Put a Ring on It Commit to the book you have and create the program you need.
Put a Ring on It Identify and understand your course goals Seek out textbooks that align with these goals Commit to the Text with supplementary materials that will help you to get the job done
The Why, What and How Program goals of the French Major Course Goals for FR320E and FR322E : ‘Advanced’ French 1 & 2 Specific Language Proficiency Goals for the Intermediate to Advanced Language Learner
Consider program goals Students will be able to understand and produce written and spoken French in order to communicate complex ideas effectively, in standard French, to a general audience. Students will be able to think critically and creatively when faced with an abstract question and topics of culture and literature. Students will be able to appreciate French and Francophone literary and cultural production within the context of an increasingly interconnected world. Students will be able to understand with depth and nuance French history, culture, society, and politics.
Consider course goals Students will improve their language proficiency and linguistic competency Students will begin to use argumentation and stylistics and will develop critical thinking Students will acquire vocabulary to support discussion of current topics and cultural literacy Students will review grammar Students will learn to write short dialectical essays
Consider level Expand their grammatical competence, including acquiring new ways of using known forms, as well as adding more complex language resources to their linguistic repertoire. Become more fluent and accurate language users. Develop the capacity to monitor their own language use as well as that of others, and to notice the gap between their productive competence and those of more advanced language users. Continue to develop their vocabulary, particularly at the 5,000 to 6,000 word range. Develop a greater awareness of and familiarity with patterns of lexical collocation. Master the use of conversational routines and other means of participating actively in conversation and other forms of spoken discourse. Further develop their proficiency in listening, reading, and writing. From Intermediate to Advanced Levels in Language Learning : Jack C. Richards (2008)
Build on a good text Themes are more academic, highly present in current media AND recognizable in other cultures Based on authentic language samples Moves from word level presentation to contextualized discourse. Presented to allow for open interpretation and discussion
Controverses Themes Friendship Privacy Gender Parity Individual rights vs. common good Globalization Immigration Education Bilingualism (Language in Society)
So, why do we need more? To improve students productive language skills. Without them there is not enough input to expect students to succeed in discussion and conversation. Even the most elegantly stated discussion prompt that lines up perfectly with all your goals will fail if students do not have enough background preparation to support them.
Supplementary Materials Should… Increase frequency Develop saliency Lead students to make their own connections through generative tasks To this end, you can gather, create and adapt audio and video materials that are based on or related to the textbook.
Audio Adaptations Recordings of vocabulary lists Dictation exercises using the vocabulary Recordings of included texts (literary excerpts) Recordings of summaries of included texts (journalistic articles) Recordings of proficient speakers discussing and reacting to readings
These recordings provide Recycling and repetition of the language. Recognition of the language when heard. Pronunciation practice. Examples of the language in context.
Examples of Recordings Vocabulary List Dictation Exercise Article Summary
Student tasks: Vocabulary expansion exercises Listen for differences with printed material Sequencing exercises Comprehension questions Complete cloze passages Transcription of short passages Orally summarize React to recording
Vocabulary Expansion Though this level begins to focus on collocations and text or sentence frames the method is the same. Create word families: students focus on the grammar of vocabulary Create word associations: students distinguish the shades of meaning synonyms and antonyms have Create sentences that use these words and especially that use several at a time. Do dictation exercises to hear the vocabulary in context
Vocabulary (cont.) For more context, look for use of the vocabulary in other examples of authentic language. Use Google or WordReference, or even better, use Bab.la or Linguée Bab.la Linguée Give feedback in vocabulary notes.: Address common mistakes as a class like problems with polysemy [words with several related meanings like the head: of a person, of a pin, of an organization,] homonymy [words with unrelated meanings like a file: used to put papers in or a tool,] syntax, style and register
Longer Recordings Summarize main points of the recording Review it for problems (missing information or misstatements. ) Compare their summary with a recorded sample by a native speaker Compare their summary with a classmate React to statements made in the recording Interview a classmate about their reaction to a recording Make sure students have the words they need, or have a way to get the information they need or it will fall apart!
How to create recordings Use one of the many programs like Audacity, Windows Sound Recorder, or GarageBand to create a recording yourself. You can do this for vocabulary lists and short passages today. For longer recordings, for conversations between two or more people, and for more spontaneous examples of languages (anything that will require more editing) make an appointment with LAITS.
Hosting your recordings Blackboard – useful for files that may otherwise have copyright issues since they are only available to students for this educational purpose Departmental Website – LAITS can help with simple design ITunesU – you may want to make your work open to all and this is a great way to do it, it is also VERY good for a podcast style, where you may be adding to material as you go along
Don’t forget the radio Search the online radio for pre-recorded audio files related to your theme. Many of the foreign radio services’ websites have already created pedagogical portfolios to accompany audio that they have produced. RFI
Student created audio Students are usually much better at creating amazing audio than we are. Give them the chance to show off a bit by having THEM create podcasts. These are great ways to assess oral skills. Even ‘quick and dirty’ can be revealing Have students record themselves reading aloud Use smartphone ‘voice memo’ during small group work
All of this works for video as well Video (and still images) allow students to connect to visual representations of the subject. Music videos are especially good for this. Un Africain à Paris Un Africain à Paris Use the same sequence of activities moving from viewing, to answering questions about the clip, to repeating phrases, to transcription.
Other Video Adaptions YouTube clips of interviews with similar themes Movie Trailers for related movies News clips about the issues Clips from other sources (government, non- profits, etc.) Online TV like TV5 also has tons of usable activitiesTV5
How to guide viewing Ask students to identify speakers, locations, relationships in the video Give students pivotal vocabulary if it is new Ask students to raise their hands when they hear certain expressions that have been in focus in the classroom Ask questions that will allow them to follow the general discourse
Put a Ring on It You can commit to a text and still get the course the students need Often the supplementary materials will be what the students remember The supplementary materials are how you can keep the course current