1. Defense Language Institute Foreign Language Center What is GLOSS and How Language Teachers and Language Learners can benefit from On-line Interactive Lessons. Maria Ortenberg, Professor, GLOSS Academic Specialist, DLI

2. GLOSS http://gloss.dliflc.edu/ http://gloss.dliflc.edu/ Global Language Online Support System - an online language maintenance and enhancement tool A collection of interactive reading and listening lessons: presently around 5,400 lessons in 36 languages at levels 1 to 4 Online lessons based on authentic material selected by level in accordance with the ILR standards and Text Typology Main objective – to maintain and enhance learners proficiency by teaching language through context

3. Presentation outline GLOSS lesson structure and usability – example demo Methodology – text selection, objectives, lesson plan – example demo Low level lessons vs. high level lessons – example demo Listening vs. reading – example demo Many uses of GLOSS Orientation to the GLOSS site Links to examples in multiple languages

4. Main Characteristics of GLOSS lessons: –Interactivity –Flexibility –Level appropriate tasks –Wide range of topics –Wide range of contemporary text/audio types –Each lesson represents a separate unit not tied to a program –Each lesson can be adjusted to various learner profiles SampleSample

5. GLOSS lessons Each GLOSS lesson is based on an authentic text/audio/video carefully selected for the level Each GLOSS lesson has a functional objective or a real-life task Each lesson teaches language features specific to the text and level

6. GLOSS Lessons Each GLOSS lesson is a sequence of task- based activities: –a pre-reading/listening activity –3/4 enabling tasks –a wrap-up activity

7. Principles behind text selection Text levels Text appropriateness for the learner level Interest factor, text types, topical domains Cultural factor Sampling all competencies

8. Principles behind Text Selection (cont.) ILR vs. ACTFL Guidelines Novice = L0 Novice high = L 0+ / formulaic Intermediate = 1/ created Intermediate high = 1+ Advanced = 2 / planned Advanced plus = 2+ Superior = 3 /3+ / extended Distinguished = 4/5 http://www.govtilr.org/Skills/ILRscale2.htm

9. Principles behind Text Selection (cont.) J.Childs classification of text types - reflect communicative intent and are labeled in ascending order of textual complexity –ENUMERATIVE / FORMULAIC / 0+ –ORIENTATION MODE / L1 –INSTRUCTIVE MODE / L2 –EVALUATIVE MODE / L3 –PROJECTIVE MODE /4-5

10. Text Modes (Authors Intent and Communicative purpose) Enumerative / Formulaic Mode (0+) –to alert, to draw attention Orientation Mode (ILR 1) –Orient / give main idea by communication through simple short sentences and basic vocabulary. Instructive Mode (ILR 2) –Conveying information, instruct / provide factual information by providing supporting facts; to convey facts and information about situations and events, no (minimum) commentary; about something that exists or is developing or should take place in the real world (no analytical or intuitive judgments); Evaluative Mode (ILR 3) –Expression of ideas. Making evaluative statements, present and support opinions, hypothesis and abstract topics using both abstract and factual content. Analyze, apologize, explain. Projective Mode (ILR 4 ) –Project one's unique view, highly individualized and unique perspectives, connecting ideas, and concepts with virtuosity and sophistication, taking them to larger and different paradigm; a level of activity at which shared information and assumptions are at a minimum and personal input is paramount. Such texts are a product of a consciousness notable for its quality of unique conceptualizing, or power of individuation.

11. Functional and Linguistic Objectives Functional Objectives LFs- Language Specific Features that constitute 4 basic competencies: –Structural –Lexical –Discourse –Socio-cultural SampleSample

12. High level vs. low level GLOSS lessons High level vs. low level lessons - Authentic vs. simulated and adapted materials Genuine texts –Text type – authentic –Includes all the elements of a real life format – similar to what can be encountered in modern day press, correspondence, conversation –Is culturally appropriate – based on contemporary cultural realia –Includes vocabulary items and grammar structures and social conventions typical of the authentic text of a given type and topic

13. Scaffolding Top-down approach vs. Bottom-up approach Top-down – from the general to details Bottom-up - from a word to a phrase, to a statement, to an exchange, and to a longer stretch of dialog or story through a series of preparatory activities. Example from GLOSS (Spanish/reading) Example from GLOSS (Russian/ video)

14. Listening vs. Reading What is distinctive about listening? How should we approach a listening text? What do we need to focus on to present students with better learning opportunities?

