Adam Stryker

Learning To Listen, Listening To Learn

Strategies for the Interpretive Mode in the Language Classroom

Adam Stryker

Communication is Multi-Modal

Not just physical skills-listening, reading, speaking and writing…

In real life and in the classroom, listening does not appear in isolation…

We hear or view and then discuss or use that information to communicate interpersonally or present information…

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Communication may…

Occur as…

Interpersonal Interpretive Presentational

Interpersonal Presentational Interpersonal

Interpersonal Interpersonal Interpretive etc…

Adam Stryker

Communication may…

Occur as…

Interpretive Interpersonal Presentational

Interpretive Presentational Interpersonal

Interpretive Interpersonal Interpretive

etc…

Adam Stryker

Communication may…

Occur as…

Presentational Interpersonal Presentational

Presentational Interactive Interpersonal

Presentational Interpersonal Interactive

etc…

Adam Stryker

Multi-modal communication= Authentic communication Interpretive Mode—Students interact with

lyrics of song/interpret song Interpersonal Mode—Students discuss

likes/dislikes of song/compare interpretations of song.

Presentational Mode—Students present the results of their discussion or may write a website review of the song.

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Another Possible Scenario

Interpersonal Mode—Students discuss a technology they cannot live without.

Interpretive Mode—Students interact with report of top technologies in target culture/interpret differences.

Presentational Mode—Students present Venn diagrams comparing the two cultures or write an article for school newspaper.

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Anticipated Outcomes for Interpretive Mode ACTFL Performance Guidelines for K-12

Learners… State Standards of Learning International Baccalaureate AP Language Rubrics School District Rubrics

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Anticipated Outcomes—ACTFL Performance Guidelines for K-12 Learners

NOVICE—Comprehension & Accuracy

Understand short, simple conversations and narratives (live or recorded material), within highly predictable and familiar contexts.

Determine meaning by recognition of cognates, prefixes and thematic vocabulary

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How do they determine meaning?How is their cultural understanding reflected?

NOVICE

Recognize key words or phrases embedded in familiar contexts

Recognize cognates, prefixes and thematic vocabulary

Understand both oral and written language that reflects a cultural background similar to their own.

Adam Stryker

Anticipated Outcomes—ACTFL Performance Guidelines for K-12 Learners

INTERMEDIATE

Understand longer, more complex conversations and narratives as well as recorded material in familiar contexts.

Identify main ideas and some specific information on a limited number of topics found in the products of target culture (TV, radio, video, live or computer presentations), although comprehension may be uneven.

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How do they determine meaning?How is their cultural understanding reflected?

INTERMEDIATE Determine meaning by using contextual clues Use redundancy, paraphrasing and restatement in

order to understand the message. Identify main ideas and some specific information Use knowledge of their own culture and the target

culture(s) to interpret texts more accurately Recognize differences and similarities in the

perspectives of the target culture and their own. Recognize target culture influences in products and

practices of their own culture.

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Anticipated Outcomes—ACTFL Performance Guidelines for K-12 Learners

PRE-ADVANCED

“Moving beyond literal comprehension toward more critical listening”

Understand main ideas and significant details on a variety of topics found in the products of the target culture such as those presented on TV, radio, video, live or computer presentations, although comprehension may be uneven.

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How do they determine meaning?How is their cultural understanding reflected?

PRE-ADVANCED

Determine meaning by using contextual clues. Identify main ideas and some specific information Develop an awareness of tone, style and author

perspective Apply understanding of the target culture to enhance

comprehension of texts. Recognize the reflections of practices, products,

and/or perspectives of the target culture(s) in texts Analyze and evaluate cultural stereotypes

encountered in texts.

Adam Stryker

Examples of Authentic Spoken Texts

Songs News reports Documentaries Films or segments TV variety shows Game shows Soap operas Youth-oriented TV

shows

TV celebrity interviews TV talk shows on topic TV public service

announcements Radio commercials,

announcements, weather

Satellite radio (XM)

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Engaging Interpretive Activities for Songs

While listening to a song, students read printed lyrics and can…

Look for synonyms/antonyms before song ends

Identify the tone of the song from a list Match the paraphrases to certain verses Decide if certain statements are true of

false…

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Engaging Interpretive Activities for Songs

For sound to symbol recognition only… Students fill in blanks with words they hear Students play “Last Word Heard”

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Four Daily Ways to Encourage Listening and Critical Interpretation

Pick Students at Random

Drawing names from an envelope, alphabets in a jar, pick a number, deck of cards, etc.

Do you agree?

Follow up with a random student to extend

answers

Can You Summarize?

