2. FLE 4333 Day One “A student doesn’t care how much you know unless he knows how much you care.” Jaime Escalante Bell Ringer: Meet and greet other students, filling in your Human Scavenger Hunt sheet.

3. Welcome to FLE 4333/5331 Foreign Language Teaching in the Secondary School

4. Who am I as a person?

5. A quote by which I live my life: Life is no "brief candle" for me. It is a sort of splendid torch which I have got hold of for the moment, and I want to make it burn as brightly as possible before handing it on to future generations. (George Bernard Shaw) (George Bernard Shaw)

6. A quote by which I live my life: “You must be the change you want to see in the world.” Mahatma Gandhi Mahatma Gandhi

7. And yet another quote by which I live my life: You are the light of the world – like a city on a mountain, glowing in the night for all to see. Let your light shine before men, that they may see your good deeds and praise your Father in heaven. Matthew 5:14-16 Matthew 5:14-16

8. Professional Learning Communities (PLCs) Purposefully-organized groups that work together on projects and other such tasks over a period of time. Purposefully-organized groups that work together on projects and other such tasks over a period of time. Teachers in PLCs tend to plan together, brainstorm ideas and activities, etc. Teachers in PLCs tend to plan together, brainstorm ideas and activities, etc. If you organize students into groups to work together, the groups can be called home- base groups. If you organize students into groups to work together, the groups can be called home- base groups.

9. Group Guidelines/Rules After the groups are formed, as a group you are to come up with a team name and motto or slogan. After the groups are formed, as a group you are to come up with a team name and motto or slogan. Then come up with guidelines/rules by which your group will operate. Then come up with guidelines/rules by which your group will operate. All group members should contribute to the list and all members should agree on the guidelines. All group members should contribute to the list and all members should agree on the guidelines.

12. National Standards for Foreign Language Learning Developed by a coalition of four national language organizations (including ACTFL, the American Council on the Teaching of Foreign Languages). Developed by a coalition of four national language organizations (including ACTFL, the American Council on the Teaching of Foreign Languages). Used as a foundation for the development of state standards and curriculum frameworks. Used as a foundation for the development of state standards and curriculum frameworks. A curriculum framework is a systematic set of standards that explains the subject material to be learned in terms of specific, measurable student behaviors at the end of a period of instruction. A curriculum framework is a systematic set of standards that explains the subject material to be learned in terms of specific, measurable student behaviors at the end of a period of instruction.

13. National Standards The national standards are not national mandates, but are guidelines to encourage curriculum development to promote higher student achievement. The national standards are not national mandates, but are guidelines to encourage curriculum development to promote higher student achievement. The standards do not describe the current status of foreign language education in the U.S. They are based on a perfectly articulated K-12 foreign language program, which tends not to exist in the U.S. The standards do not describe the current status of foreign language education in the U.S. They are based on a perfectly articulated K-12 foreign language program, which tends not to exist in the U.S.

14. National Standards The national standards suggest the types of activities and experiences needed to help students achieve the standards. The national standards suggest the types of activities and experiences needed to help students achieve the standards. They must be used along with state and local standards and curriculum frameworks to determine the best approaches and reasonable expectations for language students in each school district and each school. They must be used along with state and local standards and curriculum frameworks to determine the best approaches and reasonable expectations for language students in each school district and each school.

16. The Five C’s of Foreign Language Education Communication Communication Cultures Cultures Connections Connections Comparisons Comparisons Communities Communities

17. Next Generation Sunshine State Standards The Next Generation Sunshine State Standards (NGSSS) are state-mandated sets of higher level student achievement standards for Florida public schools that stipulate what students should know and be able to do by the end of specified developmental levels. The Next Generation Sunshine State Standards (NGSSS) are state-mandated sets of higher level student achievement standards for Florida public schools that stipulate what students should know and be able to do by the end of specified developmental levels. The National Standards for Foreign Language Learning are used as the foundation for the NGSSS for World Languages. The National Standards for Foreign Language Learning are used as the foundation for the NGSSS for World Languages.

18. Example of a Complete Next Generation Sunshine State Standard for World Languages WL.K12.NM.3.1 Introduce self and others using basic, culturally-appropriate greetings.

19. Components of the Next Generation Sunshine State Standards The subject or discipline (e.g., world languages) The subject or discipline (e.g., world languages) Grade level (for world languages, it is K12 because world language programs do not tend to be perfectly Grade level (for world languages, it is K12 because world language programs do not tend to be perfectly articulated from K articulated from K through 12 th grade.) through 12 th grade.)

