Class agenda - Thursday, 9/18  Meet-n-greet  Class business  Lab debrief  Overview of next lab activity  Introduction to the SLA – FL Methods portion of course

Meet-n-greet  Array yourself by birthday  Partner up  What got you hooked on your language?  Most memorable part of first lab  Favorite comfort food  Listen well, because you will report your partner’s response to a second pair  Array yourself by birthday  Partner up  What got you hooked on your language?  Most memorable part of first lab  Favorite comfort food  Listen well, because you will report your partner’s response to a second pair

Class business  Do you have any?  Labs for next week: groups should swap rooms  Conferences  MiWLF - October in Lansing ($30)  Ed Tech conference - Sept 27 ($0)  Do you have any?  Labs for next week: groups should swap rooms  Conferences  MiWLF - October in Lansing ($30)  Ed Tech conference - Sept 27 ($0)

Lab debrief  Who is your audience for these labs?  How do you decide what the content objective should be?  Standards  Student assessments  But for one activity, there really should just be one content objective  Who is your audience for these labs?  How do you decide what the content objective should be?  Standards  Student assessments  But for one activity, there really should just be one content objective

Content Objectives  Culture as CO  Culture as launching pad for language- related CO  Separate the wheat from the chaff:  Culture as CO  Culture as launching pad for language- related CO  Separate the wheat from the chaff: What language is critical in order for ss to participate accurately? What language is nebenbei, not necessary for ss to know?

If CO is vocab…  …then understanding grammar of gustaría is not important  But…do you give vocab items that required gustaría and gustarían?  Un/una & un/une & ein/eine/ein  If CO is not vocab, then all this changes  …then understanding grammar of gustaría is not important  But…do you give vocab items that required gustaría and gustarían?  Un/una & un/une & ein/eine/ein  If CO is not vocab, then all this changes

Editing…  Die Höchstgeschwindigkeitsbegrenzung  T performance, not S learning/interacting  Key questions:  Why is this slide / handout / activity here?  How does it connect to what came before?  How does it connect to what comes next?  How does it connect to my COs / LOs?  Die Höchstgeschwindigkeitsbegrenzung  T performance, not S learning/interacting  Key questions:  Why is this slide / handout / activity here?  How does it connect to what came before?  How does it connect to what comes next?  How does it connect to my COs / LOs?

Pre – During – Post Activities  Think – pair – share:  What does a student need to know in order to participate in and understand a text / viewing / listening activity?  Stumped?

Comprehension depends on…  Building background  Connecting learning opportunities to students’ experiences and background  Connecting learning opportunities to previous instruction  Vocabulary development

Your turn  Turn to the cloze activity – complete Once upon a time, long ago and far away, there lived a gentle queen. It was the deepest and darkest (1) of winters, and every day the gentle queen would spend (2) her afternoons sitting with her needlework at the only window in the (3) sunlight. The castle window itself was framed in blackest ebony, (4) and anyone passing below could gaze upon the beautiful queen, (5) pretty as a picture, as she quietly worked at her (6) embroidery. One day, as she sat sewing, she pricked her finger (7) with her needle, and three rich, red drops of blood (8) fell upon the glistening snow below. At the sight of the red blood upon the (9) white snow, the gentle queen whispered: “Oh, how I wish (10) for a baby daughter with hair as black as ebony, (11) lips as red as blood, and skin as white as snow.” And so it came (12) to pass that the queen gave birth to such a (13) child, whom she called Snow White.

Your turn, still  Now turn to the activity plan template. With a partner, consider the following questions and complete the template:  What does a student need to know in order to make sense of the paragraph on your handout?  Which aspects of that paragraph would you need to pre-teach in order for students to understand?

Reading – Viewing - Listening  We can’t just give texts* to students and say “go!”  Instead, we need to….  Build background  Develop vocabulary  Check for comprehension  Allow for student extension and expression *by “text,” I mean written, visual or aural

P - D - P  Scan through example activities for pre, during, and post work  Questions / ideas?  Let’s look at the lab for the next two weeks  Scan through example activities for pre, during, and post work  Questions / ideas?  Let’s look at the lab for the next two weeks

SLA - FL Methods

Teaching English to ELs Developmental Bilingual Education  Using L1 to drive instruction  Transfer of skills  Developing English skills while…  Teaching content in L1 Developmental Bilingual Education  Using L1 to drive instruction  Transfer of skills  Developing English skills while…  Teaching content in L1 SEI English Immersion (AZ-style)  4 hours of ELD for all Els  Grammar, oral, reading, writing  No L1  No content instruction

Theory Practice  Point is not to resolve this debate  Point is to recognize that the most concrete actions we take in the classroom are indeed informed by theory…  …whether or not we’re aware of it  Point is not to resolve this debate  Point is to recognize that the most concrete actions we take in the classroom are indeed informed by theory…  …whether or not we’re aware of it

SLA - FL Methods  How one informs the other  Somewhat artificial divisions  Chronological  How one informs the other  Somewhat artificial divisions  Chronological

Your work…  Questions or concerns?

Pre-WWII  What do you remember from the readings we did 2 weeks ago?  State - university - science nexus  What do you remember from the readings we did 2 weeks ago?  State - university - science nexus

Pre WWII methods Grammar translation  Analytical  Grammar-based  Translation of “high literature”  Classics (Latin, Greek)  Lg not for communication, but for intellectual development Grammar translation  Analytical  Grammar-based  Translation of “high literature”  Classics (Latin, Greek)  Lg not for communication, but for intellectual development Direct Method  Response to G-T  Meant to mimic L1 acquisition  Teacher-centered  Mimicry, pantomime, question-answer structures