A journey of a thousand miles …. Myriam Met myriammet@gmail.com Language learning is a lifelong journey A journey of a thousand miles …. Myriam Met myriammet@gmail.com

A Bit of History Middle school

Middle School: From the school’s perspective Scheduling Cohort size and singletons Staffing Interdisciplinary teams Integration across feeder schools Homogeneous and heterogeneous groupings

Middle school: From the learner’s perspective Immersion fatigue New peers Difference between approaches to language at middle school and in the elementary school at MS : interaction and more decontextualized (focus on language, not content). GRAMMAR: you mean i[m not perfect?

High School Schedule Staffing Cohort size  Peers?

DUAL LANGUAGE GOALS Language proficiency Academics Culture

Language Proficiency Intercultural Competence GLOBAL GRADUATE 21st Century Skills Language Proficiency Intercultural Competence GLOBAL GRADUATE Language Proficiency 21st Century Skills Intercultural Competence

Culture learning: A journey

Multilingual Intercultural Multicultural Mono-cultural Monolingual

Grammar: What should we teach? How much? How? THE G WORD Grammar: What should we teach? How much? How?

Yes, grammar! Language, accuracy, and the global workforce English speakers and grammatical accuracy Native speakers Higher levels of proficiency require higher levels of accuracy Conflicting research in English as L1 and in L2 on outcomes of explicit grammar instruction Ponee

Current thinking on explicit grammar instruction Accurate language production may depend on noticing how grammar carries meaning Noticing is important for internalizing forms and leads to internalization Not all grammar is ‘noticeable,’ especially the absence of a form (Es medico). Lyster’s Counterbalance theory CLARIFICATION REPETITION ELICITATION EXPLICIT CORRECTION LINGUISTIC CLUES

Current thinking on explicit grammar instruction Contextualized vs decontextualized practice Focus on form within the context of meaning (meaning-based output) Types of grammar practice

Language Practice Teacher Controlled Output Student Controlled Output Type 1 Type 2 Type 3 Type 4 Rote Mechanical Meaningful Open-ended Contextualized Rote Meaningful Structured Controlled practice COMMUNICATIVE

What grammar should we teach? How much grammar do students need? How critical is this language to communicating effectively? Is this language critical for becoming a mature language user? How learnable is this grammar? Is it worth the time I will need to use to enable my students to use it? How frequent is this grammar structure? Is it likely my students will encounter or use this language often? How useful is it? Can it be used flexibly in multiple contexts and/or for multiple purposes?

A journey of a thousand miles …. Continuing the journey through the secondary grades

SOME THOUGHTS ON PROGRAM DESIGN FOR THE SECONDARY GRADES What makes sense? Language-rich content Learner motivation Feasibility

High School Options THE BOX

Online courses Dual enrollment Credit for performance

DUAL LANGUAGE CURRICULUM FOR SECONDARY STUDENTS Three Ideas

1️⃣ Set targets and use them to guide curriculum decisions for L2

The ACTFL Proficiency Rating Scale

Full conversational partner Speaks with confidence Can narrate and describe in all time frames Can handle a situation with a complication ADVANCED Creates, functions with Language Can ask and answer questions Handles simple Situations INTERMEDIATE Lists words/phrases Attempts at conversation Memorized chunks Telegraphic language Limited topic areas NOVICE

Set Targets for Dual Language Students At the end of 90:10 Programs 50:50 Programs Grade 2 Intermediate - Low Novice - High Grade 5 InterGmediate - Mid Intermediate - Low to Intermediate - Mid Grade 8 Intermediate - High Intermediate - Mid to Intermediate – High Grade 12 Advanced Mid-High Advanced Low-Mid

Targets Frame Detailed Can-Do Statements LANGUAGE OBJECTIVES

Targets (Goals) + End of Year Can-Do’s Curriculum or Course Syllabus Unit(s) Lesson Mimi From the guide: Units of instruction are packages of instructional material that are derived from a course syllabus or a curriculum guide. Depending on the length of the instructional period, a syllabus or curriculum may have many units. For  example, in schools, the instructional period is a year, and a curriculum may have as few as four units, as many as eight, or even more. In contrast, a one-week summer program may have just one unit. A school curriculum may cover just one academic year or several years.

2️⃣ Continue focus on engaging and motivating content Teach grammar as it is manifested in content or select readings in which the grammar is embedded and critical to meaning. Emphasize to parents why continuing is essential to maintain and extend skills Track student progress.