15. Listening Text issues 1.Delivery/Audio processing Features 2.Listening-Specific Textual Features 3.Core Textual Features

16. Listening Process

17. Delivery/Audio processing Features Para-linguistic Acoustics Background noise Situational Factors Linguistic Speed Accent Intonation

18. Listening-Specific Textual Features: a) Lexical Lack of clear word boundaries Pronunciation (as different from spelling) Dialects Colloquialisms

19. Listening-Specific Textual Features: b) Structural Less complex syntax No visual support for grammar endings/ prepositions Common deletions and transformations

20. Listening-Specific Textual Features: c) Discourse Discourse Markers/ Breakers Fillers Predictable Transactions Intonation/Tone Connectors and introductory phrases specific to oral speech

21. Core Textual Features Features common to both reading and listening texts across all competencies

22. Skills, Knowledge, Abilities Ability to decode auditory stream Voice recognition Listening for idea units Automatic Access to a wider range of vocabulary Spontaneous Knowledge of Schemata Effective compensatory strategies Example of a video lessonExample of a video lesson (Russian) Example of a Listening LessonExample of a Listening Lesson (Chinese)

23. Helping the learners to become better readers / listeners Through GLOSS lesson design 1. Activities which help the learner activate topical and background information prior to reading the text / audio 2. Activities which get the learner through the challenges of the text /audio 3. Activities which reinforce the learning that has taken place

24. Helping the learners to become better readers / listeners Tasks and Activities: logically connected sequences of activities tasks of different types with gradually increasing degrees of complexity focus on important features of the text

25. Helping the learners to become better readers and listeners Types of feedback: Strategies Hints before the learner answers the question Hints that follow the action of answering Audio hints Terminal feedback Teacher button – grammar and culture notes

26. Helping students explore the context Lessons devoted to cultural topics and issues Activities that provide cultural context Area study notes preceding the reading or listening Task-embedded cultural content Explanations of allusions to historical events, figures etc. Images of places - pictures/maps/videos Pictures and notes about contemporary figures Terms/acronyms Traditions/National attributes

27. GLOSS Orientation GLOSS is a major time and effort saver for teachers and independent learners alike, because it provides: Authentic texts and audios in major topical domains Materials selected by level Tasks appropriate for the level of the source document Rich linguistic and cultural feedback Reference sources

28. Is Access to GLOSS Restricted? NO GLOSS is free-of-charge No password is needed

29. How Can I Find GLOSS Lessons? GLOSS step-by-step: Go to http://gloss.dliflc.edu/http://gloss.dliflc.edu/ Select the language + any or all other categories (level, skill, competency etc.) and click on Search

30. GLOSS Step-by-Step (continued) When you see all the titles in your selected category click on the one you want The LO will open and you will see an overview page of the selected learning object Read the Focus, the Content and the Navigation Instructions – click on Begin Lesson

31. Examples of GLOSS lessons Samples high level GLOSS reading lessons: RussianRussian Arabic ChineseArabicChinese HindiHindi Spanish Turkish Portuguese PersianSpanishTurkishPortuguesePersian Samples of high level GLOSS listening lessons Russian Arabic Chinese Hindi Spanish Turkish Portuguese PersianRussianArabicChineseHindiSpanishTurkish PortuguesePersian

32. Examples of low level GLOSS lessons Sp_cul020 L1 – A family Recipe Sp_geo202L1- Weather Cm_soc436- L1- At the post office Cm_tec407 – L1 – buying a car Pd_geo306 – L1 – tourism Pf_cul325 – L1 – personalities Pf_soc322_L1 – driving instructions Pf_soc324-L1 – recipe PY_soc314 – L1+ - bienale (numerals)PY_soc314 – L1+ - bienale (numerals

33. Examples from GLOSS Pjb_cul426 –L1+- wedding Hnd_soc324 – Movie reviews Hnd_cul416 - Neighbors Ars_ecn432 – L2 – Lebanese economy Ars_soc477 – L2 – training for new generation Ars_cul442 – L1+ - wedding Ars_sci435 – 1+ - at the doctors Ars_sci436 – 1+ - emergency Ars_soc461 – 1 – At the gas station Ars_soc462 –L1 – Introductions Ars_soc463 – L1 – Family news Pd_sci326 – L1 – daily menu

34. This speech/presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, Department of Defense, Department of the Army, or the Defense Language Institute Foreign Language Center