project-based language learning & interculturality: scaffolding authentic texts

Scaffolding Interpretive Communication:

Using Culturally Authentic Texts

Cherice Montgomery, Ph.D.Brigham Young University

Cherice_Montgomery@byu.eduImage: Cherice

Montgomery

Can Dos:1) I can use protocols to engage students with texts.2) I can critically analyze a culturally authentic text.3) I can identify where a text needs scaffolding.4) I can help students extract meaning, explore

culture, notice form, and communicate about the texts they read.

5) I can select strategies for scaffolding texts.

Phases of PBLL Image: Moritz

Interpretive Communicati

on

Interpersonal Communicatio

n Presentational

Communication

Acquiring Information

Sharing Learning

Processing &

Applying Informati

on

Think about a recent trip you

took.

Image: Cherice Montgomery

Where did you go?

https://answergarden.ch/311025

Instructions:

1) Open a browser.

2) Type this link in the URL box.

3) Answer the question.

4) Read others’ answers in the

Image: Cherice Montgomery

1) Answer the question.

2) Read others’ answers in the Answer Garden.

https://answergarden.ch/311025Image: Answer Garden

Image: Answer Garden

Ways to Use This With a Text

• Predict the topic of the text

• Identify the main idea of the text

• List one important detail

• Type a search term you would use to learn more

Image: Answer Garden

What questions did you have about the place you visited?

Instructions:

1)Open a browser.

2)Type this link into the URL bar: https://titanpad.com/1MrKVqoGkB

3) Follow the instructions.

Images: Cherice Montgomery

Set-up Informatio

n

Instructions

Prompt

URL

Student Responses

Image: Titan Pad

What did they

notice?

How would you describe

their observati

ons?

Image: Titan Pad

Note the line

numbers

What could you have students

do to synthesize

these responses?

Image: Titan Pad

POPCORN:

How would you categorize the

types of questions you had while you were visiting

the place?

1) Read the answers to Question 3 in TitanPad.

2) Identify a category (one word).

3) Stand up.

4) Shout out your answer.Images: Cherice

Montgomery

DESCRIBE & DRAW: What did you enjoy about the place you visited?1) Find a partner.

2) Decide who is A and who is B.

3) A: Describe something you enjoyed in simple language.

4) B: Draw what you hear and ask clarifying questions.

5) A: Look at B’s paper.Image: Cherice Montgomery

THINK, PAIR, SHARE:

What will students encounter in the

text OR IN THEMSELVES that will help them to

enjoy the text you selected?

1) Think about your answer.

2) Pair with someone else.

3) Share your answers.Image: Cherice

Montgomery

If your text appeared on social media, would it make you click?

Image: iStock Photo

• Cognitively challenging?

• Emotionally engaging?

• Socially satisfying?

• Personally empowering?

• Perspective shifting?

• Would you make it part of yourself?

TURN & TALK:

What did you encounter on your trip that

was unfamiliar?

Image: Cherice Montgomery

ROUND ROBIN:1) Pull your text up on your computer.

2) Stand in front of your computer.

3) Leave a paper and pen at your place.

4) Move one computer to the right.

5) Answer: Write what is unfamiliar or tricky.

What might students encounter in your text that is unfamiliar to

them?

Image: Cherice Montgomery

TURN & TALK:

What did you encounter that

was strange about what you expected to be

familiar?

1) Turn to a partner.

2) Talk with your partner about the question.

Image: Cherice Montgomery

QUICK WRITE:What will your students encounter in the text

that they may find strange?

Image: Cherice Montgomery

PRESENTATION BY I-LING:

How might you make it more familiar?

(Multiple passes through the text for different purposes)

Image: Cherice Montgomery

Multiple Passes Through the Text for Different Purposes

Image: I-Ling Hsu

1) Speed read. [Genre]

2) Close read.

3) Critical read.

Image: I-Ling Hsu

Image: I-Ling Hsu

Image: New York Times

Was there anything you did not notice on your trip until a local pointed it out?

How will you draw students’ attention

to important features of the

text you selected?

Image: Cherice Montgomery

I went to…

Image: Cherice Montgomery

I looked at the map…

It prepared me by…

Image: Cherice Montgomery

I expected

…

Image: Cherice Montgomery

But I encountered

…

Image: Cherice Montgomery

Some of the things

that worried me

were…Images: Cherice

Montgomery

Some things that helped

were… Images: Cherice Montgomery

Image: Bole Liu

Image: Ken Whytock

How will you help students to think more

critically about the unfamiliar parts of

your text?1) Find a partner not sitting

near you.2) Decide who is A and who is

B.3) A: Take out your cell phone.4) A: Show your partner a

classroom- appropriate photo.

5) B: View the photo and respond to

the prompts.

1)Observe: I see…2)Hypothesize: I

think…3)Question: I

wonder…

Image: Cherice Montgomery

Where are students likely to get tangled in your text?

How will you give them a path

through your text?

Images: Cherice Montgomery

Your turn!

Map your text

Share your map

Get to work!

