zurich is german teachers switzerland tokuhama ten key factors 2

7/29/2019 Zurich is German Teachers Switzerland TOKUHAMA Ten Key Factors 2

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True or False?

7. When a childlearns hislanguages frombirth he iseffectively learning

them as two firstlanguages.


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True or False?9. It is notrecommended that

children learnliteracy skills in twolanguagessimultaneously

(children should notlearn to read in twodifferent languagesat once).


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Multiliteracy Skills:

1. Understand the use of thewritten word

2. Learn the phonemicalphabet

3. Acknowledge exceptionsin sound to letter relation

4. Acknowledge exceptionsbetween languages

5. Practice: Familiarity,Repetition and Frequency


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True and False?

15. The quality of the first language

impacts the quality of the secondlanguage, and the quality of thethird language depends on thequality of the second language.

Cenoz & Lindsay, 1994


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4. Strategy 5. Consistency

Seven most practicedstrategies

Do not have to besimple

They should be

consistent (especiallyfor younger children).


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6. Opportunity and Support

How many times a daydoes the child have thechance to use the targetlanguage(s) in a givenday?

At HomeIn SchoolWithin the Community

Who takes responsibility for

language learning? (TheChild himself? The School?The Community? TheFamily?)


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7. Linguistic and historic relationshipbetween languages

Historical vs.Linguistic

relationships andlanguages

Language Sub-Families Families

Related languagesare easier to learn.


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http://en.wikipedia.org/wiki/Romance_languages


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Sample language families(Africa)

African languages

Afro-Asian Semite (Arabic, Hebrew)

Chadic Bereber

Cushitic

Egyptian

Nilo-Saharan (Masai)

Niger-Congo Yoruba

Bantu (Swahili, Bantu)

Hoisin (Nama)


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Sample language families(Asia)

Asian Pacific languages Dravidic (Tamil) Munda (Khmer, Vietnamese) Burushaski

Altaic (Mongol, Turkish, Tungus) Japanese Korean Sino-Tibetan (Chinese, Tibetan,

Burmese)

Thai (Thai) Austroasian (Malay, Bahasa,

Hawaiian, Tagalog)

Papua Aborigine Australian


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Sample language families(America)

American languages Esquimalt - Aleut (Inuit, Greenlandic)

Na-Deme

Athabasca (Navajo) Algonquin (Other native languages)

Iroquoian

Siouan

Ute-Azteca (Nahuatl , Quechua )

Quechua

Tup-Guaran

Jvaro

Ticuna


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Typology This appears to be the most important

variable in determining the likelihood of

language transfer_ Similarity between languages

Languages that share grammar (aswith Latin roots), vocabulary, or have a

similar phoneme base are easier tolearn.


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8. Siblings

Positive influences

Negative influences


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9. Gender

Are there differences betweenboys and girls (men andwomen) related to language?

How are these measured?

What does this imply in terms ofchildren learning foreign

languages?


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Individual learning strategies

Metacognition

Role of First, Second Languages in Third

Language Acquisition

Use of inference

Vocabulary acquisition

Motivation and frequent use


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Metacognition:The Multilingual Mind

Parasitism as a default mechanism in L3vocabulary acquisition (Christopher J. Hall and

Peter Ecke) presupposes that new words areintegrated into existing lexical network with leastpossible redundancy and as rapidly as possible inorder to become accessible for communication.The authors propose that the multilingual lexicon

admits cross-linguistic transfer (CLI) from all possiblesource languages and at all representationallevels.


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The Facts and Studies-The

Mother Tongue Dilemma

1. There is a direct link between

academic results and the time spentlearning in the mother tongue_.

2. A childs proficiency level in the nativelanguage relates to the speed and

extent to which the second languagedevelops_.


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The Facts and Studies

4. The more languages you know, the easier it gets tolearn an additional one_.

5. Third-language learners are highly successful; theylearn more language faster than second languagelearners of the same target language; and (2) theirbehaviours are those of the self-directed learner_.

6. Semilingualism is a relatively rare phenomenonand is defined by a lack of dominance in any of thelanguages one is acquainted with_.


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The Facts and Studies

7. In 2000, more than a third of thepopulation of Western Europeunder 35 was of immigrant origin,according to a recent UNESCOreport on linguistic diversity in

Europe.

8. A study done in The Hague in1999 showed that in a sample of41,600 children aged between 4and 17, about 49% of primary

and 42% of secondary schoolpupils use a language otherthan Dutch at home, such asTurkish, Hindi, Berber or Arabic.

