mark k. warford, ph.d. buffalo state college 1300 elmwood ave., buffalo, ny 14222...
TRANSCRIPT
SOCIOCULTURAL MODEL LESSON PLANS: A PATH TO THE CORE
Mark K. Warford, Ph.D.Buffalo State College1300 Elmwood Ave.,Buffalo, NY [email protected]
http://faculty.buffalostate.edu/warformk/smlp.html
1. OBJECTIVES OF THE TRAINING Clarify and reconfigure concepts of
proficiency, literacy and culture in LOTE (Language Other Than English) in light of the Common Core
Introduce the Sociocultural Lesson Plan Model, which is centered on the integration of proficiency, literacy and culture-oriented learning outcomes.
Begin to create an original Sociocultural Lesson Plan
PROBLEMS WITH THE ISOLATION OF PROFICIENCY, LITERACY AND CULTURE
Proficiency: The focus on linguistic proficiency neglects the
discourse-level of communicating capably across cultures:
Grammar computation not translating to basic functionality in target culture (Pearson, 2006).
Literacy: Capital ‘L’ (literature) approaches ignore
technology, globalization (literacies), i.e. digital literacy
Proficiency and culture-oriented literacy centers on “…any organized and reasonably stable area of skill or knowledge and its associated discursive practice(s).”
PROBLEMS WITH THE ISOLATION OF PROFICIENCY, LITERACY AND CULTURE
Culture: “…a historically transmitted semiotic network
constructed by humans...which allows them to develop, communicate and perpetuate their knowledge, beliefs and attitudes about the world” (Geertz, 1973, p. 89).
“…a set—perhaps a system—or principles of interpretation, together with the products of that system” (Moerman, 1988, p. 4).
PROBLEMS WITH THE ISOLATION OF PROFICIENCY, LITERACY AND CULTURE
Culture (as opposed to nature)… Vygotsky (1986): Animals can only relate directly to
nature; human beings transform nature by moving, naming, shaping, interpreting, negotiating and generalizing what’s happening around us. This mediational connection to our environment is orchestrated by two kinds of tools…
1) physical tools: pencils, hammers, chopsticks… and 2) symbolic (semiotic) tools: spoken language,
writing, grammar, road signs, post-its, e-mails, texts, spam…
Language and literacy are complex systems of symbolic tools that shape and are shaped by a given cultural core over centuries.
SECOND SYMBOLIC COMPETENCIES MODEL
There are reasonably measurable symbolic competencies that learners must attain, representing the broadest possible range of mediation within and across social systems. Expansion from first to second symbolic competencies produce a third set that connotes a higher level of symbolic capability.
Activity
ActivityActivity
Activity
A WALK THROUGH THE SECOND SYMBOLIC COMPETENCIES MODEL
Vygotsky’s (1986) water molecule metaphor for development: we cannot study water by breaking it down into its component elements (oxygen & hydrogen atoms); water is the dynamic interaction of these elements.
ACTIVITIES FOR INTEGRATING CULTURE AND PROFICIENCY
Cultural Gouin Series (Knop, 2008): Take a C2 practice/event and stage it in 6-8 statements that…
…are formulaic … avoid changes in time, person. …are enhanced by linguistic (emotive
quality, chunking, ‘motherese’) and extralinguistic (props, clip art) cues
ACTIVITIES FOR INTEGRATING CULTURE AND PROFICIENCY
Como hacer el chilate: Se pone a tostar el maíz en un comal. Una vez tostado se muele, pero para hacerlo se moja …y se cuela. Usualmente se hace con un colador fino. Después de hecho esto se pone a cocer
y mientras hierve se le agrega la pimienta gorda y el jengibre .
ACTIVITIES FOR INTEGRATING CULTURE, PROFICIENCY AND LITERACY
Literacy event exploration (Kramsch, 2003): Have students collect authentic texts (i.e. blogs, vodcasts, newspapers, photos…). Foci for graphic organizers, Venn diagrams, Q&A include:
Events depicted Target audience Purpose Register (i.e. formal, informal); related to audience A stance or tone (serious, ironic, enthusiastic) Prior text (relationship to a particular discourse) Setting/perspective
ACTIVITIES FOR INTEGRATING CULTURE AND PROFICIENCY
Discourse Completion Tasks (DCTs) with Forced-Choice Response Exercises
Students are provided a detailed account of a situation and asked to choose the most appropriate response from a list.
As a whole, the class can discuss the response and provide rationale for the choice that was made.
ACTIVITIES FOR INTEGRATING CULTURE AND PROFICIENCY
Context Possible Responses ExplanationVous êtes dans la bibliothèque à votre école. Vous essayez de lire un livre, mais un autre étudiant, que vous ne connaissez, parle à haute voix, avec sa copine. Alors, vous vous sentez obligé de lui dire de se taire.
Vous dites :
[ ] Rien
[ ] Taisez-vous s’il vous plait.
[ ] Un peu de silence, maintenant.
[ ] Fermez-la !
[ ] S’il vous plait. Je ne peux pas me concentrer. Alors, s’il vous plait, parlez moins fort.
