Speaking Out for Native Speakers

A new program in Arkansas

ACTFL 2009 Annual ConventionSpeaking up for languages…the power of many voices

Kristen Novotny ~ knovotny@sdale.orgFreddie Bowles ~ fbowles@uark.edu

Agenda

• Introduction• Defining “Native Speakers”• The Pedagogy• Placement Process• Classroom Experiences• Challenges & Next Steps

Introduction

• Our roles– Facilitators– Evaluators– Teachers

• ESOL initiative Literacy– Lynda Franco– Mary Bridgforth– Dr. Love, Superintendent

• Revised state framework• Need for new courses!

• “Heritage speaker” – generalized for the first time in the SFLL, 1996

• Fishmann, 2001: ”heritage language”—individuals who have a personal historical connection to the language.

• Valdes, 2000—”…raised in a home where a non-English language is spoken by one who speaks or merely understands the heritage language, and who is to some degree bilingual in English and the heritage language” (p.1).

• Draper & Hicks, 2000—”…someone who has had exposure to a non-English language outside the formal education system” (p. 19).

• Campbell & Peyton, 1998—individuals who speak their first language…in the home or are foreign born.

• Scalera, 1997—individuals who have learned a language other than English somewhere other than in school.

Defining “Native Speakers”

Issues & Challenges

• Misplaced in other classes– ESL– Foreign Language– Sheltered

• Personal Issues– Identity– Inclusion– Exclusion

• SNS placement and assessment– English Literacy– Proficiency– Language

maintenance– Both?

• Curriculum advanced proficiency

• Understand oral language – cannot speak beyond single-word utterances

• Speak fluently – have little or no experience with written language

• Newly arrived immigrants – speak & understand fluently; lack reading & writing skills from limited formal education

• Fluently bilingual – understand, speak, read, and write a SL

*Texas Education Agency, 1997 ~ Also, refer to Valdes, 1995

The Students*

The Teachers

• Certified Teachers – with high proficiency level

• Native Speaker – may or may not be a certified language teacher

• Negative Attitudes:– Students’ language not

valid (dialects, Spanglish, e.g.)

– Societal views of group

– Non-native speakers feel inadequate or threatened

• Positive Attitudes:– Respect and value

language and cultural experiences

– Facilitator

– Adapts to student needs and capabilities

The Pedagogy

• Apply programs separate from traditional FL programs *lower levels

• Teach language through culture• Connect instruction

– students’ interests– experiences– entry levels of proficiency

• Use linguistic diversity as learning tool for all• Use community resources• Use collaborative & cooperative activities• Focus on skills students have (interpersonal)

and work on needs (presentational)• Integrate all Five Cs

Teacher Education Coursework

• Awareness of language varieties • Participation in TL community activities• Expansion of cultural knowledge• Include training in teaching language to

heritage speakers• Methods teachers experience classroom

situations• Provide teacher candidates with

opportunities for positive dispositions through films, community involvement, guest speakers, class visits

Language Learning Goals

• Communication fluency, literacy, and proficiency– Reading– Writing– Speaking

• Respect for learners and what they bring into the classroom– Student-centered curriculum

• Standard-driven curriculum that reflects a culture of “revision and redemption” (Darling-Hammond, 1998)– Align assessments to standard-driven goals (not

prescriptive, but descriptive)

Placement ProcessExam Creation

• Research– LAS ‘94– Other districts & states– Textbook resources

• Refining– Compilation– SNS teachers– Pilot Test New Arrival Center

• Materials & Security

• Varied skills– “Heritage” vs. “Native”– Listen, Read, Write

• Exam items– Scan-tron: Listening, Grammar, Reading– Answer sheet: Writing

• Scoring– Scan-tron section % & writing rubric– 1 full day of grading 600 +– Excel spreadsheets

Placement ProcessEvaluation

Placement ProcessSpring 2008

• Administration– All ESL 1-3 & interested students

• 3 junior high schools (8th & 9th)• 2 high schools (10th & 11th)

– Before CAP– District teams (admin, Spanish teacher,

building rep)– Instructions, passes & invitations

• Communication– District parent letter– Radio/Newspaper

Placement ProcessFall 2008

• ESOL Office– All new enrollees– Exams sent to feeder high school– Graded by 3 Spanish teachers– Recommendations reported

• Enrollment– SNS 1-3 strongly encouraged– Span 4/AP optional– Building Administration

Placement ProcessSpring – Fall 2009

• Administration– 8th grade only– verify via oral assessment

• Textbook adoption & curriculum mapping

Classroom Experiences

• Nora Skattebo – Springdale High School– 6 years w/ SNS– 4 years ESL– 9 years total teaching

• 1996– AP & new-arrivals– Level 3 only

Classroom ExperiencesSyllabi & The 1st Month

• Syllabi– Goals– Texts/Resources– Contract

• The 1st Month– Placement– Skills– Development

Classroom ExperiencesProjects & Activities

• Guest Speakers• Plays• Personal Applications (Real Life)• Reading for Pleasure

What do teachers say?

• “(This) is still a work in progress as we await further testing…The preliminary ELDA results (show) we were finally able to move a large number of students from long term ELL 3 status into ELL 4” Principal – Mr. Wesson, SHS Principal, District FL Admin Liaison

• “There is a constant bilingual battle in the Junior High…you really need clear direction from your administration” – James, Jr. High Teacher, 1st year SNS

• “It builds academic skills to prepare for AP” – Vance, Span 2 Teacher, SNS in 2007

• “Having a Heritage class only to improve English acquisition doesn’t make sense…another goal is needed to motivate them” – Rory, Span 3 Teacher, SNS in 1999

• “(Their) Hispanic roots are the most important things.  (They) need to feed them so (they) keep growing and learning without forgetting where (they) come from" – Nora, SNS Teacher since 1996

What do students say?

• “It helped me learn to write better” – Erika, 16 (SNS II AP)

• “It helped me with my writing and added to my vocabulary” – Kevin, 18 (SNS I AP)

• “It was too easy for me but I did review how to use accents” – Sandra, 16 (SNS II AP)

• “I have learned the reasons why I use the words I do…it’s helping me become more completely bilingual and prepare for my future career” – Ricardo, 17 (SNS I III AP)

• “If you want to be someone in your life, it’s worth it” – Eve, 16 (Span 1, SNS II AP)

Challenges

• Those not tested or misplaced• SNS 1 – “attitude”• Oral interview with Spanish-speaking

teacher• Personnel

– Test admin– Placement verification– Native Speaker

Next Steps

• Spring 2010 8th-graders • Focus on production (writing & speaking)• Common semester exam• Curriculum alignment

Questions & Answers

• How could this work with your district?• What could you do differently?• How could you encourage parents to

connect?• How could you seek Administrative

support?

Cooperative Survey

2008 Initiation Participants

• Mary Bridgforth, ESOL Admin• ESOL clerical staff• Jessica Fay, HBHS• Marsha Layer, ESOL• Kimberly Lewis, ESOL• Omar Lowrance, GJHS• Jaime Miller, HBHS• Kristen Novotny, SHS• Lorenzo Reyes, CJHS• Nora Skattebo, SHS• Steven Skattebo, HBHS• Andy Trimino, SHS• John Wesson, SHS Admin• Bonnie Wolfe, SHS

References

• Heining-Boynton, A.L. (2006). 2005-2015: Realizing our vision of languages for all. Upper Saddle River, NJ: Pearson World Languages.

• Webb, J.B., & Miller, B.L. (2000). Teaching heritage language learners: Voices from the classroom. Yonkers, NY: American Council on the Teaching of Foreign Languages.