One-half to two-thirds of the

world is bilingual ormultilingual.


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Guidelines for Assessing Bilingualand Trilingual Children

Assessment must be developmentally and culturallyappropriate.

The child's bilingual linguistic background must betaken into consideration in any authenticassessment of oral language proficiency.Bilingualism is a complex concept and includes

individuals with a broad range of speaking, reading,writing, and comprehending abilities in eachlanguage. Furthermore, these abilities are constantlyin flux.


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Implications

The Individual and his Family (Strategies and Attitudes)

Frequency: Opportunities to use English

Interest and Motivation

Parental encouragement

Pride in home language

Use of home language

Teaching of home language

The Institution (curriculum structure and teacher training)School structure

Teacher preparedness

Knowledge of students home languages

Student-Centered Learning


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Seven observations of good

multilingual programs*

1. First, successful multilingual programs startforeign language instruction early, normally in

elementary school.

2. Second, successful multilingual programsteach through coherent, well-articulatedframeworks, which are careful to scaffold their

learning in a developmental style.

*Elizabeth Clayton, Center for Applied Linguistics


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6. Sixth, good multilingual programscreatively use technology in theclassroom to increase interaction withnative language speakers.

7. Seventh, successful multilingual schools

offered support for heritage language,or the childs mother tongue


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Ten additional characteristics ofsuccessful multilingual schools*

1. Successful multilingual schools ensure that

language basics, including phonemic

awareness, phonic fluency, age appropriatevocabulary, text comprehension and grammar

are taught explicitly.

2. They emphasize good oral skills and encourage

active, authentic language use by students.3. Successful multilingual schools integrate the

students family in a positive way.

Tracey Tokuhama-Espinosa, 2007


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7. Successful schools conduct regular teachertraining to ensure that teachers keep an up

to date toolbox of activities handy.

8. They also have high expectations of theirstudents.

9. The best multilingual schools allow a portionof their budget to be invested in multilingualmaterials and media.

10. Successful multilingual schools do their best

to create a significant learning experiences,which relate new information to priorknowledge, and give students a certain levelof autonomy (control and choice).


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Full Immersion

Characteristics:

All instruction is in target second

language.Target language is taught through the

content areas (as well as a separatesubject).

High level of peer teaching.


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Partial immersion

Characteristics:

There is some initial instruction in the

childs primary language, thirty to sixtyminutes a day,

This is usually limited to the introduction

of initial reading skills. All otherinstruction is in the second language.


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(E)SL Sheltered

Characteristic:

Students remain in class with the otherstudents, but are given a tutor in theclass.


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Early Exit Programs

There is some initial instruction in the childs

primary language, thirty to sixty minutes a

day,

This is usually limited to the introduction ofinitial reading skills. All other instruction is in

English.


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Late exist programs

Receive a minimum of forty-percent oftheir total instructional time in Dutch.

Students remain in this program throughsixth grade, regardless of when they arereclassified as fluent-English proficient.


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Results: Comparing programs

Children in immersion programs had comparabletest scores regardless of the school theyamended; the same was true for students in theearly-exit programs (Ramirez et al., 1991, Vol. II, p.96).

In sum, after four years [K-3] in their respective

programs, limited-English proficient students inimmersion strategy and early-exit programs (asdefined in this study) demonstrate comparableskills in mathematics, language, and readingwhen tested in English. (ES, p. 20)

Different growth curves


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Different growth curvesbetween immersion strategy,

early-exit, and late-exit students

While the growth curves for immersion strategy and early-exitstudents show growth for first to third grade in mathematics,English language, and reading skills, they also show a sawingdown in the rate of growth in each of these content areas asgrade level increases. This deceleration in growth is similar tothat observed for students in the general population.


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Think of your favorite

teacher

Ch t i ti f d t h


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Characteristics of a good teacher

In groups:

Put the characteristic in order of importance:

CaringKnowledgeable

ExperiencedIntelligent

Planner

OrganizedJust

HappyDedicatedBalanced

Good valuesCreative

ProfessionalConcerned

Reflective

RespectfulActive

SureDidacticDynamic


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The Facts about Teacher Importance

The quality of the teacher is the singlemost important factor influencing student

success.

In research on Third Language Acquisition,Cenoz and Lindsay (1994) highlight the

vital role of the teacher.

Cenoz & Lindsay, 1994; Aarts & Verrhoeven, 1999; Marzano and pickering, 1998.