20. Components of the Next Generation Sunshine State Standards Strand: Language proficiency levels Strand: Language proficiency levels –Novice Low/Mid (NM) –Novice High (NH) –Intermediate Low (IL) –Intermediate Mid (IM) –Intermediate High (IH) –Advanced Low (AL) –Advanced Mid (AM) –Advanced High (AH) –Superior (SU)

22. Help for determining appropriate development level Novice Learner: K-4, 5-8, 9-10 Novice Learner: K-4, 5-8, 9-10 Intermediate Learner: K-8, 7-12 Intermediate Learner: K-8, 7-12 Pre-Advanced Learner: K-12 Pre-Advanced Learner: K-12 These levels are of course dependent on the students’ prior exposure to the language.

23. Help for determining appropriate development level Levels recommended by the Florida Foreign Language Association: Novice Low-Novice Mid=Level 1 Novice Low-Novice Mid=Level 1 Novice Mid-Novice High=Level 2 Novice Mid-Novice High=Level 2 Novice High-Intermediate Low=Level 3 Novice High-Intermediate Low=Level 3 Intermediate low-Intermediate Mid=Level 4 Intermediate low-Intermediate Mid=Level 4 Intermediate Mid-Intermediate High=AP Intermediate Mid-Intermediate High=AP

24. Components of the Next Generation Sunshine State Standards Standard – similar to “Goals.” Standard – similar to “Goals.” –General statement of expected learner achievement. World Language Standards: World Language Standards: –Standard 1: Interpretive Listening –Standard 2: Interpretive Reading –Standard 3: Interpersonal Communication –Standard 4: Presentational Speaking –Standard 5: Presentational Writing

25. Components of the Next Generation Sunshine State Standards More World Language Standards (derived from the National Standards) More World Language Standards (derived from the National Standards) –Standard 6: Culture –Standard 7: Connections –Standard 8: Comparisons –Standard 9: Communities

26. Components of the Next Generation Sunshine State Standards Benchmark – Similar to “Objectives.” Benchmark – Similar to “Objectives.” –Most specific level of information –Statement of expectations about student knowledge and skill at the end of specific developmental levels. –Denoted by an alphanumeric code alphanumeric code such as: such as: WL.K12.NM.1.1. WL.K12.NM.1.1.

27. Hierarchy of the New Generation SSS components Subject area = content area, discipline Subject area = content area, discipline Grade level = K12 for world languages Grade level = K12 for world languages Strand: Proficiency level Strand: Proficiency level –Novice, Intermediate, Advanced, Superior Standard = general statement of expected learner achievement (e.g., Interpretive Listening, Interpersonal Communication, Culture, etc.) Standard = general statement of expected learner achievement (e.g., Interpretive Listening, Interpersonal Communication, Culture, etc.) Benchmark – highly specific statement of what a student should know and be able to do. Benchmark – highly specific statement of what a student should know and be able to do.

28. Decoding the Next Generation SSS Sample benchmark: WL.K12.IH.3.6 WL = World Languages K12 = Grade level IH = Intermediate High 3 = Standard 3 – Interpersonal Communication 6 = Sixth benchmark found under this standard Description: Use appropriate gestures, body language, and intonation to clarify a message

29. Decoding the Next Generation SSS Sample benchmark: WL.K12.NM.7.2 First decode it and then state what the students are expected to be able to do.

30. WL.K12.NM.7.2 WL = World Languages K12 = Grade Level NM = Novice Mid 7 = Standard 7 – Connections 2 = Second benchmark under this standard. Description: Identify (within a familiar context and supported by visuals) basic information common to the world language classroom and other disciplines.

31. Decoding the Next Generation SSS Sample benchmark: WL.K12.AL.6.2 First decode it and then state what the students are expected to be able to do.

32. WL.K12.AL.6.2 WL = World Languages K12 = Grade Level AL = Advanced Low 7 = Standard 6 – Culture 2 = Second benchmark under this standard. Description: Explain why the target language has value in the target language has value in culture and in a global society. culture and in a global society.

33. Next Generation Sunshine State Standards The Next Generation Sunshine State Standards are state mandates (laws) that specify what should be taught at which grade level for each content area in grades K-12. The Next Generation Sunshine State Standards are state mandates (laws) that specify what should be taught at which grade level for each content area in grades K-12. The Next Generation Sunshine State Standards can be accessed at: The Next Generation Sunshine State Standards can be accessed at: –http://www.cpalms.orghttp://www.cpalms.org –It is advisable to address as many of them per lesson as possible.

34. Cognitive Processing Strategy: Turn to Your Neighbor Pair up. Introduce yourselves. Pair up. Introduce yourselves. Take turns stating one thing – in your own words – that you just learned about the Next Generation Sunshine State Standards for World Languages. Take turns stating one thing – in your own words – that you just learned about the Next Generation Sunshine State Standards for World Languages. With each turn, say something different about the NGSSS for World Languages. With each turn, say something different about the NGSSS for World Languages. If possible, try not to refer to your notes. If possible, try not to refer to your notes. Continue until you have no more to say or until the instructor says, “Stop.” Continue until you have no more to say or until the instructor says, “Stop.”

