tesol 2009
DESCRIPTION
TESOL 2009. A Framework for Developing Internet-Based Curricula and Course Materials Kapi’olani Community College. Puzzle One. How to infuse language development into a content-based curriculum? Are we testing what we want the students to learn?. LANGUAGE. CONTENT. Opportunities Model. - PowerPoint PPT PresentationTRANSCRIPT
TESOL 2009
A Framework for Developing Internet-Based Curricula and Course
Materials
Kapi’olani Community College
Puzzle One
• How to infuse language development into a content-based curriculum?
• Are we testing what we want the students to learn?
CONTENTLANGUAGE
Opportunities Model
Crabbe D. (2003) The quality of language learning opportunities. TESOL Quarterly.
Language Acquisition
In order to acquire a language and to develop true competency in a language you need to:
• Receive input
• Produce output
• Participate in interactions
• Get feedback
In order to acquire a language and to develop true competency in a
language you need to:
• Rehearse
• Understand about language
• Understand about learning
inputoutput
OUTPUT mirrors INPUT
inputoutput
Ignored students and situations
uptakeouttake
STUDENT/LEARNER
INPUTUPTAKEOUTTAKEOUTPUT
FEEDBACK
REHEARSAL
LANGUAGE DEVELOPMENT
Language Development Framework – Opportunities Model
Main Idea - Issues
Generic Comprehension
“Every reader who comprehends is going beyond the given text to understand it in a truly unique manner. Although a culture tends to share common meanings and any text usually has accepted or bottom-line interpretations, readers also have their own unique remembered images and interpretations of the world and they bring these to their reading.”
• Pinnell, G.S. (2002) The guided reading lesson – Explaining, supporting, and prompting for comprehension. In (C.C. Block, L. Gambrell, M. Pressley, (Eds.) Improving Comprehension Instruction (pp.111.San Francisco, CA: Jossey-Bass.
Main Idea
• Critical View: o The main idea is simply one possible meaning
available to a reader, usually an officially sanctioned interpretation of a particular text.
• O’Neill, M. (1993). Teaching literature as cultural criticism. English Quarterly, 25, 19-25.
Puzzle
• What is comprehension?
• We need students to converge on similar ideas in order to start the language lesson.
Purposeful Reading
Reading Comprehension Literature
• Reading purpose plays a critical role in the comprehension process.
• Pichet J.A., & Anderson, R.C. (1977). Taking perspectives on a story. Journal of Educational Psychology, 69, 309-315.
Purposeful Reading
• They reported on the influence that reading purpose had on the inferences that readers made when reading.
• Narvaez, D., van den Broek P., & Ruiz, A.B. (1999). Reading purpose, types of text and their influence on think-alouds and comprehension measure. Journal of Educational Psychology, 91 (3), 488-496.
Purposeful Reading
• Having a purpose means having a reason to read and approaching a text with a particular goal in mind, whether that goal involves learning or entertainment. In both real-world and classroom situations, purpose affects the reader's motivation, interest, and manner of reading.
• Elizabeth K. Knutson, (1998). Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom. Center for Applied Linguistics:Online Resources: Digests. EDO-FL-98-13.
Developing Language for Outtake
Grammar for comprehension
Vocabulary for expression
Explicit content and language objectives
Vocabulary for Comprehension
PurposefulnessScaffolding
Writing and Oral activities for feedback
Grammar for accuracy or content output
Comprehensive review of key vocabulary and key concepts – all skills used.
Review and assessment of content and language objectives.
INPUT
UPTAKEOUTTAKE
OUTPUT
FEEDBACK - REHEARSAL
FEEDBACK - REHEARSAL
LANGUAGE DEVELOPMENT
Savvy LanguageLearner
Awareness Identification Modification Assessment
Capstone
Present a language
development plan.
Reading:
1-Variation in Language
2-Sociolinguistic Rules of Speaking
3-Child Language Acquisition: Phonology
4-Brain Development and learning a Second Language
5- Language Acquisition: The Early Years
(Making Connections:Pakenham
INPUT INTAKE OUT-TAKE OUTPUT FEEDBACK ASSESSMENT
Films
Podcasts
Videocasts
Short Readings
Puzzle - Materials
• In order for curriculum to be driven by purposefulness, the instructor in choosing materials needs more flexibility than textbooks offer.
• How can we provide this flexibility in materials?
• OpenCourseWare Project
Curriculum Design
Curriculum Design
Themes
Overarching, universal
concepts that impact the human condition:
• Environment• Education• Food• Health Care• Immigration• Language
Topics
General content-area perspectives, similar to academic subject areas:
• Business• Health • History• Politics• Science• Sociology
Categories
Modes / types of information delivery:
• Activity• Blog• Podcast• Reading• Videocast• Visual• Web site
Length
Number of words (readings, blogs), minutes (podcasts, videocasts) or expected time investment (activities, visuals, web sites):
• Long• Medium• Short
Materials
The items with which students will interact
Database
Online Database Application
Three main features / operations: • Add item to database• Search / sort database items• Update database
Add Item to Database
Add Item Details
Add Title & URL
Add Theme, Topic, Category, Length
Add Description & Comments
Search / Sort Database
Search / Sort Database
Search / Sort Results
Update Database
Course Management
Instructor Login
Create Course
Add Module
Add Links to Module
View New Course
Puzzle - Activities
• How can activities that support the content objectives as well as the language development be easily created?
Practice and ApplicationInteraction
Strategies/Lesson Delivery
INPUTUPTAKEOUTTAKEOUTPUT
Making Materials Comprehensible
FEEDBACK
REHEARSAL
LANGUAGE DEVELOPMENT
Building Background
Review and Assessment
Activities Development Framework
Developing Language for Outtake
Grammar for comprehension
Vocabulary for expression
Explicit content and language objectivesExplicit links to students past knowledge and learningVocabulary for Comprehension
PurposefulnessScaffolding
Writing and Oral activities for feedback
Grammar for accuracy or content output
Comprehensive review of key vocabulary and key concepts – all skills used.
Review and assessment of content and language objectives.
Practice and ApplicationInteraction
Strategies/Lesson Delivery
INPUT
UPTAKEOUTTAKE
OUTPUT
Making Materials Comprehensible
FEEDBACK - REHEARSAL
FEEDBACK - REHEARSAL
LANGUAGE DEVELOPMENT
Building Background
Review and Assessment
ACTIVITIES DEVELOPMENT FRAMEWORK
Future Development
Future Development of CourseWare
• Modular: Materials will be stored as individual modules as well as entire courses
• Collaborative: o Courses and modules will be shared among instructors
within our program o In the near future, we hope to share the site with another
community college and begin to explore the collaboration piece
• Open: open courseware web-based publishing venture • Exploratory: We would like to be able to build an on-line
community to explore the puzzles of the classroom
Current Puzzle – Feedback/Rehearsal
• What kind of activities lend themselves to feedback?
• What kind of feedback would facilitate student rehearsal?
• How can feedback be given to facilitate student rehearsal?
Next Step
• Assessment
• Affective dimension: Why do or don’t students take up the opportunities given to them?
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Frank Noji
Anthony Silva
Kapiolani Community College