th ch 5 mdl school part a

Integrating Language Study in the Middle School

Curriculum

Teacher’s HandbookChapter 5Dr. Valerio

Subjects Covered

Definition of middle school The middle level learner Middle level programs

Subjects Covered

Sequential vs. exploratory language programs

Classroom management Cultures and Comparisons

standardsPowerPoint Part A ends with Culture

Subjects Covered

The three Ps: practices, products, perspectives

Kluckhohn Method Cross-Cultural Adaptability

Inventory

Subjects Covered

Cultural simulators Sample thematic units Assessment of middle school

performance

Concepts

Emphasis on teaching language at middle school level relates to two factors:

1. Change in approach to teaching 11- to 14-year-old learners (more student centered)

Concepts

Emphasis on teaching language at middle school level relates to two factors:

2. Attempt to begin language learning experiences earlier in formal education

Concepts

DefinitionsPurpose: Developmentally

responsive to needs of young adolescents

Uniqueness: Separate autonomous unit, separate from elementary school and high school

Concepts

DefinitionsOrganization: Includes grade levels

with the largest number of students who are becoming adolescents

Curriculum and Instruction: Connect to everyday lives of students and actively involves them in learning

Concepts

Research-Based Presumptions1. interdisciplinary teaming (two to

five team members in two, three, or four subject areas whose schedules allow them to plan and collaborate on interdisciplinary lessons)

Concepts

Research-Based Presumptions2. advisory programs that consist of

a small group of students (usually 20 or fewer) assigned to a teacher, administrator, or other staff member for a regularly scheduled meeting to discuss topics of concern to students

Concepts

Research-Based Presumptions3. varied instruction integrating learning

experiences, addressing students’ own questions, focusing upon real-life issues relevant to the student; actively engaging students in problem solving and accommodating individual differences; emphasizing collaboration

Concepts

Research-Based Presumptions4. programs that capitalize on the

innate curiosity of young adolescents, exposing them to a range of academic, vocational, and recreational subjects for career options, community service, enrichment, and enjoyment

Concepts

Research-Based Presumptions5. transition programs that focus on

creating a smooth change of schools for the young adolescent

Key concept

“Good middle level education allows students to experience old things

in new ways and entirely new fields of learning in varied ways.”

The Middle Level Learner

Social AspectsDifferent from elementary and high

school learners due to many physical, cognitive, and emotional changes that occur over a relatively short period of time.


Social AspectsGreatest differences between

students occur during this period




Rapid physical changes




Alternating periods of high energy and listlessness…




Students may need to squirm and move around or vent energy through physical exercise…




Aware of physiological changes and become preoccupied with self-image




Students may be sensitive to topics that focus on personal appearance or daily routines dealing reflexively




Students are “romantic learners” who enjoy knowing, and bring a great deal of curiosity to classroom




Students like to explore challenges beyond everyday experience such as nobility, courage, genius…




Views issues as right or wrong




Strong sense of justice




Will work conscientiously for worthy cause




Able to memorize lots of details




In order to learn a language, students need to see a connection between the language and their real lives and interests




May be less accepting of social differences unless they can discover how others think and feel




Be sure to read the details provided on pp. 128-129


Cognitive AspectsBrain research indicatesThe brain changes its structure

in response to external experiences


Cognitive AspectsBrain research indicatesThe brain always searches for

meaning


Cognitive AspectsBrain research indicatesThe brain always searches for

meaning by looking for patterns in the information it receives


Cognitive AspectsBrain research indicatesEmotions drive attention to

meaning and remembering…


Cognitive AspectsBrain research indicatesAdolescents experience

progressively slower brain growth, which may impact cognitive skills and complex thinking processes


Cognitive AspectsBrain research indicatesAdolescent learners

demonstrate a wide diversity of skills and abilities

Language Instruction in the Middle School

Standards advocate language learning at lower age levels

NCLB (No Child Left Behind) negatively impacted foreign language in the middle school due to time required to focus on academic subjects in order to maintain compliance

Language Instruction in the Middle School

Middle schools are organized around thematic units within an interdisciplinary team of teachers