45. How to Use the Standards Let’s say you are to address Goal 3, Standard 1 – Let’s say you are to address Goal 3, Standard 1 – –To use English in socially and culturally appropriate ways: Students will use the appropriate language variety, register, and genre according to audience, purpose, and setting. Look at the Descriptors to determine general types of behavior. Look at the Descriptors to determine general types of behavior. Look at the Sample Progress Indicators to determine more specific activities. Look at the Sample Progress Indicators to determine more specific activities. Create activities that address specifically the topic/theme that your lesson is about. Create activities that address specifically the topic/theme that your lesson is about.

46. Example Theme: Looking for a place to rent. Goal 1, Standard 3 To use English to communicate in social settings: Students will use learning strategies to extend their communicative competence. Activity: Give students a newspaper from the target culture. Looking at rental ads, have them circle words they recognize (perhaps cognates). Then have them try to guess cognates). Then have them try to guess what the rental ad is saying. what the rental ad is saying.

47. Cognitive Processing Strategy: Turn to Your Neighbor Pair up with someone else. Introduce yourselves. Pair up with someone else. Introduce yourselves. Take turns stating one thing – in your own words – that you just learned about the National TESOL Standards. Also state how you feel they are different from the Next Generation Sunshine State Standards for World Languages. Take turns stating one thing – in your own words – that you just learned about the National TESOL Standards. Also state how you feel they are different from the Next Generation Sunshine State Standards for World Languages. With each turn, say something different. With each turn, say something different. If possible, try not to refer to your notes. If possible, try not to refer to your notes. Continue until you have no more to say or until the instructor says, “Stop.” Continue until you have no more to say or until the instructor says, “Stop.”

48. Assignment: Textbook Analysis Make sure you use the correct rubric. They may be obtained in your syllabus or on the course wiki. Make sure you use the correct rubric. They may be obtained in your syllabus or on the course wiki. You may work alone, in pairs, in a group, or in You may work alone, in pairs, in a group, or in your PLC. your PLC.

49. Focus Trio Before a film, lecture, or reading, students identify what they already know about the subject and come up with questions they have about it. Afterwards, the trios answer questions, discuss new information, and formulate new questions. Before a film, lecture, or reading, students identify what they already know about the subject and come up with questions they have about it. Afterwards, the trios answer questions, discuss new information, and formulate new questions.

50. Focus Trios Identify two things your trio already knows about Second Language Acquisition Theory. Identify two things your trio already knows about Second Language Acquisition Theory. –1. –2. Write one question your trio has about Second Language Acquisition Theory. Write one question your trio has about Second Language Acquisition Theory.

51. The Communicative Approach Focuses on: Meaning through interaction in the target language (L2). Meaning through interaction in the target language (L2). The transfer of skills and knowledge to the outside world. The transfer of skills and knowledge to the outside world. Use of materials that reflect authentic or real-world language. Use of materials that reflect authentic or real-world language.

52. The Communicative Approach Focuses on: The use of previous knowledge, experiences, or skills that learners bring The use of previous knowledge, experiences, or skills that learners bring into the classroom; this into the classroom; this technique is called technique is called scaffolding. scaffolding. Forming connections between classroom language and real-world language. Doing this increases the relevancy of the material to the students. Forming connections between classroom language and real-world language. Doing this increases the relevancy of the material to the students.

53. Second Language Acquisition Theory Students gain the greatest amount of proficiency when they are in a setting in which they are surrounded by language that is made comprehensible because of the context and because of the way that teachers communicate with them (Stephen Krashen). Students gain the greatest amount of proficiency when they are in a setting in which they are surrounded by language that is made comprehensible because of the context and because of the way that teachers communicate with them (Stephen Krashen).

54. Principles of Language Acquisition Acquisition versus Learning Acquisition versus Learning –Learning is a conscious process in which an individual learns about the structure of language. This method tends to rely on memorization of vocabulary lists and grammatical rules. grammatical rules.

55. Acquisition vs. Learning Acquisition is a subconscious process by which individuals absorb a language in a natural way similar to the way by which the first language was acquired. This process is communicatively-based. Acquisition is a subconscious process by which individuals absorb a language in a natural way similar to the way by which the first language was acquired. This process is communicatively-based. The focus of instruction is The focus of instruction is on meaning rather than on on meaning rather than on grammar and structure. grammar and structure.