Random picks to summarize in own

words/opinions

Listening Challenge Activities

“Bad Word”

20 Questions

True/False Definitions

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A Model for Teaching Interactive Listening

Several researchers propose models for guiding students through texts, helping them build strategies and improve interpretation.Eskey-- Interactive Model for ReadingSwaffar, Arens, and Byrnes--Procedural Model for Integrative ReadingPhillips--Classroom Plan for Developing Reading Comprehension

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Applying to listening/interpretive mode Pre-listening—Students use language

structures as clues to meaning Identifying main elements— Students

recognize adverbs, cohesive devices, and phrases that connect ideas or signal a shift in topic, setting or event.

Identifying details— Students identify examples of text details that support main concepts.

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Applying to listening/interpretive mode Organizing/Revising main ideas and details—

Students use vocabulary from text to make changes in summary.

Recreating text— Students expand text phrases into sentences and paragraphs.

Reacting to text— Students use text as a reference to support their opinions.

Adam Stryker

ABCD Mindset of Backward Design

Think like an Assessor, creating the assessment for the end of the unit of study…

Using the Backward design model (consider local, state, national, AP or IB standards)…

Think like a Curriculum specialist, designing the units of study, themes/topics, and language functions required…

Think like a Designer, creating engaging activities and quizzes for daily lessons.

Adam Stryker

La Vida Es Un Carnaval por Celia Cruz

Todo aquel que pienseque la vida es desigualtiene que saber que no es asíque la vida es una hermosura¡Hay que vivirla!

Todo aquel que pienseque está solo y que está maltiene que saber que no es asíque en la vida no hay nadie solo¡Y siempre hay alguien!

Ay! No hay que llorar,que la vida es un carnavaly es mas bello vivir cantandooh-oh-oh Ay! No hay que llorarque la vida es un carnavaly las penas se van cantando(2X)

Todo aquel que pienseque la vida siempre es crueltiene que saber que no es asíque tan solo hay momentos malosY todo pasa

Todo aquel que pienseque esto nunca va a cambiartiene que saber que no es asíque al mal tiempo, buena caraY todo cambia

CORO(2X)

Para aquellos que se quejan tantoPara aquellos que solo criticanPara aquellos que usan las armasPara aquellos que nos contaminanPara aquellos que hacen la guerraPara aquellos que viven pecandoPara aquellos que nos maltratanPara aquellos que nos contagian

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Hoja de Actividad/ La Vida Es Un Carnaval por Celia Cruz

Busque usted las siguientes expresiones en la canción ANTES de que termine.

Esta es una expresión muy popular en el mundo hispanoparlante y es casi como la expresión inglesa “when life gives you lemons, make lemonade”:

……………………………………………………………………………

una cosa muy, muy bonita ……………………………

transformar/no ser el mismo para siempre ………………………………

dejar caer las lágrimas (Waaaah! Waaaah!)/lo que hacen los bebes mucho

……………………………………….. un gran festival …………………………… desaparecer ……………………. ser muy pesimistas con sus palabras que

dicen……………………….. tratar mal a los demás

……………………………. rifles, pistolas, cañones, misiles, etc.

……………………….. instantes ………………………………… envenenar con sustancias letales

……………………..

Busque usted las siguientes expresiones CONTRARIAS:

morir ………………………… simpático/justo …………………….. la paz y la armonía ………………..

Explique en sus propias palabras las ideas principales de la canción. Si un amigo tuyo tiene problemas, ¿cómo puede ayudar esta canción?

………………………………………………………………………………………………………………………………………………………………

Adam Stryker

My Baby You by Marc Anthony

As I look into your eyes I know the reasons why My life's worth a thousand skies You're the simplest love I've known And the purest one I'll own Know you'll never be alone

CHORUS My baby you

Are the reason I could fly And 'cause of you I don't have to wonder why Baby you

There's no more just getting by You're the reason I feel so alive Though these words I sing are true They still fail to capture you As mere words can only do How do I explain that smile And how it turns my world around Keeping my feet on the ground

REPEAT CHORUS I will soothe you if you fall

I'll be right there if you call You're my greatest love of all

REPEAT CHORUS Arianna, I feel so alive …

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Interactive Listening ModelWhat outcomes can be anticipated?

Novice

Intermediate Learner

Pre-Advanced

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Sample Listening/Viewing Quiz

Criterio de Evaluación (score multiplied by 3 or 6 =……………)

You almost described the main idea.

1

You have most of the main idea.

3

You described the main idea well.

5

You caught little or no details.

1

You accurately caught a few of the supporting details.

3

You accurately caught most if not all of the supporting

details.

5

Your control of language structures interferes with

communication.

1

Your partial control of language structures

sometimes interferes with communication.

3

Your control of language structures enhance

communication.

5