Vous êtes chez votre patron. Il vous sert de la viande, mais vous êtes végétarien.
Vous dites:
[ ] Rien
[ ] Excusez-moi, mais je ne mange jamais de viande. C’est horrible !
[ ] C’est dégoutant de manger de pauvres animaux.
[ ] J’ai mal au ventre. Il faut que je rentre chez moi.
[ ] Cela a l’aire somptueux, mais je suis végétarien. Alors, je prends des légumes et un peu de salade.
SOCIOCULTURAL MODEL LESSON PLAN AND COMMON CORE STATE STANDARDS
Purpose of SMLP: Engages active, full, critical interaction with text, with a focus on symbolic capability across cultural contexts (NYS iteration of Core has added dozens of related indicators).
Bilingual Common Core Initiative: Follows path from receptive (listening & reading) to productive (speaking & writing) tasks.
Targets global competence, 21st Century Learning Skills.
Easily adapted to integrate a range of learning objectives across the strands.
CONTRIBUTE TO SMLP DATABASE ON DIGITAL COMMONS: HTTP://FACULTY.BUFFALOSTATE.EDU/WARFORMK/SMLP.HTML
Pick a text to develop:Source French example Spanish example
House tour
Mezidi, M. (2012, Nov. 29). Superbe maison de ville a Mercier – Montréal. Retrieved on 2/25/13 from: http://www.youtube.com/watch?v=5d9bSIuRUA4
Villavicencio, F. (2013, Feb. 3). Recorrido virtual casa colonial. Retrieved on 2/25/13 from: http://www.youtube.com/watch?v=0UYdADShmLE
Instructions
Overblog (nd). Manuel d’utilisation. Retrieved on 2/25/13 from: http://www.over-blog.com/manual/
Icetex . (2012, May 18). INSTRUCCIONES. Retrieved on 2/25/13 from: http://www.icetex.gov.co/dnnpro5/es-co/cr%C3%A9ditoeducativo/educaci%C3%B3ncontinuaenelexterior/perfeccionamientodeidiomas/instruccionesparalasolicituddecr%C3%A9dito.aspx
Shopping online
Le Bon Marché. (nd). Le Bon Marché Rive Gauche. Retrieved on 2/25/13 from: http://www.lebonmarche.com/
Corte inglés. (nd). NUEVO. Retrieved on 2/25/13 from: http://www.elcorteingles.es/
Subway navigation
Aimer la ville. (nd). M rer T. Retrieved on 2/25/13 from: http://www.ratp.fr/informer/pdf/orienter/f_plan.php
Subte. (nd). Mapa de subte. Retrieved on 2/25/13 from: http://www.subte.com.ar/mapas/subte.asp
THE SOCIOCULTURAL MODEL LESSON PLAN I. Activation of schemata: Lexically and morpho-syntactically simple top-down and
bottom-up leading questions about cultural conventions (in L2) that pertain to the text students are about to explore.
The teacher then collects students’ comments, translating them into L2 if offered by students in L1. These may serve as hypotheses to test later in the lesson.
Top-down activation:Leading questions about students’ (C1) experiences of the symbolic capacity in question, preview text (freeze frame, if video) generate and record for further discussion some hypotheses about content.
Bottom-up activation:Address unfamiliar lexical, idiomatic items that may undermine comprehension of the text vis-à-vis a glossary and or, students to scan for and present unfamiliar terms for clarification.
THE SOCIOCULTURAL MODEL LESSON PLAN
II. Text Interpretation: Combine bottom-up and top-down leading questions to process textTop-down strategies (in
L2): What is the purpose of ____?
Is it to ____? etc. What is the emotional state
of person A/B? What are the interactants
trying to accomplish? Do they accomplish the
task? What are the phases of this
discursive practice? (beginning, middle, end?)
Bottom-up strategies (in L2): What do you think _____
means? Is ______ a cognate or false
cognate? What do you think of when
you picture __? What does person A ask?
How does person B respond? What form of the verb does
person A/B use in addressing the interlocutor?
THE SOCIOCULTURAL MODEL LESSON PLAN III. Sociocultural interpretation (top-down):
Lead learners through an examination of the points raised in the activation stage. Sample leading questions include:
What similarities do you see between the way native speakers approach ‘X’ and our approach to ‘X’ (for examining L1 and C1 assumptions).
Which of our assumptions about this text were correct? …incorrect?
What are the rules for carrying out this speech event in the L2? (address relevant
grammatical, lexical, discourse & socio-pragmatic elements)
THE SOCIOCULTURAL MODEL LESSON PLAN
IV. Sociocultural presentation:
Students develop an adaptation/ recreation of the presented text.
THE SOCIOCULTURAL MODEL LESSON PLAN
V. Sociocultural debriefing: Teacher and students examine
appropriateness simulations against the elements identified at Stage III (…and, if applicable, assumptions generated at Stage I).
May be some lingering transference of L1 and C1 to the L2 and C2 features imbued in text.
THE SOCIOCULTURAL MODEL LESSON PLAN
Questions? Submissions to SMLP Database
highly encouraged (especially French!):
[email protected] Thanks and enjoy the conference!