1. 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

3. A Bit of History
Middle school

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

5. 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?

6. High School
Schedule
Staffing
Cohort size 
Peers?

7. DUAL LANGUAGE GOALS
Language proficiency
Academics
Culture

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

9. Culture learning: A journey

10. Multilingual
Intercultural
Multicultural
Mono-cultural
Monolingual

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

12. 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

13. 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

14. 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

15. 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

16. 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?

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

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

19. High School Options
THE BOX

20. Online courses
Dual enrollment
Credit for performance

21. DUAL LANGUAGE CURRICULUM FOR SECONDARY STUDENTS
Three
Ideas

22. 1️⃣
Set targets and use them to guide curriculum decisions for L2

23. The
ACTFL
Proficiency
Rating
Scale

24. 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

25. 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

26. Targets Frame Detailed Can-Do Statements
LANGUAGE OBJECTIVES

27. 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.

28. 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.