins day one of year one! • Scaffolding these materials through the various levels of your program builds proficiency • The rich diversity of these materials will energize your lessons and engage students
- 19. AUTHENTIC MATERIALS ARE... • thosedesigned for native speakers. They are real text designed not for language students, but for the speakers of the language in question. (Nunan) • stretches of real language, produced by a real speaker or writer for a real audience and designed to carry a real message. (Harmer) • “appropriate” and “quality” in terms of goals, objectives, learner needs and interest and “natural” in terms of real life and meaningful communication. (Rogers)
- 20. Your Interpretive materials Let’sconsider the types of interpretive materials that you use in your classes. Reading Listening
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- 22. EXAMPLES OF INTERPRETIVE MATERIALS •online articles • charts / graphs / maps • videos • magazines / newspapers • films • music • advertisements .
- 23. AUDIO SOURCES • Radiointerviews • General interest podcasts • PSAs • Brief lectures • Audio guides - museums, travel comprehensibility & relevance are #1
- 24. WRITTEN SOURCES • Literarytexts • Journalistic articles • Letters • Ads • Instructions The above may be combined with maps, charts, or table
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- 26. DAY ONE, FRENCHONE °
- 27. Essential Factors • Comprehensibilityand relevance are two key factors when selecting materials • Authentic materials “open the door” to interpretive mode engagement on the part of the student
- 28. Decisions, Decisions… • Howdo you select reading and listening materials for your varied classes? • What are the most important features that each resource must have?
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- 30. Listening – AnOverview • Think of when you learned language – was listening given equal time? What changed? • Which of the 3 modes involves listening? • Does listening involve a variety of language? • Is listening a passive skill? • Why use authentic materials for listening comprehension? °
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- 33. The Challenges ofListening • Level Appropriate Resources • Length of Resource • Student Preparation • Idiomatic Spoken Language • Dialects, Pace, Accent • Follow up Activities • Assessment °
- 34. Listening by ACTFLLevels °
- 35. Listening Summary • TheACTFL “Can Do” benchmarks are practical descriptions of what our students can do at the various levels of language learning. They are truly helpful in that they let us know where our students should be along the pathway to proficiency. °
- 36. Novice Level -Listening • I can recognize a few memorized words and phrases when I hear them spoken. • I can recognize some familiar words and phrases when I hear them spoken. • I can often understand words, phrases, and simple sentences related to everyday life. I can recognize pieces of information and sometimes understand the main topic of what is being said.
- 37. Isolated words Words andphrases Discrete sentences Strings of sentences Connected sentences Single paragraphs Novice Advanced Intermediate Proficiency Levels ★
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- 41. The “Big 3”of Listening
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- 43. Step by StepListening °
- 44. Pre-listening • Identify thepurpose of the task • Predictive activity based on title, speakers • Cultural background • Vocabulary resources – key words • Set expectations – Comprehension – Main / Supporting ideas – Potential tasks
- 45. Pre-listening - part2 • Looking at pictures, maps, diagrams, maps • Review vocabulary or grammatical structures • Reading something relevant • Constructing semantic webs (a graphic arrangement of concepts or words to show how they are related) • Predicting the content of the listening passage • Going over the directions for the activity
- 46. Listening guidelines • GlobalComprehension – understanding the general ideas / meaning – Holistic listening – listening to the whole text • Segmental listening – listening to specific pieces • Multiple listening opportunities • Set optimal conditions for student comprehension • Appropriate length (2-3 minute maximum)
- 47. Segmental listening • Segmentallistening – zeroing in on particular segments of the text • This step occurs after students acquire global comprehension • It supports obtaining more detailed information • It involves guessing the meaning of words and expressions • It can lead to the examination of certain grammatical structures • If material is available online, students can concentrate on global comprehension in class then practice intense listening at home
- 48. Sample “while listening”activities • Listening with visuals • Filling in graphs and charts • Following a route on a map • Checking off items in a list • Listening for the gist • Searching for specific clues to meaning • Completing cloze (fill in) exercises • Distinguishing between formal and informal register
- 49. Post - Listening •Re-telling the main ideas • Asking questions • Expressing opinions • Discussing likes / dislikes • Writing a review / summary • Writing a letter to the speaker
- 50. Post-Listening • Formative Assessment –True / false questions – MC questions – Summary statements • Summative Assessment
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- 52. Scaffolding Tasks byLevel
- 53. Your job… • Watchand listen to a short ad • Be prepared to brainstorm the following: – Pre-listening activities – Post listening, including formative assessments and creative language activities Let’s do these jobs for a second year language class
- 54. Watch and Listento this PSA
- 55. Scaffolding - Interpretivefocus • Scaffold this ad for various levels: consider possible questions, observations, discussions points and vocabulary. • Under which of the six major themes could this ad fit?
