This document provides an agenda and overview for a curriculum study meeting for the Upper Merion World Language Department. The agenda includes discussing trends in world language teaching, an overview of a world language program, integrating authentic materials, connecting with students, and having hands-on time to work on individual curriculum visions. It also outlines the key elements of the proposed curriculum framework, including the 5Cs model (communication, cultures, connections, comparisons, communities), six themes for instruction, recommended contexts or sub-themes, essential questions, the three modes of communication (interpersonal, interpretive, presentational), six learning objectives, and the three aspects of culture (products, practices, perspectives).
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and
teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based
on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to
performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
Teachers of Chinese are challenged to create a classroom environment where Chinese is the means of communication 90 percent of the time. Topics of conversation must be linguistically and developmentally appropriate, interesting, and should help students learn about themselves as they learn about the Chinese-speaking world. With these considerations in mind, participants will learn to design unit plans that revolve around an important question about the Chinese-speaking world and that support the language patterns and vocabulary needed to develop communication skills and cultural understanding.
The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.
K–16 articulation for Chinese language programming is becoming critical as more K–12 students choose to learn Chinese in recent years. Participants in this session, both administrators and
teachers of Chinese, will gain knowledge and skills in developing programs that foster K–16 Chinese articulation. Co-presenter Kun Shi will present the urgent need for administrators to support teachers and focus on K–16 articulation in order to sustain program development, based
on his experience working with Florida and Ohio schools. Dr. Shepherd will explore ways to build the culture of Chinese programs in ways that create optimal learning experiences for American learners while they coordinate instruction in a manner that allows for smooth K–16 articulation. Techniques for structuring learning experiences that integrate key factors impacting vertical articulation will be shared through discussion and video, including embedding language in culture, eliciting increasingly sophisticated learner performance, shifting from texts to
performance in context, generating intrinsic motivation, fostering varied feedback, and showing learners how to efficiently learn Chinese as a foreign language.
The World Is Not Flat (Rossomondo & Lord, ACTFL2015)Gillian Lord
Language educators are eager to transform their teaching by embracing new technologies, be they digital tools, Web-based resources, or ancillaries that accompany textbook packages. While there is no doubt that digital materials facilitate opportunities for exposing learners to authentic language and structuring interaction at a distance, many wonder when and how these technologies will cease to be add-ons begin to serve a more integrative function in transforming language teaching and learning.
In this session we propose that the paper-based textbook has outlived its usefulness in today’s world, logistically and pedagogically. We focus on two aspects of the future paperless classroom: what students do on their own time and how; and what can be done during class time and how. Specific examples are provided from an existing digital learning environment and a project in development in Spanish, but the theoretical and practical principles are applicable to any language and level.
Who is a heritage speaker?
Student who is a native speaker.
Is fluent speaking but not literate (does not know how to read and write in the target language).
Confused about cultural inheritance.
Defensive mechanism: wants to show he knows more language than the teacher.
Usually has a negative attitude towards class.
This presentation is a narrative of our academic writing journey. This occurred over the course of a year during a masters in education program. Areas discussed are the writing process, challenges for different cultures, editing, plagiarism, writing structure, grammar, and the research writing process.
Translingualism: Building a more Inclusive Writing CenterHaleyWilson22
This PowerPoint Presentation served as the outline for a workshop regarding inclusivity at the Gonzaga Writing Center which revolved around conversations based on complex ideas such as: the characterizations of language (English in particular), Eurocentric influences, and the role of the Writing Tutor in shaping not only architectural components of writing but individualism, voice, and opinion. This presentation started a greater conversation about the implementation of a solidarity statement.
TESOL Pedagogy: The Communicative Approachryanmccoy2323
Communicative Language Teaching (CLT) Methodology
• Emphasis on pair/group work
• Use of authentic materials/situations
• Provides cultural information
• Process vs. product oriented
• Focus on social aspect of learning L2
• Embedding real-life context
• Focus on negotiation of meaning vs. accuracy
2. Today’s Agenda
• The language of WL curriculum
• Trends in WL teaching
• Overview of a WL program
• Integrating authentic materials
• Connecting with students
• Hands on time
• Your vision of your curriculum
3. A new vocabulary – by the #!
• Five Cs
• Six themes
– Essential questions
• Three Modes of Communication
– Four skills?
• Six primary learning objectives
• Three aspects of culture
4. 4
The course is designed around an overarching
premise:
When communicating, AP® world 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 (Comparisons), and use the
target language in real-life settings
(Communities).
The 5 Cs
5. 5
The Six Course Themes
Global
Challenges
Science and
Technology
Contemporary
Life
Personal and
Public
Identities
Families and
Communities
Beauty and
Aesthetics
6. 6
► Each theme includes a number of recommended
contexts to serve as ways to explore the themes
► Teachers are encouraged to engage students in the
various themes by considering historical, contemporary,
and future perspectives as appropriate.
► Teachers should assume complete flexibility in resource
selection and instructional exploration of the six themes.
► The recommended contexts are not intended as
prescriptive or required, but rather they serve as
suggestions for addressing the themes.
