part iii: applications. your assignment adapt a “lesson” from your textbook so as to make it...

Part III: Applications

Your assignment

• Adapt a “lesson” from your textbook so as to make it more beneficial for HL learners in mixed classes;

• Guidelines:

(1) Address the two strands of instruction in the broad and narrow definitions of HL learner: language competency, affective issues;

• (2) Differentiate some aspect of instruction (e.g. content, process, pace, product)

First: Practice

Working with what you have

• Which one is more suitable for HL learners - reading about Afro-Costa Rican poets or a reading about the geography of Costa Rica?


• Which one is more suitable for HL learners - reading about Afro-Costa Rican poets or a reading about the geography of Costa Rica?

• Lesson 1: Whenever possible, pick readings or materials that deal with topics that are of interest to HL learners (e.g. identity, biculturalism, bilingualism, immigration, etc.)


• Worse case scenario:

Suppose your reading has little or no cultural value – e.g. “Little Red Riding Hood” – what can you do?


• Worse case scenario:

Suppose your reading has little or no cultural value – e.g. “Little Red Riding Hood” – what can you do?

• Lesson 2: Think outside the box when adapting readings and other materials. Look for hidden gems.

Samples of best case scenarios

• My name by Sandra Cisneros

• “Voces” by Reynaldo Arenas

http://www.dcs.k12.oh.us/753220726144416460/lib/753220726144416460/My_Name.pdf

How can you use “My name” in a mixed class and…

• be inclusive of both HL and L2 learners;

HL learners: address issues of identity (as per the broad definition of HL learners);

L2 learners: learn about the target culture, find their own personal connections

How did you get your name?

Name of a family member

Name with religious significance

Name of a famous or popular figure

Popular/trendy name

Made up name

How can you differentiate students’ product?

• Interview a speaker of the target language about how they got their name. Transcribe the interview;

• Investigate most popular names in the target language. Prepare a report with charts, maps, etc.;

• Investigate etymology of your name. Prepare a report with charts, maps, variants, etc;

Change the genre

My name means hopeIn Spanish It has too many letters Sadness and w a i t i n gIt is the number 9A muddy colorMexican recordsMy father playsWhen shaving, songsLike sobbing

Second example: Voces

Voces by Reinaldo Arenas

Nosotros vinimos por el aireNosotros vinimos por el marNosotros llegamos amarrados a la cámara de un autoNosotros llegamos sujetos a la rueda de un aviónNosotros salimos conjurando tiburones y guardacostasNosotros salimos taladrando un túnel en el aireNosotros salimos agarrados a la cola de un cometaNosotros llegamos a nado, vomitando la bilis,soltando el bofe,los huesos al sol, deshidratados,descarnado el corazón.Sí, sin duda somos los más dichosos-los afortunados.Los demás yacen sin tiempo bajo el maro condenan nuestra fugamientras secreta y desesperadamente desean partir.

Why is this poem particularly appropriate for HL learners?

Challenge

Can you use this poem in a mixed (HL + L2) class? How can you make it accessible and meaningful to L2 learners?

Accessible:

Meaningful (affective):

Challenge

Can you use this poem in a mixed (HL + L2) class? How can you make it accessible and meaningful to L2 learners?

Accessible: Scaffolding

Meaningful (affective):

Making themes meaningful to both populations of learners

• Text-to-self-connection

• Text-to-world connection

A line from the poem

How it relates to your ancestors

Line from the poem Examples of other immigrant groups

Challenge 2

In terms of products, what can students do with this poem? Write a similar poem?

Re-writing the text: Advanced version

Nosotros vinimos por _________________Nosotros vinimos por _________________Nosotros llegamos____________________Nosotros llegamos ____________________Nosotros salimos _____________________Nosotros salimos _____________________Nosotros llegamos ____________________Nosotros llegamos ____________________,Sí, sin duda somos los más envidiados-los que pasamos con suerte.Los demás ________________________________________________________________.

Voces by Mayra Ocampo Nosotros vinimos por tierras prohibidasNosotros vinimos por tierras perdidasNosotros llegamos torcidos en la cajuela de un autoNosotros llegamos con una identidad robadaNosotros salimos conjurando serpientes y patrullasNosotros salimos aferrados a una fe incierta, rezando a un Juan soldadoNosotros llegamos escarbando un túnel en la sierraNosotros llegamos hambrientos, deshidratados, desesperados,con las tripas vacías,los huesos al sol, la lengua al aire.Sí, sin duda somos los más envidiados-los que pasamos con suerte.Los demás yacen olvidados en el desiertosus almas perdidas y vagandomientras familiares sufren su partiry sueñan con un milagro.

