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+ Drag picture to placeholder or click icon to add
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+
A Bit of HistoryMiddle school
Drag picture to placeholder or click icon to add
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+Middle School: From the school’s perspectiveSchedulingCohort size and singletonsStaffingInterdisciplinary teamsIntegration across feeder schoolsHomogeneous and heterogeneous groupings
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+Middle school:From the learner’s perspective
Immersion fatigueNew peersDifference between approaches to language at middle school and in the elementary school
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+
High School
• Schedule• Staffing• Cohort size • Peers?
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+
DUAL LANGUAGE GOALS
Language proficiencyAcademics Culture
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Language Proficiency
Intercultural Competenc
e21st Century
Skills
Language Proficiency
21st Century Skills
Intercultural Competence
Language ProficiencyIntercultural
Competence GLOBAL
GRADUATE
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+Culture learning: A journey
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Monolingual
Multilingual
Mono-culturalMulticultural
Intercultura
l
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+
Grammar: What should we teach? How much? How?
THE G WORD
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+Yes, grammar!
Language, accuracy, and the global workforce English speakers and grammatical accuracyNative speakers Higher levels of proficiency require higher
levels of accuracyConflicting research in English as L1 and in L2
on outcomes of explicit grammar instruction
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+Current thinking onexplicit grammar instructionAccurate language production may depend
on noticing how grammar carries meaningNoticing is important for internalizing
forms and leads to internalizationNot all grammar is ‘noticeable,’ especially
the absence of a form (Es medico).Lyster’s Counterbalance theory
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+Current thinking on explicit grammar instructionContextualized vs decontextualized
practiceFocus on form within the context of
meaning (meaning-based output)
Types of grammar practice
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+Language Practice
Type 1 Type 3Type 2 Type 4
Rote Mechanical Contextualize
d RoteMeaningfu
lStructured
MeaningfulOpen-ended
Teacher Controlled Output Student Controlled Output
COMMUNICATIVEControlled practice
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+What grammar should we teach?How much grammar do students need? How critical is this language to
communicating effectively? Is this language critical for becoming a mature language user?
How learnable is this grammar? Is it worth the time I will need to use to enable my students to use it?
How frequent is this grammar structure? Is it likely my students will encounter or use this language often?
How useful is it? Can it be used flexibly in multiple contexts and/or for multiple purposes?
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+
A journey of a thousand miles ….
Continuing the journey through the secondary grades
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+ SOME THOUGHTS ON PROGRAM DESIGN FOR THE
SECONDARY GRADES
What makes sense?1. Language-rich content2. Learner motivation3. Feasibility
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+ High School Options
THE BOX
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+DUAL LANGUAGE CURRICULUMFOR SECONDARY STUDENTS
Three Ideas
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+ 1️⃣Set targets and use them to guide curriculum decisions for L2
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The ACTFLProficiencyRating Scale
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• Lists words/phrases• Attempts at conversation• Memorized chunks• Telegraphic language• Limited topic areas
NOVICE
• Creates, functions with
• Language• Can ask and answer
questions• Handles simple• Situations
INTERMEDIATE
• Full conversational partner• Speaks with
confidence• Can narrate and
describein all time frames• Can handle a
situation• with a complication
ADVANCED
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+ Set Targets for Dual Language Students
At the end of 90:10 Programs 50:50 Programs
Grade 2 Intermediate - Low Novice - High
Grade 5 InterGmediate - Mid Intermediate - Low to Intermediate - Mid
Grade 8 Intermediate - High Intermediate - Mid toIntermediate – High
Grade 12 Advanced Mid-High Advanced Low-Mid
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+ Targets Frame Detailed Can-Do Statements
TARGETS CAN-DO’S LANGUAGE OBJECTIVE
S
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+ Targets (Goals) + End of Year Can-Do’s
Curriculum or
Course Syllabus
Unit(s)
Lesson Lesson Lesson
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+ 2️⃣
Continue focus on engaging and motivating contentTeach grammar as it is manifested in content or select readings in which the grammar is embedded and critical to meaning.Emphasize to parents why continuing is essential to maintain and extend skillsTrack student progress.
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