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- 58. Reading – AnOverview • Think of when you learned language – was reading given equal time? What has changed and why? • Which of the 3 modes does reading include? • Should reading involve a variety of language? • Is reading a passive skill? • Why use authentic materials for reading comprehension?
- 59. The Challenges ofReading • Level Appropriate Resources • Length of Resource • Student Preparation • Idiomatic Written Language • Vocabulary and differences in vocabulary • Follow up Activities • Assessment °
- 60. Reading by ACTFLLevels ° NOVICE - Readers can understand key words and cognates, as well as formulaic phrases that are highly contextualized. Readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt or a weather map INTERMEDIATE - Readers can understand information conveyed in simple, predictable, loosely connected texts. Readers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement. Readers are able to understand texts that convey basic information such as that found in announcements, notices, and online bulletin boards and forums.
- 61. Reading by ACTFLLevels ° ADVANCED – Readers can understand the main idea and supporting details of authentic narrative and descriptive texts. Readers are able to compensate for limitations by using contextual clues. Comprehension is likewise supported by knowledge of the conventions of the language (e.g., noun/adjective agreement, verb placement, etc.).
- 62. ACTFL Can DoStatements • Novice I can recognize a few letters or characters. I can identify a few memorized words and phrases when I read. • Intermediate I can understand the main idea of short and simple texts when the topic is familiar. • Advanced I can understand the main idea and some supporting details on a variety of topics of personal and general interest. I can follow stories and descriptions of some length and in various time frames and genres.
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- 66. Guidelines for SelectingAuthentic Reading Materials
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- 68. Reading Resources • Children’sstory books • Simple poems and rhymes • Charts, maps, statistics • Magazine articles • Promotional materials, advertisements • Excerpts from literary works
- 69. Reading Challenges Post- readingactivities for all level readers could include Retelling the main ideas – Summary Answering and asking questions Expressing opinions on persuasion or impact of the selection
- 70. Interpretive Reading Objectives Studentsmust: • Understand vocabulary and idioms • Understand purpose and point of view • Understand cultural references
- 71. Segmental Reading -Chunking • Segmental reading – zeroing in on particular segments of the text • This step occurs after students acquire global comprehension • It supports obtaining more detailed information • It involves guessing the meaning of words and expressions Segmental Reading helps students to focus…
- 72. Step-by-Step Reading Step 1:Pre-reading activity - Present new vocabulary - Present culture background Step 2: Reading followed by formative assessment - Literal comprehension Step 3: Post-reading follow up with higher order skills activities: - Write a summary - Provide a cultural comparison
- 73. Pre- Advanced –Advanced 4th and/or 5th year Un día de esos Gabriel García Márquez Espuma y nada más Hernando Téllez
- 74. The stories • Conflictbetween two adversaries • Personal battle vs. community battle • Vengeance - Revenge
- 75. Essential Question Summative Assessment Canan enemy be a hero?
- 76. Setting the Stage •What would a dentist’s office look like in or before 1962 in Columbia? • What is a barber shop like? • Who has been shaved or has seen someone being shaved in a barber shop?
- 77. Pre-Reading Essential Questions –Stimulating and Engaging Vocabulary – Minimal but Guiding Author(s) – Introduction What is important to this story?
- 78. Pre-Reading • Essential Questions –What makes a man a hero? – Is authority a good or bad force? – Can you keep your emotion out of the job you have to do?
- 79. While Reading • Concentratingon actions of the story • Focus on similarities and differences • Cultural references • Reflect back to the essential questions
- 80. As we finishReading • Create both formative and summative questions for discussion • Create both literal and interpretive questions for discussion
- 81. Post Reading • FinalSummative Activity • Presentational – Spoken or Written • IPA – Culmination of a unit • Comparative essay – ¿Puedes relatar el conflicto entre los personajes de estos cuentos con una situación que has experimentado en tu vida? • Persuasive essay – ¿Quién es el héroe verdadero de estos cuentos?
- 82. Benefits of Reading Benefitsto students acquired from reading throughout your curriculum: Vocabulary and comprehension skill building Exposure to authentic simple texts leading to authentic literary texts Understanding of cultures – comparisons and connections
- 83. Interpretive Summary According tothe ACTFL World Readiness Standards under Interpretive skills… Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. =
- 84. What does thismean for our curriculum? Exposure and practice with elements of the interpretive mode is an on-going procedure that begins at the very first level and continues throughout our programs.
- 85. In Summary… • Yourquestions and comments • edweiss.org – French resources Spanish and Italian links
Editor's Notes
- #9 The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction? You may also want to ask participants: How would you define “negotiation of meaning”? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.
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