56. Input Hypothesis i + 1 i + 1 In order for students to increase their level of language acquisition, input must be provided at one level higher than their current level of language competence. In order for students to increase their level of language acquisition, input must be provided at one level higher than their current level of language competence. Comprehensible input can be provided by using visuals and manipulatives as context within which content is delivered. Comprehensible input can be provided by using visuals and manipulatives as context within which content is delivered.

57. Monitor Hypothesis “Grammar Police”

58. Monitor Hypothesis The monitor is a trigger in the brain that applies learned rules in order to produce or correctly interpret a message in L2. When the monitor is engaged, the speaker becomes aware of a mistake after it has been made. The monitor also triggers awareness of the error in time to prevent the speaker from orally producing it. The monitor is a trigger in the brain that applies learned rules in order to produce or correctly interpret a message in L2. When the monitor is engaged, the speaker becomes aware of a mistake after it has been made. The monitor also triggers awareness of the error in time to prevent the speaker from orally producing it.

59. Conditions to maximize the efficiency of the monitor Speaker/writer must know the rule. Speaker/writer must know the rule. Speaker/writer must have time to think of the rule and apply it. Speaker/writer must have time to think of the rule and apply it. Speaker/writer must be in a setting in which focus on form is expected. Speaker/writer must be in a setting in which focus on form is expected. The conditions above usually don’t apply in normal conversational contexts. The conditions above usually don’t apply in normal conversational contexts.

60. The Affective Filter The affective filter, a hypothetical concept, influences the ease with which individuals comprehend material. When students do not feel comfortable in an instructional situation, their affective filter is high and they are not very receptive to input. Conversely, when they feel comfortable, their affective filter is low, thus allowing more input to pass through it. The affective filter, a hypothetical concept, influences the ease with which individuals comprehend material. When students do not feel comfortable in an instructional situation, their affective filter is high and they are not very receptive to input. Conversely, when they feel comfortable, their affective filter is low, thus allowing more input to pass through it.

61. Natural Order Hypothesis Language learners will acquire the structures of language in approximately the same order, regardless of what is Language learners will acquire the structures of language in approximately the same order, regardless of what is being taught in a being taught in a formal setting. formal setting.

62. Natural Order Hypothesis Learners acquire rules of a language in a predictable sequence. Learners acquire rules of a language in a predictable sequence. This acquisition is independent of the order in which rules This acquisition is independent of the order in which rules may have been taught. may have been taught.

63. Groups for Other Language Models ACTIVITY Group 1: Input Processing – pp. 16-17 Group 1: Input Processing – pp. 16-17 Group 2: Variability in Performance – pp. 17-18 Group 2: Variability in Performance – pp. 17-18 Group 3: Interlanguage Theory – pp. 18-19 Group 3: Interlanguage Theory – pp. 18-19 Group 4: Long’s Interaction Hypothesis – pp. 19-20 Group 4: Long’s Interaction Hypothesis – pp. 19-20 Group 5: Swain’s Output Hypothesis – pp. 20-21 Group 5: Swain’s Output Hypothesis – pp. 20-21 Group 6: Vygotsky’s Zone of Proximal Development – pp. 21-23 Group 6: Vygotsky’s Zone of Proximal Development – pp. 21-23 Group 7: Interactional Competence – pp. 27-28 Group 7: Interactional Competence – pp. 27-28 Group 8: Role of Affect and Motivation – pp. 28-30 Group 8: Role of Affect and Motivation – pp. 28-30

64. Other Language Models ACTIVITY On the medium you are provided: 1. Write the name of the model. 2. Write a BRIEF summary of the model. 3. Suggest implications (based on your model) for teaching strategies in the language classroom. Provide at least two implications. 4. Groups will then share with the rest of the class. class.

65. Example 1. Stephen Krashen’s Principles of Second Language Acquisition. 2. Students gain the greatest amount of proficiency when they are in a setting in which they are surrounded by language that is made comprehensible because of the context and because of the way that teachers communicate with them. 3. a. Have ice breaker activities to help students feel comfortable with you and with each other. b. In the target language, label items throughout the classroom.

66. Cognitive Processing Strategy: Minute Paper Take out a sheet of paper. Take out a sheet of paper. Do not write your name on it. Do not write your name on it. On this sheet of paper, when the instructor says, “Go,” respond to the following two questions: On this sheet of paper, when the instructor says, “Go,” respond to the following two questions: What is the most significant thing you learned today? What is the most significant thing you learned today? What question is uppermost in your mind right now? What question is uppermost in your mind right now?

67. Tasks for the rest of Day One: Check out journals for El Café Assignment. Check out journals for El Café Assignment. Peruse textbooks for ideas for Peruse textbooks for ideas for your lesson your lesson plan. plan.