Title: ME AND YOU AND A DOG NAMED BLUE
1ME AND YOU AND A DOG NAMED BLUE
- FLAVA FORUM
- October 14, 2005
- Frank Medley, Jr.,West Virginia Univ.
- Judith L. Shrum, Virginia Tech
2Old Paradigm and New Paradigm (Travelin
livin)
3Old Paradigm and New Paradigm (contd.)
4Old Paradigm and New Paradigm (contd.)
5Old Paradigm and New Paradigm (contd.)
Source Shrum Glisan, 2005, p. 68
6Asking the right questions can provide direction
- Language learning as an individual achievement
- Language learning as a collaborative achievement
7Language Learning as Individual Accomplishment
(I did it my way)
- Empiricist Theory Learners experience is more
important than any specific innate capacity. - observable
- behavioristic
- operant conditioning (Skinner, 1957)
- stimulus-response
- habit formation
- classical conditioning (Pavlov, 1927)
8COGNITIVE THEORY
- emphasizes KNOWING rather than RESPONDING,
- emphasizes mental structure or organization, and
- views the learner as one who acts, constructs,
and plans, rather than as a receiver of stimuli.
9THE LAD (Chomsky, 1965)
- Innate properties of a LAD (as envisioned by
Chomsky) include - the ability to distinguish speech sounds from
other sounds - the ability to organize language into a system of
structures - the knowledge of what is possible and what is not
possible in the linguistic system - the ability to construct the simplest possible
system based on the linguistic data to which one
is exposed (i.e., a transformational or
generative grammar). - universal grammar comprised of a set of basic
grammatical elements that are common to all human
languages and that predispose children to
organize the input in certain ways.
10Communicative Competence
- Communicative competence (Chomsky, 1965)
- Communication within meaningful contexts
(Bachman, 1990 Campbell Wales,1970 Canale
Swain, 1980 Swain,1985 Celce-Murcia, Dörnyei,
Thurrell, 1995)
11Communicative Competence (Celce-Murcia, Dörnyei,
Thurrell, 1995)
12Keep on rollin (Proud Mary)
- Learners use of the target language is a system
in development characterized by - Hypotheses
- Noticed features
- Errors and revisions
- Input ? intake ? uptake ? output
13Role of Input Monitor Model (Krashen, 1982)
- acquisition-learning hypothesis
- monitor hypothesis
- natural order hypothesis
- input hypothesis (i 1)
- affective filter hypothesis
14Role of Input Interlanguage, modified input
(Selinker, 1974 Long, 1983 Pica, Holliday,
Lewis, Morgenthaler, 1989 Gass Selinker,
1984).
- Comprehensible input
- Language of the Learner
- Interaction hypothesis
- Negotiate meaning
15Role of Input Processing (Wong VanPatten,
2004)
- to make sense of grammatical forms and be able to
use them in communication, learners need to be
engaged in attending to meaningful input - mechanical grammar practice does not help
learners attend to and use form in meaningful
output
16Traditional Practice in Grammar
- input ? intake ? developing system
? output - ?
- ?
- ?
- focused practice
- ...traditional grammar instruction, which is
intended to cause a change in the developing
system, is akin to putting the cart before the
horse when it comes to acquisition the learner
is asked to produce when the developing system
has not yet had a chance to build up a
representation of the language based on input
data. - Source Lee VanPatten (1995), p. 95
-
17Processing-Oriented Grammar Instruction
-
- Input ? Intake ? Developing
System ? Output - ?????
- ?????
- Processing mechanisms
- ?????
- Focused practice
Source Lee VanPatten (1995), p. 9 VanPatten
(2004), p. 26
18Role of Output (Swain, 1985, 1995 VanPatten
Cadierno, 1993)
- Meaningful
- Purposeful
- Motivating
- Are forms being processed in the input?
- Are learners attending to grammatical
information? - Are correct form-meaning connections being made
when attending to input data?
19Language Learning as a Collaborative
Accomplishment (Islands in the Stream)
- Sociocultural theory
- Language learning is social as well as cognitive
(Wertsch, 1991) - Interactions between experts and novices (Appel
Lantolf, 1994 Rogoff, 1990 Wells, 1998, 1999) - Zone of Proximal Development (Vygotsky, 1978)
20Sociocultural Theory (contd.)