Middle School Language Program Design

Exploratory vs. SequentialThere is a big difference in the

philosophies toward the proper approach for language at the middle school level due to the unique features of these learners


Exploratory vs. SequentialForeign language exploratory or

foreign language experience (FLEX) programs



foreign language experience (FLEX) programsLanguage readiness courses that introduce how language works (vocab roots, grammar, syntax, etc)



foreign language experience (FLEX) programsMultiple minicourses in language or potpourri courses that expose students to several languages that



foreign language experience (FLEX) programs…focus on cultural awareness and limited survival skills



foreign language experience (FLEX) programsInterdisciplinary courses that focus on topics from the perspective of more than one content area like



foreign language experience (FLEX) programsforeign language plus geography, social studies, history, and/or literature



foreign language experience (FLEX) programsenabling students to explore ideas from a new point of view



foreign language experience (FLEX) programsAuxiliary or noncurricular language programs that take place outside of school day including before-



foreign language experience (FLEX) programsand after-school programs, summer camps, immersion week-ends, summer day programs…



foreign language experience (FLEX) programsProponents argue that exploratory programs are “learner friendly”



foreign language experience (FLEX) programsand provide beneficial connections to other disciplines, cultures, learning strategies, career paths…



foreign language experience (FLEX) programs



foreign language experience (FLEX) programsSequential proponents maintain that the goals of exploratory program can be better achieved



foreign language experience (FLEX) programsthrough sequential language programs, which are more likely to enable functional language skills



foreign language experience (FLEX) programsin a cultural context rather than talking in English “about” language and culture

Key concept“The longest possible sequence of

language learning should be provided, beginning with exploratory programs in the elementary school, followed by middle school courses in a single language with multiple entry points for new and transfer students.

Opportunities to study additional languages should also be provided in late middle school and high school.”

Integrating Cultures and Comparisons

Middle school learners have more positive feelings toward people unlike themselves when they know more about them


These learners are at an ideal level for exploring target cultures and comparing the target culture with their own culture


Of course, these standards areas should be an integral part of language study at other levels, but the middle school is an especially good time

Cultures goal area

Emphasize acceptance of diversity Develop sensitivity to differences

in others—both within and without the classroom Students begin to realize it is okay for

them to be different, which supports their own self-esteem

Cultures goal area

Practices—patterns of behavior accepted by society (knowledge of what to do, when, and where)

Cultures goal area

Products—things created by members of the culture, both tangible (art, books, foods) and intangible (ideas, music interpretation, games)

Cultures goal area

Perspectives—traditional ideas, attitudes, meanings, and values of member of that society

Cultures goal area

Refer to the figures on page 135 The culture paradigm lends itself

to a constructivist approach to learning about culture

Cultures goal area

Constructivist approach emphasizes1. constructive process to understand

the three Ps and their inter-relationships; and

2. connections and associations between new and existing knowledge

Cultures goal area

Appendix 5.2 online discusses ways to design the culture portfolio

http://admin.wadsworth.com/resource_uploads/static_resources/1413004628/5280/app5_2.pdf

Next session

We will begin discussing the Comparisons goal area.

For now

Look at your 10-day unit Decide how you could adapt those

lessons to fit middle school learners based on what we have covered so far

For now

Write a paragraph beneath each detailed lesson plan in the adaptations section

“Adaptations for middle school learners:” and write how you could adapt each lesson based on these principles

Next session

We will discuss comparisons and finish chapter 5

Then you’ll go back in and state additional adaptations or revise your first entry to blend in the comparisons and assessments we will cover through the remainder of this chapter.

View and discuss

LINK to video: http://www.learner.org/resources/series185.html

Select #12 What functional goals does Ms.

Granville have for her students? What does she want them to be able to do with French? How does she involve backward design in her lesson planning?

How does the teacher involve her students in authentic oral history?

View and discuss

LINK to video: http://www.learner.org/resources/series185.html

Select #11 How do these sixth graders acquire

vocabulary in this lesson? What is the role of TPR in facilitating

vocabulary acquisition? How are students involved in hands-on

learning? How are language and culture integrated?

th ch 5 mdl school part a

Education