todays agenda

CommunicationThe Biggest of the 5 Cs

Inspiring Interpretive Instruction

Presented by Lou Baskinger and Ed Weiss

Its all about Communication

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IntroductionsYour presenters

Lou Baskinger

Ed Weiss

Todays AgendaDefinition the interpretive modeImportance of the interpretive modeMaterials for the interpretive modeInterpretive mode throughout the curriculumDemonstration of teaching strategiesWritten and audio examplesTeacher resources

Focus on Communication the 5 CsLanguage courses are designed around an overarching premise:

When communicating, language students demonstrate an understanding of the culture(s),incorporate interdisciplinary topics (connections),make comparisons between the native language and the target language and between cultureswhile extending learning experiences from the language classroom to the home and far beyond (communities).

Putting it together

Communication Modes

Interpersonal CommunicationActive negotiation of meaning among individuals through conversation (face-to-face or telephonic); however, it can also be realized through reading and writing (e.g., exchange of personal letters, notes, summaries or e-mails)Presentational CommunicationCreation of spoken or written communication prepared for an audience and rehearsed, revised or edited before presentation; one-way communication that requires interpretation by others without negotiation of meaningInterpretive CommunicationNo active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television and speeches

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The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction?You may also want to ask participants: How would you define negotiation of meaning? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.

What ACTFL tellsus about theInterpretive Mode

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Ultimate GoalNo matter what level of language that we are teaching, we should keep in mind that we are moving towards pre-advanced to advanced language learning.

ex. Advanced Placement courses that are offered in the majority of our schools.

Ap exam overviewSection I (Interpretive Communication)Multiple-choice (50% of total score): 65 items in 9 sets4 reading2 listening and reading combined3 listening

Section 2 (Interpersonal and Presentational Communication)

Free-Response (50% of total score): 4 itemsInterpersonal WritingPresentational WritingInterpersonal SpeakingPresentational Speaking

Interpretive Skills on the AP examTHE GOAL From the introductory level, introduce interpretive mode (activities, practices, assessments) and increase the interpretive focus to reach this percentage.

How do you decide upon the content of your curriculum?

Step one in Content DesignIdentify, create and design your units

The current trend is to be inspired from the six themes that guide AP structure

All materials fit under the six themes

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Step two in Content DesignSelect appropriate materials

authentic materialsmust be used throughoutyour programExposure to authentic materials begins day one of year one!

Scaffolding these materials through the various levels of your program builds proficiency

The rich diversity of these materials will energize your lessons and engage students

Authentic materials are...those designed for native speakers. They are real text designed not for language students, but for the speakers of the language in question. (Nunan)stretches of real language, produced by a real speaker or writer for a real audience and designed to carry a real message. (Harmer)appropriate and quality in terms of goals, objectives, learner needs and interest and natural in terms of real life and meaningful communication. (Rogers)

Your Interpretive materialsLets consider the types of interpretive materials that you use in your classes.

ReadingListening

College Board tells us...

Examples of interpretive materialsonline articles charts / graphs / mapsvideosmagazines / newspapersfilmsmusicadvertisements .

Audio SourcesRadio interviewsGeneral interest podcastsPSAsBrief lecturesAudio guides - museums, travel

comprehensibility & relevance are #1

Written sourcesLiterary textsJournalistic articlesLettersAdsInstructions The above may be combined with maps, charts, or table

Dont forget these

MapsGraphsChartsStats

DAY ONE, FRENCH ONE

Essential FactorsComprehensibility and relevance are two key factors when selecting materialsAuthentic materials open the door to interpretive mode engagement on the part of the student

Decisions, DecisionsHow do you select reading and listening materials for your varied classes?What are the most important features that each resource must have?

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Listening An OverviewThink of when you learned language was listening given equal time? What changed?Which of the 3 modes involves listening?Does listening involve a variety of language?Is listening a passive skill?Why use authentic materials for listening comprehension?

LISTENING?

magazines

Online Listening Resources

The Challenges of ListeningLevel Appropriate ResourcesLength of ResourceStudent PreparationIdiomatic Spoken LanguageDialects, Pace, AccentFollow up ActivitiesAssessment

Listening by ACTFL Levels

Listening SummaryThe ACTFL Can Do benchmarks are practical descriptions of what our students can do at the various levels of language learning. They are truly helpful in that they let us know where our students should be along the pathway to proficiency.

Novice Level - Listening

I can recognize a few memorized words and phrases when I hear them spoken.I can recognize some familiar words and phrases when I hear them spoken.I can often understand words, phrases, and simple sentences related to everyday life. I can recognize pieces of information and sometimes understand the main topic of what is being said.

Isolated wordsWords and phrasesDiscrete sentencesStrings of sentencesConnected sentencesSingle paragraphsNoviceAdvancedIntermediateProficiency Levels

Novice Listening

Intermediate Listening

Advanced Listening

The Big 3 of Listening

Listening Objectives

Step by Step Listening

Pre-listeningIdentify the purpose of the taskPredictive activity based on title, speakersCultural backgroundVocabulary resources key wordsSet expectationsComprehensionMain / Supporting ideasPotential tasks

Pre-listening - part 2Looking at pictures, maps, diagrams, mapsReview vocabulary or grammatical structuresReading something relevantConstructing semantic webs (a graphic arrangement of concepts or words to show how they are related)Predicting the content of the listening passageGoing over the directions for the activity

Listening guidelinesGlobal Comprehension understanding the general ideas / meaning

Holistic listening listening to the whole text

Segmental listening listening to specific pieces

Multiple listening opportunities

Set optimal conditions for student comprehension

Appropriate length (2-3 minute maximum)