Recommended Contexts (sub-themes)
7. 7
► Recommended Contexts:
► Diversity Issues / La tolérance
► Economic Issues / L’économie
► Environmental Issues /
L’environnement
► Health Issues / La santé
► Human Rights / Les droits de
l’être humain
► Nutrition and Food Safety /
L’alimentation
► Peace and War / La paix et la
guerre
► What are possible solutions to
those challenges?
Themes, Recommended Contexts, and
Overarching Essential Questions
Theme: Global Challenges / Les défis mondiaux
► Overarching Essential
Questions:
► What environmental, political,
and social issues pose
challenges to societies .
throughout the world?
► What are the origins of those
issues?
► What are possible solutions to
those challenges?
8. 8
One way to design instruction with the themes is to identify overarching
essential questions
Essential Questions…
►can guide investigations, learning activities, and performance
assessments
►are designed to spark curiosity and engage students in real-life,
problem-solving tasks; they are open-ended questions that do not
have one correct answer
►allow students to investigate and express different views on real
world issues, make connections to other disciplines, and compare
aspects of the target culture(s) to their own
►lend themselves well to interdisciplinary inquiry, asking students
to apply skills and perspectives across content areas
Essential Questions
6
9. 9
► Interpersonal Communication
► Active negotiation of meaning among individuals through conversation
(face-to-face or telephonic), or through reading and writing (e.g.,
exchange of personal letters, notes, or emails or participation in
written online discussions)
► 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
► 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
The Three Modes of Communication
10. 10
► Spoken Interpersonal Communication
► Written Interpersonal Communication
► Audio, Visual, and Audiovisual Interpretive
Communication
► Written and Print Interpretive Communication
► Spoken Presentational Communication
► Written Presentational Communication
The Six Learning Objectives (JOBS)
11. 11
Culture:
The Three Aspects
Products, Practices & Perspectives
Cultural Products Products that are tangible (e.g., tools, books,
music) and intangible (e.g., laws, conventions,
institutions)
Practices Patterns of social interactions
Perspectives Values, attitudes, and assumptions that
underlie both practices and products
12.
13. 13
Trends in WL instruction and curriculum design
► Themed units across the curriculum
► Articulated curriculum
► Instruction based on authentic resources
► Extending the WL experience beyond the
classroom
► Variety of assessment
► Balance of modes of communication
20. Possible Questions
What images come to mind when I say Mexico?
What do you think life is like in a farming village of Mexico?
Do you think your life is different for your great grandparents’
life? Explain the differences?
What was the last letter … not e-mail… you wrote?
To whom did you write? Why did you write?
21. Pre-Reading Activities
Write a letter to Santa Claus
Write a letter to Los Reyes Magos
Share with class
Laugh and enjoy!
Collect and put aside
27. The writing Assignment
Una Carta A Dios
Muchas veces cuando leemos una novela o un cuento, el personaje principal
tiene características buenas o malas... o este personaje es una combinación
de lo bueno y lo malo. En el cuento <<Una Carta a Dios>>¿es Lencho, en su
opinión, una buena o una mala persona o es él una combinación de lo bueno
y lo malo.
En una composición bien desarrollada y con prueba del texto del cuento,
expliquen Uds. por qué es bueno o malo Lencho.
¡OJO! Una composición bien desarrollada es una que tiene una introducción,
tres argumentos (por mínimo) y una conclusión. Una composición bien
desarrollada también tiene una extensión mínima de unas doscientas
palabras.
The “overarching premise” of the curriculum framework is based on the five Cs, defined by the Standards for Foreign Language Learning in the 21st Century.
Course content is structured around specific themes to promote exploration of the language in context and develop students’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings.
Themes help integrate language and content while developing students’ understanding of culture. They cover very broad categories.
Ask the question: What does the graphic imply? (Implies that themes overlap).
AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each.
Each of the six themes includes six to seven recommended contexts that are meant provide possible ways to explore the themes. These contexts are not meant to be prescriptive and are not required, but can provide a point of departure for exploring a theme. All recommended contexts are provided in the Course and Exam Description, but teachers are free to devise their own contexts or sub-themes that will help their students investigate some aspect of each of the themes.
Here is an example of one of the six required course themes, Global Challenges, with its recommended contexts and some possible essential questions to motivate students and stimulate their curiosity about exploring this theme.
Essential Questions are meant to serve as the drivers of inquiry during the study of a thematic unit. Several are offered in the Course and Exam Description for each theme, but they are not prescriptive. Teachers are free to formulate their own original essential questions to serve as the basis for their thematic units of study. Essential questions drive inquiry and exploration, and may also serve as questions that guide the summative assessment of a unit.
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.
At the core of the AP® French Language and Culture course are six primary learning objective areas that identify what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
Students must be familiar with cultural “products, practices, and perspectives.”
Let’s look at what we mean by “products, practices, and perspectives.”
Cultural products refer to both those products that are tangible (e.g., tools, books, music) and that are intangible (e.g., laws, conventions, institutions);
Practices refer to patterns of social interactions within a culture; and
Perspectives refer to the values, attitudes, and assumptions that underlie both practices and products.
The exam does not have a separate culture section. There are no cultural trivia questions.
Themes give students an opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.