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Quality of the Teacher

Being versed in appropriateteaching methods andstudent-centered learningactivities

Understanding of students

native language structure Understanding of learning

styles Owning a good toolbox of

motivational skills-Use ofstudent

Appropriate use of evaluationand feedback mechanisms

Respect for other cultures

Ramirez et al. (1991)

What motivates students?


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1. Teacher enthusiasm2. Relevance of the subject3. Organization of course

4. Appropriate difficulty level5. Active participation bystudent

6. Variety of activities andmethodology

7. Personal link between teacherand student

8. Use of appropriate, concreteand clear examples.

According to Sass (1989), the eight most influential factors thatmotivate students and that are controlled by the teacher are:

Sass, E. J. "Motivation in the College Classroom: What Students Tell Us." Teaching of Psychology, 1989,

16(2), 86-88.


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Teacher qualifications

Typically, teachers who have moregraduate education and more specializedtraining for working with language minority

children are more successful._

Teachers with greater knowledge of thehome language(s) of their students aremore successful.

Knowledge of evaluation methods thatensure instructually embeddedassessment._


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http://www.edrev.info/reviews/rev540-fig1.gif


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Teacher Preparedness

Knowledge of students home

languagesStudent-Centered Learning


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Question:Proficiency level of teachers

Does the proficiency of thecareers/teachers in English make asignificant difference?

Is it acceptable if teachers makefossilized errors/are fairly weak in their useof English or do you think those teacherswould be better advised to make moreuse of Dutch?

Would they be better off not teachingEnglish at all if they feel ill-equipped to doso?


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Quality of the Teacher

High EFL (EAL) teacherqualifications means:

Being versed in appropriate teaching

methods Understanding of students native

language structure (or being able tospeak it)

Understanding of learning styles

Owning a good toolbox of

motivational skills Appropriate use of evaluation and

feedback mechanisms

Respect for other cultures


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Teaching practices What


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Teaching practices-Whatnot to do

Provide only simpleinformation recallstatements. Rather than

being provided with theopportunity to generateoriginal statements,students are asked toprovide simple discreteclose-ended or patterned(i.e., expected) responses.

Ramirez, Yuen, & Ramey, 1991, Executive Summary

Teaching practices-What to do


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Teaching practices What to do

Teacher should make classes

student-centered and try

NOT speak most of the time,

nor initiate the majority of theexchanges by asking display

questions, but rather seek out

student-initiated requests.

Musumeci, D. (1996). "Teacher-Learner Negotiation in Content-Based Instruction: Communication at Cross-

Purposes." Applied Linguistics 17(3): 286-324.



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As students prefer to

verbally request help only

in small group or one-to-

one interactions with theteacher, teachers should

call on students individually

and approach them

personally to offer support.




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Sustained negotiation - in

which teachers and

students verbally resolveincomplete or inaccurate

messagesshould occur

frequently.




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Activities and methodologies


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A di hift


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A paradigm shift:

The teacher doesnot have to answerall the questions:

The art ofanswering aquestion with aquestion.

The science ofgetting students toanswer each other.

Student-Centered Learning


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g

Before: Teacher-centered From the sageon stage to the guide onthe side

Now: Student-centered(Subject-centered)The students are theprotagonists, and theteachers work is primarilyin the planning, not theexecution, of classactivities.

Classroom strategies: Methods


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Classroom strategies: Methodsfor better language learning

1. Cooperative learning and other groupingstrategies (allow for native language use)

2. Task-based or experiential learning3. Inter-disciplinary activities (authentic learning)

4. Push for vocabulary development (grammarfollows natural samples)

5. Use of graphic organizers/portfolios to trackdevelopment.


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Steven Zemelman, Harvey


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yDaniels, y Arthur Hyde (2002):

Best practices1. Student-centered2. Experiential3. Holistic4. Authentic5. Expressive6. Reflective7. Social8. Collaborative9. Democratic

10. Cognitive11. Developmental12. Constructivist13. Challenging14. (fun)


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Finks Four Teaching Components

L. Dee Fink (2003) Creating Significant Learning Experiences, p.22

Classroom strategies:M th d f b tt thi d


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Methods for better third

language learning Cooperative learning and other grouping

strategies (allow for native language use)

Task-based or experiential learning

Whole language strategies

Push for vocabulary development (grammarfollows natural samples)

Use of graphic organizers/portfolios to trackdevelopment.