Segmental listening Segmental listening zeroing in on particular segments of the textThis step occurs after students acquire global comprehensionIt supports obtaining more detailed informationIt involves guessing the meaning of words and expressionsIt can lead to the examination of certain grammatical structuresIf material is available online, students can concentrate on global comprehension in class then practice intense listening at home

Sample while listening activitiesListening with visualsFilling in graphs and chartsFollowing a route on a mapChecking off items in a listListening for the gistSearching for specific clues to meaningCompleting cloze (fill in) exercisesDistinguishing between formal and informal register

Post - ListeningRe-telling the main ideasAsking questionsExpressing opinionsDiscussing likes / dislikesWriting a review / summaryWriting a letter to the speaker

Post-ListeningFormative Assessment True / false questionsMC questionsSummary statements

Summative Assessment

Scaffolding Resources

Scaffolding Tasks by Level

Your jobWatch and listen to a short adBe prepared to brainstorm the following:Pre-listening activities

Post listening, including formative assessments and creative language activities

Lets do these jobs for a second year language class

Watch and Listen to this PSA

Scaffolding - Interpretive focusScaffold this ad for various levels: consider possible questions, observations, discussions points and vocabulary.

Under which of the six major themes could this ad fit?

Scaffolding an Ad

Benefits of Listening

Reading An Overview Think of when you learned language was reading given equal time? What has changed and why?Which of the 3 modes does reading include?Should reading involve a variety of language?Is reading a passive skill?Why use authentic materials for reading comprehension?

The Challenges of ReadingLevel Appropriate ResourcesLength of ResourceStudent PreparationIdiomatic Written LanguageVocabulary and differences in vocabularyFollow up ActivitiesAssessment

Reading by ACTFL LevelsNOVICE - Readers can understand key words and cognates, as well as formulaic phrases that are highly contextualized. Readers are able to get a limited amount of information from highly predictable texts in which the topic or context is very familiar, such as a hotel bill, a credit card receipt or a weather map

INTERMEDIATE - Readers can understand information conveyed in simple, predictable, loosely connected texts. Readers rely heavily on contextual clues. They can most easily understand information if the format of the text is familiar, such as in a weather report or a social announcement. Readers are able to understand texts that convey basic information such as that found in announcements, notices, and online bulletin boards and forums.

Reading by ACTFL LevelsADVANCED Readers can understand the main idea and supporting details of authentic narrative and descriptive texts. Readers are able to compensate for limitations by using contextual clues. Comprehension is likewise supported by knowledge of the conventions of the language (e.g., noun/adjective agreement, verb placement, etc.).

ACTFL Can Do Statements

Novice I can recognize a few letters or characters. I can identify a few memorized words and phrases when I read. Intermediate I can understand the main idea of short and simple texts when the topic is familiar.Advanced I can understand the main idea and some supporting details on a variety of topics of personal and general interest. I can follow stories and descriptions of some length and in various time frames and genres.

Reading and Comprehension

Reading Resources

Reading Resources

Guidelines for Selecting Authentic Reading Materials

Scaffolding Resources

Reading ResourcesChildrens story booksSimple poems and rhymesCharts, maps, statisticsMagazine articlesPromotional materials, advertisementsExcerpts from literary works

Reading Challenges

Post- reading activities for all level readers could include

Retelling the main ideas Summary

Answering and asking questions

Expressing opinions on persuasion or impact of the selection

Interpretive Reading Objectives

Students must:Understand vocabulary and idioms

Understand purpose and point of view

Understand cultural references

Segmental Reading - ChunkingSegmental reading zeroing in on particular segments of the textThis step occurs after students acquire global comprehensionIt supports obtaining more detailed informationIt involves guessing the meaning of words and expressions

Segmental Reading helps students to focus

Step-by-Step ReadingStep 1: Pre-reading activity- Present new vocabulary - Present culture backgroundStep 2: Reading followed by formative assessment- Literal comprehensionStep 3: Post-reading follow up with higher order skills activities:- Write a summary- Provide a cultural comparison

Pre- Advanced Advanced4th and/or 5th year

Un da de esosGabriel Garca Mrquez

Espuma y nada msHernando Tllez

The storiesConflict between two adversariesPersonal battle vs. community battleVengeance - Revenge

Essential QuestionSummative Assessment

Can an enemy be a hero?

Setting the StageWhat would a dentists office look like in or before 1962 in Columbia?What is a barber shop like?Who has been shaved or has seen someone being shaved in a barber shop?

Pre-ReadingEssential Questions Stimulating and EngagingVocabulary Minimal but GuidingAuthor(s) Introduction What is important to this story?

Pre-ReadingEssential Questions

What makes a man a hero?Is authority a good or bad force?Can you keep your emotion out of the job you have to do?

While ReadingConcentrating on actions of the story

Focus on similarities and differences

Cultural references

Reflect back to the essential questions

As we finish ReadingCreate both formative and summative questions for discussionCreate both literal and interpretive questions for discussion

Post ReadingFinal Summative ActivityPresentational Spoken or WrittenIPA Culmination of a unitComparative essayPuedes relatar el conflicto entre los personajes de estos cuentos con una situacin que has experimentado en tu vida? Persuasive essayQuin es el hroe verdadero de estos cuentos?

Benefits of Reading

Benefits to students acquired from reading throughout your curriculum:

Vocabulary and comprehension skill building

Exposure to authentic simple texts leading to authentic literary texts

Understanding of cultures comparisons and connections

Interpretive Summary

According to the ACTFL World Readiness Standards under Interpretive skills

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

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What does this mean for our curriculum?

Exposure and practice with elements of the interpretive mode is an on-going procedure that begins at the very first level and continues throughout our programs.

In Summary

Your questions and comments

edweiss.org

French resourcesSpanish and Italian links