Language Production & Cooperative Learning

Session 7

Enriching Immersion Education: Tips for your Teacher Toolbox

Glendale Spanish Immersion Elementary SchoolNashville, TN

August 4-5, 2010

Development of Oral Language Production

Immersion students need to have

time for longer conversation in order to develop the language (Genesse as cited in Punchard, 2002).

Development of Oral Language Production

Purposeful and meaningful student talk

“A traditional teacher-led question-answer session, such as that frequently found in the classrooms, will not create frequent

opportunities for sustained language used, and by extension continuous

language development” (Punchard, 2002, p. 2).

Development of Oral Language Production

• Activities that enhance student communication and language use: student-centered and structured.

• Promote risk taking and increase motivation.

Development of Oral Language Production

•Pair and cooperative learning grouping which has been carefully constructed to promote vocabulary use, content area concepts, and other language structures.

•Expectation: use of Immersion language

Oral Language Production Activities

Primary GradesPunchard, Isabelle (2002) Pair

Activities Back-to-Back Info Gap Sequencing Activity Runners and Writers

Oral Language Production Activities

Upper Elementary Grades Reconstruct Text Poem Completion Story Sequencing

Research“Type of task has a measurable effect on

first and second language use, providing evidence that when the goal of the task includes focusing on the L2, as well as the content, children use the L2 to a greater extent.” (Conclusions section, 3) CARLA Study

Cooperative LearningA group of students at

different skill levels who

work together in the

understanding of a topic

or theme.

Each member has a role

and an understanding of

the importance of being part of a team.

Cooperative Learning ElementsPositive

InterdependenceFace-to-Face

InteractionIndividual and

Group accountabilityInterpersonal &

Small-Group SkillsGroup processing(Kagan Publishing & ProfessionalDevelopment).

Cooperative Learning Tips1. Groups based on

Heterogeneous abilities

2. Small teams: 3 or 4 members.

3. Used consistently. Do not overuse (at least once a week).

4. Well structure tasks.

Cooperative Learning Activities

JigsawThink-Pair-ShareThree Step

InterviewRoundRobin

Brainstorming

Three-minute review

PartnersNumbered Heads

TogetherTeam Pair Solo

Model Lesson Activities

Sra. McBride

• Dramatic story-telling (weather example)

• Shapes on the back activity

• Learning mats for number shapes, etc.

Sra. Nuñez & Sra. Ramos

• FLIP video

• Student plays

Social Language in ImmersionProfessional Learning Community

Assess students’ needs Benchmark: pre-assessment Create Goal Mini-lessons/Model videos Post-assessment Reflection/next step

Teacher Resources• http://carla.acad.umn.edu/• http://www.carla.umn.edu/immersion/broner.html(research on L2 use: three 5th grade students)• http://carla.acad.umn.edu/assessment/VAC/

resources/index.html (Resources for content area, assessments, language proficiency, etc.)

• http://carla.acad.umn.edu/cobaltt/lessonplans/search.html

Content based instruction -CBI- integrating language (some technology) with units andlessons in SPANISH.

Online Resource Check

Questions?

Toolbox Time

Bibliography• Punchard, Isabelle. (November, 2002).

Improving Immersion students proficiency by fostering the use of extensive discourse. ACIE Newsletter-The Bridge-, 1-8.

• Cooperative Learning:

– Dr. Kagan, Spencer. Kagan Publishing & Professional Development

http://edtech.kennesaw.edu/intech/cooperativelearning.htm– http://alumni.media.mit.edu/~andyd/mindset/design/

clc_rsch.html