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L. Dee Fink (2003) Creating Significant Learning Experiences, p.22


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Socratic Method

Never tell what you can ask.


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Characteristics of a person who thinks critically


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Characteristics of a person who thinks critically

Intellectual curiosity

Intellectual courage

Intellectual humility

Intellectual empathy

Intellectual integrity Intellectual perseverance

(intellectual generosity)

Faith in reason

Act justly: Have the disposition andbe conscience of the necessity to

consider improbable outcomes.

Paul (1992) cited in Muoz & Beltrn 2001, tranalated by the author


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The 5 Es


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E1: Engage

Each class should begin with

an event that captivates

the attention of the

students.

This awakens the natural

curiosity that they might

have about the topic and

helps them make links with

past knowledge.

E2: Explore


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E2: Explore

Students then do an activitythat allows them to explore anew concept or skills.

Students looks for solutions to

problems or to explain aphenomena in their ownwords.

This stage permits students to

gather a group of sharedexperiences and worktogether to find a solution.

E3: Explain


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E3: Explain

Only after the studentshave explored the concepton their own should theteacher then explain usingthe correct terminology.

Remember: Explanationsafter the experience!


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E4: Elaborate

In this stage give the studentsto deepen their

understanding and to applywhat they have learned tonew situations.

Here, be sure to allow

students to discuss theirideas.

E5: Evaluate


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E5: Evaluate

The final unit of the class hastwo objectives:

First that students develop aclear understanding.

Second, to evaluate whatthey think they can now do.

At this point it is logical toevaluate key concepts andskills.


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Evaluation and Assessment


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Guidelines for Assessing Bilingualand Trilingual Children


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and Trilingual Children

The goal must be to assess the child's

language or languages without

standardizing performance, allowing

children to demonstrate what they

can do in their own unique ways. Assessment must be accompanied

by a strong professional

development component that

focuses on the use of narrativereporting, observations of language

development, and sampling the

child's language abilities.


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Backward Design

Grant Wiggins and JayMcTighe (1998/2005).

Understanding bydesign. Alexandria, VA:Association forSupervision andCurriculumDevelopment.


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Step 1. Identify desired results


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Start with the end in mind.

Think of competencies (knowledge, skills and attitudes):What should students know, understand and be able todo?

Determine important knowledge (facts, concepts,principles, dates, formulas).

Determine important skills (processes, strategies andmethods).

Determine important attitudes (e.g., empathy, intellectualhonesty, perseverance)

Adopted from Grant Wiggins and Jay McTighe (1998), Understanding by Design.


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Step 1. Identify desired results

Determine what content area will be the focus ofevaluation.

Why it is important to do so? What is the enduring understanding that is the object

of the teaching?


Knowledgeformulas,

datess, facts,names, etc.


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Objetives

Global

Specific CompetenciesSkills able to do"

Attitudesvalues,

perspectives

Step 2. Determine AcceptableEvidence (Evaluation activities)


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Evidence (Evaluation activities)

Backward designs focus forces usto think about each unit of theclass in terms of assessmentevidence to document and

validate desired learningobjectives.

How do we know if the studentsare achieving the results wedesire and the standards weneed?

What will we accept as evidenceof learning (the achievement ofthe competencies)?


Philosophy of evaluation


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Philosophy of evaluation

1. What is the purpose ofevaluation?

2. What is the difference betweenevaluation and feedback?

3. Should we evaluate students

based on standards, or on astudents individual potential inyour subject?

How do we choose the
http://members.tripod.com/~fono/cerebro.gif


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How do we choose the

right evaluation methods?

Criteria:

1. Is the evaluation method the mostappropriate to measure progresstowards the objective?

2. Can the instrument bedifferentiated?


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The art of questioning


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q g

Paradigm shift:

The teacher does not

have to answer all the

questions.

Start a habit of answer a

question with a question.

Habit of centering all

classes on the student

(on learning vs. on

teaching)

Rubrics and criteria


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Rubrics can be simple or detailed.

Basado en el Northwest Regional Educational Laboratory, Portland, OR 2000

Step 3. Lesson Plans (Activities,


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Experiences and Instruction)

What activities will provide students with theknowledge and skills needed in this subject (in this

unit, in this class)? What should be taught and how should I teach it

in order to reach my stated goals? What materials are needed to conduct the

activities?

Adopted from Grant Wiggins and Jay McTighe (1998), Understanding by

Desi n.