Re-writing the text: Simplified version

Nosotros vinimos (por) ___________ (avión, barco, el desierto, caminando, nadando)Nosotros vinimos por _________________Nosotros llegamos_________ (asustados, contentos, solos, perseguidos…)Nosotros llegamos ____________________Nosotros salimos _____________________Nosotros salimos _____________________Nosotros llegamos ____________________Nosotros llegamos ____________________,Sí, sin duda somos los más envidiados-los que pasamos con suerte.Los demás ________________________________________________________________

Re-writing the text: The mixed class version

Los __________vinieron por _________________Los __________ vinieron por _________________Los ___________llegaron ____________________Los ___________ llegaron ____________________Los ____________salieron _____________________Los ____________salieron_____________________Todos nosotros llegamos ____________________Todos nosotros llegamos ____________________,Sí, sin duda somos los más envidiados-los que pasamos con suerte.Los demás ________________________________________________________________.

Challenge 3

• What other products, besides re-writing this poem, can students develop?

Other products

• Illustrate the poem, add charts, maps, time lines, annotated sources of information on the topic;

• Find another poem that addresses the same topic. Compare the information and make a word cloud.

• Find another product in a different format that address the same topic, (oral history, short story, newspaper story, song…) Compare the information and type of language used.

Challenge 4: Language

What language point(s) can you teach using this poem?

Option 1: Pick out particular grammar forms in the reading/material (e.g. the past tense)

Possible topics HL learner, FL learner or both

Basic conjugation, regular verbs

Spelling

Irregular verbs

Standard v. non-standard forms

QUESTION: What are you differentiating?

Option 2: Give students the option of picking out forms that are personally meaningful

Text –to –self connection

Three new nouns

A verb used in connection with each noun

Three words that you knew how to use in but not how to write

Three idiomatic expressions

QUESTION: How are you differentiating?

TEXTBOOK EXERCISES AND EXPLANATIONS

Review: HL-L2 pairings

____ (ser) a fines de agosto. Ito, el aparcero, ya no ________ (sonreir). ____ (ser) natural. La cosecha de fresas _________ (terminar), y los trabajadores, casi todos braceros, no recogían tantas cajas de fresas como en los meses de junio y julio. Cada día el número de braceros disminuía. El domingo sólo uno - el mejor pizcador - vino a trabajar. A mí me caía bien. A veces hablábamos durante nuestra media hoa de almuerzo. Así fue como supe que era de Jalisco, de mi tierra natal. Ese domingo fue la última vez que lo vi.

Say it Write it

WHAT ABOUT HL-HL AND L2-L2 GROUPINGS?

“Like” groupings (HL-HL and L2-L2)


HL learners’ answers L2 learner’s answers

Variation

Say and write it Type of verb (preterit or imperfect?) Rule


The Jigsaw Sequence (Dodge, 2006:118)

“Home base” group

hhll

hhll

ll22

ll22

hhll

hhll

ll22

ll22

hhll

hhll

ll22

ll22

hhll

hhll

ll22

ll22

HLHLHHLL

HLHLHHLL

L2L2L2L2

L2L2L2L2

HLHLHHLL

HLHLHHLL

L2L2L2L2

L2L2

Variation

Say and write it Type of verb (preterit or imperfect?) Rule


Key ideas

• HL and L2 learners tend to have complimentary skills. This means that they both have something to and learn from each other.

• Design/modify activities so as to take advantage of the strengths of each type of learner. Hold each side accountable for teaching and learning from the other side.

WHAT ABOUT OTHER KINDS OF ACTIVITIES/EXERCISES COMMONLY USED IN LANGUAGE TEXTBOOKS?

Think in terms of strategies

Type of knowledge or skill the activity taps into

Type of learner that typically excels at this

Compensating strategies

Intuitive, spontaneous use of language

HL learners Add a writing component,Add a step that involves explicit manipulation of languageMovie clip - > written summary

Rules, terminology, lg. learning routines

L2 learners Add an aural componentRe-do an activity aurally

Colloquial language HL learners Add an activity that involves taking it to a higher register

Home vocabulary HL learners Add a writing component, add an activity that involves explicit manipulation of language (verb or noun?)

Literacy L2 learners Add a conversational component

Summary

Start with cultural themes or issues that are likely to be meaningful to HL learners. Adapt them to make them also meaningful to L2 learners in mixed classes. Use rubrics to make personal connections. Use scaffolding to make authentic materials accessible to learners at different proficiency levels e.g. previewing vocabulary, tapping into background knowledge, recycling material, using visual organizers, providing low-stakes practice, etc.

Summary (cont.)

Adapt activities so that both types of learners have something to contribute. Look for complimentary strengths.

Now, to work…

• Adapt a “lesson” from your textbook so as to make it more beneficial for HL learners in mixed classes;

• Guidelines:

(1) Address the two strands of instruction in the broad and narrow definitions of HL learner: language, affective issues;

• (2) Differentiate some aspect of instruction (e.g. content, process, pace, product)

part iii: applications. your assignment adapt a “lesson” from your textbook so as to make it...

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