Engaging Students

with Culturally Authentic

Texts

Image: Ilker

Quickfire Challenge: Draw a “Map” of Your TextOn your map, identify:

• What learners already know • What learners they need to learn• Places in the text that connect to their lives• Where they are likely to get stuck

Develop Scaffolding for Cognitive Processes

•Meaning•Culture•Disciplinary Content•Language Patterns

What did you encounter

that you did not expect?

Image: Cherice Montgomery

CreditsAnswerGarden. (n.d.). AnswerGarden screenshot. AnswerGarden. Retrieved June 29, 2016, from https://answergarden.ch/311025

Hsu, I-Ling. (2016). Project blueprint. Project-based Language Learning & Interculturality Institute. Retrieved June 29, 2016, from https://docs.google.com/forms/d/1ZP8SM53YMgADnshG6cSB6cWKmPUj8851g8WtFqa3eH8/viewform?c=0&w=1 Used with permission.

Hsu, I-Ling. (2016). Project blueprint: Close reading. Project-based Language Learning & Interculturality Institute. Retrieved June 29, 2016, from https://docs.google.com/forms/d/1uhFpif5hTHEJH8ys8hiHke1iPIpZFNWDLGKp6erzgtk/viewform?c=0&w=1

Huang, Shaojie. (2016, February 2). Exploitation of endangered species feared as China revisits wildlife law. New York Times. Retrieved June 29, 2016, from http://cn.nytimes.com/china/20160202/c02chinawildlife/

CreditsIlker. (2008, Mar. 16). Speedy mouse. Stock Xchng. Retrieved November 19, 2009, from http://www.sxc.hu/photo/969481 Used under a standard, royalty free, Stock.xchng Image License Agreement.iStockPhoto. (2016). Earth boy stock image. Retrieved June 29, 2016, from http://www.istockphoto.com/photo/earth-boy-gm172130260-2576816?st=ea5a6c1 Purchased 6-29-16.Liu, Bole. (2004). The Magical Seed. Shin Yi Foundation Publishers. ISBN 9789576429590Montgomery, Cherice. (2016). Airplane over Hawaii.Montgomery, Cherice. (2016). Bamboo at the University of Hawaii at Manoa.Montgomery, Cherice. (2016). Baobab tree on the campus of the University of Hawaii at Manoa.Montgomery, Cherice. (2016). Big tree.Montgomery, Cherice. (2016). Communicative activity planning menu. Project-based Language Learning & Interculturality Intensive Summer Institute.

CreditsMontgomery, Cherice. (2016). Downtown Hawaii.Montgomery, Cherice. (2016). Foliage on Manoa falls trail.Montgomery, Cherice. (2016). Gecko.Montgomery, Cherice. (2016). Hidden rock on Manoa falls trail.Montgomery, Cherice. (2016). Honolulu from Waikiki beach.Montgomery, Cherice. (2016). Java sparrow on the campus of the University of Hawaii at Manoa.Montgomery, Cherice. (2016). On the Manoa falls trail.Montgomery, Cherice. (2016). Path through the tangled roots on the Manoa Falls Trail.Montgomery, Cherice. (2016). Magical door on Manoa Falls Trail.Montgomery, Cherice. (2016). Mangoes.Montgomery, Cherice. (2016). Manoa falls.Montgomery, Cherice. (2016). Manoa falls trail beginning.

CreditsMontgomery, Cherice. (2016). Manoa falls trail map.Montgomery, Cherice. (2016). Manoa Falls Trail sign.Montgomery, Cherice. (2016). McDonald’s in Honolulu.Montgomery, Cherice. (2016). Mud hole on Manoa falls trail.Montgomery, Cherice. (2016). Scaffolding interpretive communication planning menu. Project-based Language Learning & Interculturality Intensive Summer Institute.Montgomery, Cherice. (2016). Staircase on Manoa falls trail.Montgomery, Cherice. (2016). Tangled roots on the Manoa Falls Trail.Montgomery, Cherice. (2016). Well-groomed cement and grass patio in Hawaii.Moritz. (2010, Feb. 18). Jörn, Silke and Mo. Flickr. Retrieved February 19, 2015, from https://www.flickr.com/photos/nolnet/4368698058 Used under a Creative Commons Attribution, Non-commercial License.

CreditsSwartz, Robert J. (2008, September/October). Argument evaluation checklist: Teaching students to analyze and evaluate arguments in history. The Social Studies. Retrieved June 26, 2016, from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.459.1305&rep=rep1&type=pdf

TitanPad. (n.d.). TitanPad screenshot. TitanPad. Retrieved June 29, 2016, from https://titanpad.com/1MrKVqoGkB

Whytock, Ken. (2012, December 6). Educational resource: “Read and resonate discussion prompter.” Flickr. Retrieved March 31, 2015, from https://www.flickr.com/photos/7815007@N07/8250971738 Used under a Creative Commons Attribution, Share Alike License.

Scaffolding Interpretive Communication:

Using Culturally Authentic Texts

Cherice Montgomery, Ph.D.Brigham Young University

Cherice_Montgomery@byu.edu