Good Learning Environments


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Good Learning Environments

Seven factors in good learningenvironments:

1. Safe environment

2. Intellectual freedom3. Respect

4. Self-directed

5. Paced challenges

6. Active learning7. Feedback

Billington. Seven Characteristics of Highly Effective Learning Programs, 1997.

Three considerations in


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making rubrics

1. Holistic or analytic?

2. Generic or specific?

3. Scale?

Holistic or analytic?


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Holistic or analytic?

Whole product Divides product into

various characteristicsand awards each part.

For example, in a math class the teacher can choose togive a grade based on the final answer, or to givepartial credit for steps in the resolution of the problem

Holistic Analytic

Generic of specific?


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Generic of specific?

Use the same rubric to gradedaily activities

While specific rubrics

are designed for aspecific activity.

For example, a language teacher can design a rubricfor class participation which is used on a daily basis, orshe can design a rubric for a specific classpresentation.

GENERIC SPECIFIC

Scale?


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Scale?

Scales be from 1 to1000, dependingon the localcriteria.

The decision aboutthe number ofpoints isdetermined by therange of you want

to reflect.

Typical: 5 points,but4 is better!

Applications


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pp ca o s

Options:

Some teachers give rubrics to

student at the beginning of the

semester or unit.

Others give rubrics at the start

of each graded activity.

Others develop the rubric with

the students.

What are evaluationsaccommodations?


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According toA Mind at aTime:

Accommodations are small

adjustments in the way weteach or grade in order tohelp each student findsuccess in class.

(If they are extreme, theyneither help the student northe teacher, however.)

Source:: Mel Levine, 2000.

Simple accommodations


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p

SPACE: Change a students seat (to improveconcentration).

PERSON: Permit feedback or evaluation in smallgroups or by peers, parents or the student himself.

TIME: Give more time to the student (so long as

the task is not time-dependent). (For example, ifthe purpose is to value the quality of writing, doesit really need to be timed?)

Source:: Mel Levine, 2000.


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Final Big Ideas

S ili li


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Semilingualism

The termsemilingualism is often used to describe thelanguage situation of immigrant and language minority

populations whose native language may be different fromthe standards of their native country, yet whose secondlanguage is also considered substandard.


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What kind of an Issue?

Identity?

Linguistic?

Political?

Ex.: Does English as a thirdlanguage help or hurt


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g g pimmigrants in Holland?

English as a high prestige language: Europeslingua franca in 2005.

Bilinguals performed better learning English (as a

third language) than monolinguals.

The more languages you know, the easier it getsto learn an additional one. Third-languagelearners are highly successful; they learn morelanguage faster than second language learnersof the same target language; and (2) theirbehaviours are those of the self-directed learner.

English as a third languageHELPS low income children in


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S o co e c d e

Holland when

School programs are accompanied by

(1) Home stimulation and support for all three

languages with special emphasis on nativelanguage fluency;

(2) Parents' motivation for schooling is high and thegive value to their childrens efforts; and

(3) Children's self-esteem is integrated into theacademic, social, cultural and cognitive goals of

multilingualism.

Future challenges


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The practical obstacles include

Continual increase in immigrant community growth.

Shortage of teachers who can teach with knowledge ofstudents native languages

A complex set of legal, administrative and funding issues inurban school districts that balance the needs of schools

The political obstacles include

Wariness and lack of support among substantial portions of

the population. Rights of new immigrants a priority?

Threat to the status of Dutch

UNESCO recommendation


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Mother tongue education and multilingualism are increasinglyaccepted around the world and speaking ones ownlanguage is more and more a right. International MotherLanguage Day, proclaimed in 1999 by UNESCO and markedon 21 February each year, is one example.

UNESCO recommendation


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Encouraging education in the mother tongue, alongsidebilingual or multilingual education, is one of the principles setout by UNESCO in a new position paper. This includes:

1. Promoting education in the mother tongue to improve the

quality of education.

2. Encouraging bilingual and/or multilingual education at alllevels of schooling as a means of furthering social andgender equality and as a key part of linguistically diversesocieties.

3. Pushing languages as a central part of inter-culturaleducation.

National Language Policy


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Language is a sensitive political issue, as it is aprofound symbol of national and personalidentity.

In the Netherlands, itself containing a highpercentage of immigrants, research has beguninto the common challenges facing both "old"and "new [language minorities]. Whether or not

the EU is willing to include the thorny issue ofimmigration in a future language policy remainsa point of debate


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Questions?

Thank you for coming!


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