- Scaffolding and Guided Practice (Aljaafreh
Lantolf, 1994 Rogoff, 1990) - Mediation (Vygotsky, 1986, Antón DiCamilla,
1998 Brooks, Donato McGlone, 1997) - Language Play (Lantolf, 1994 Broner Tarone,
2001)
21Expanding our Perspectives (Dont worry be
happy)
- National context
- National Standards
22Basic Components of the Standards- Based
Curriculum
- Performance Standards
- Assessment
- Content
- Language Skills in Use
- Language Components
- Think globally, Act locally
23Standards are the Wind Beneath Our Wings (Met,
2000 Shrum Glisan, 2005) (Hero)
- Concept of proficiency in listening, speaking,
reading, writing - Communication in three modes to emphasize content
and purpose of communication - Student pair and group work
- Tasks that provide opportunities for students to
negotiate meaning and develop interactional
competence (e.g., ability to manage discussions)
24Standards are the Wind Beneath Our Wings (contd.)
- Oral teacher-to-student exchanges that are
communicative in nature - Classroom interaction that is intellectually
meaningful and stimulating (i.e., encourages
students to ask questions, expand on their talk,
take multiple turns in conversations) - Grammar as a component of communication rather
than an end itself - Grammar that serves communication needs
25Standards are the Wind Beneath Our Wings (contd.)
- Use of authentic materials and commercially
produced materials organized around communicative
topics/situations - Central focus on developing interpretation skills
- pivotal to acquiring new information, cultural
knowledge, and connections to other disciplines
and target-language communities - Classroom activities that are meaningful,
purposeful,and communicative - More central role for inquiry-based activities
(e.g., cultural investigations, authentic text
exploration, research- and technology-based
projects) to foster a sociocultural community of
learners engaged in meaning making and acquiring
knowledge through the foreign language
26Standards are the Wind Beneath Our Wings (contd.)
- Integration of various aspects of culture into
language learning - Approach to culture that emphasizes the
connection of cultural products and practices to
their philosophical perspectives, enabling
learners to develop more relevant cultural
insights into the target culture and their own - Ways of measuring student learning that focus on
performance, on knowledge in use - Performance assessments that go beyond
paper-and-pencil tests, have an expanded role in
determining student progress in meeting the
standards, and offer a more useful link between
teaching and learning
27How does a standards-based curriculum address
- Articulation
- Recruitment
- Mentoring
- Retention
28Articulation
- 88.89 of Virginians speak English
- Of the 11.11 who speak LOTE,
- 316,274 Spanish (43)
- 40,117 French
- 32,736 German
- 31,918 Vietnamese
- 29, 837 Chinese
- 25,984 Arabic
29Recruitment
- 38 of Virginias teaching force will retire in
the next 10 years - Great Virginia Teach-In Job Fair, job bank,
electronic hiring hall - 22 reasons to be an FL teacher (Long, 2005)
30Mentoring Four Basic Questions
- What could we do?
- What should we do?
- What will we do?
- Who will do it?
31Mentoring Lean on Me!
- What could we do?
- Role modeling
- Electronic mentoring
- On-site mentoring
- What should we do?
- Create a mentoring mindset
- Recognize the need for collaboration among
colleagues - What will we do?
- Only WE can answer this!
- Who will do it?
- Individual teachers
- Retired colleagues
- Professional organizations
- School districts and higher ed
- Departmental units
32Mentoring Building the Relationship
- The mentor should NOT be in the performance
evaluation loop, since this would tend to
inhibit the open discussion between the
individuals involved. - Regardless of the level at which mentoring
occurs, there should be established guidelines
for both mentor and mentee, including selection
of individuals to be involved in the process.
33Retention (Bad, Bad, Leroy Brown)
- 1/3 of new teachers leave in the first 3 years
- 50 of new teachers leave in the first 5 years
- Virginia Middle School Teacher Corps - math, and
L2? - Teacher-to-teacher Training Corps
34Retention - Rewards (Material Girl)
- From the AFT (2002-2005)
- Salary ranges from 28,143 to 57,087
- avg. 40, 510
- 1.19 ?, 3.15 inflation?
- 2005 Virginia DOE
- 46,034 Avg. budgeted salary
- 4.8 ? over 2004 2004 was 3 ? over 2003
35Preview to the Workshop
- Authentic materials
- Information Gap
- Assessment
- Brainstorming commitments across agencies
Photo credit Willa Dios, 2004