COMPONENT 1- NBCT World Language Teaching methods

5 C's

communication, comparisons, communities, connections, cultures-->National "Standards of Foreign Language Learning" -->SFLL developed by ACTFL

cultures

GAIN & DEMONSTRATE 2.1 understanding of cultures and relationship between practices and perspectives of TL culture: 2.2 understanding relation between product and perspectives of TL culture

comparisons

DEVELOP & DEMONSTRATE insight into nature of language and culture: 4.1 understanding of TL by compairing with own language 4.2 understanding of "culture" by comparing TL and own culture

communities

PARTICIPATE in multilingual communities at home and in world: 5.1 use language in & outside school: 5.2 become life-long learners using TL for enjoyment and enrichment

connections

LINK with other disciplines and ACQUIRE info: 3.1 reinforce knowledge in other academic areas through the TL: 3.2

communication

COMMUNICATE in other language besides English/native language: converse (interpersonal), understand spoken and written (interpretive), present spoken or written info (presentational)

interpersonal

converse, provide/obtain info, exchange opinions, two-way communication, express feelings and emotions

interpretive

understand and interpret variety of topics in spoken and written TL

presentational

present info, concepts, ideas on variety of topics to an audience of listeners or readers

SFLL

Standards for Foreign Language Learning-national standards: 5c's developed by ACTFL, AATF, AATG, AATSP

ACTFL

American Council on Teaching of Foreign Languages

AATSP

American Association of Teachers or Spanish and Portuguese

AATF

American Association of Teachers of French

AATG

American Association of Teachers of German

OPI

Oral Proficiency Interview offered by ACTFL

OPIc

offered by ACTFL: test of oral proficiency that can be delivered electronically and on demand.

SOPI

The simulated oral proficiency interview is a performance-based, tape-mediated speaking test.

WPT

ACTFL Writing Proficiency Test measures how well you write in a language as well as

NECTFL

North East Conference for Teaching Foreign Language

TESOL

Teachers of English to Speakers of Other Languages

immersion

teaching all subjects in TL so that TL not only becomes the object of instruction but the vehicle of instruction as well

explicit grammar instruction

direct instruction of grammar focusing on form and accuracy but has been shown not to be effective on accuracy of written product

ALM

Audio-lingual method; teaching oral skills by means of stimuls-response learning; repetition, dialogue memorization, and manipulation of grammatical pattern drills.

grammar translation method

focus on translation of written text, learn grammar rules and memorization of bilingual vocab list (e.g. Latin

natural approach

L2 learning occurs in same way as L1: via authentic language input, real world context, comprehension before production, de-emphasis of grammar at the beginning stage; stresses the importance of authentic language input in real-world contexts, comprehension before production, and self-expression early on, and de-emphasizes the need for grammatical perfection in the beginning stages of language learning. Pg. 49

direct method

(ch 2, p 41) In reaction to Grammar-Translation method (of Classical languages,) emphasizing speaking through visuals, exclusive use of the target language, and inductive teaching (ie: students subconsciously "pick up" grammar rules and guess meaning within context.)

TL

Target Language

SLA

Second Language Acquisition

FLES

Foreign Language in Elementary School

accuracy

The proficiency framework assesses language ability in terms of four interrelated criteria: global tasks or functions, contexts/content areas, accuracy, and oral text type. The accuracy with which the tasks are performed: the grammar, vocabulary, pronunciation, fluency, sociolinguistic appropriateness or acceptability of what is being said within a certain setting, and the use of appropriate strategies for discourse management. (p. 51)

affective filters

Language acquisition must take place in an environment where learners are "off the defensive" and the affective filter (anxiety) is low in order for the input to be noticed and reflected upon by the learner (p. 15)

attention

the A of the PACE lesson; focuses learners' attention on some aspect of the language used during the Presentation phase. The attention phase takes place after the class has understood the story and is ready to move to a conversation about an important grammatical feature of the story (p. 224).

authentic materials

"those written and oral communications/texts produced by members of a language and culture group for members of the same language and culture group"; authentic segments are prepared by and for native speakers of the target culture, and NOT for language learning purposes (p. 8 11)

backward design

Deciding standards to be addressed, enduring understandings, and ultimate goals of lesson prior to constructing the lesson.

bottom-up approach

traditional FORL teaching. Students analyze and learn grammar and vocab and later practice using them in communication. "Skill getting"before « skill using. » (pg 51, ch 2)

CALL

Computer Assisted Language Learning, ex: The Rosetta Stone, refers to the application of computers in teaching and learning languages. (pg 408, ch 12)

CBI

Content Based Instruction, the merging of language instruction and content. Uses content, learning objectives, and activities from school curriculum as the vehicle for teaching language skills, has been shown to enhance motivation, self-confidence, language proficiency, and cultural literacy. Widely implemented in FLES and ESL programs. Foundation of immersion programs. (P 78, ch 3)

closure

Wrapping up loose ends at end of lesson, reducing ambiguity, students oriented towards closure want rules spelled out for them and like organization, a clear plan, and self-evaluating.

co-construction

Phase of a PACE lesson. After focusing attention on the target form, teacher assists students in raising their awareness about the target grammatical structure and helps them to compare it w/their own language. Features guided participation as students observe, evaluate, analyze, and hypothesize to create a rule without superfluous grammatical detail. (p 198, ch 7)

communicative competency

defined by Chomsky, ability to function in a communicative setting by using not only grammatical knowledge but also gestures and intonation, strategies for being understood, and risk-taking in attempting communication. MEANINGFUL context.

contextualizing instruction

Attaching a real-world context, (ie: cultural), that students must understand to communicate, providing opportunities in exercise to acquire new info (ex: from other disciplines.), eliminating fictitious characters and personalizing exercise to students' lives. Allowing for divergent responses rather than one correct answer.

differentiated instruction (DI)

Varying teaching to accommodate different learning styles, levels, and multiple intelligences. Considers different students needs. Is cohesive with guiding principals, enduring understandings, and meaningful purpose throughout. (ch 10)

TELL

Teacher Effectiveness for Language Learning project, http://www.tellproject.org

episode hypothesis

text that has 1) motivation or affect-interesting, conflict, has purpose and 2) logical structure, will be more effective in connecting the reader or listener of the discourse or text to the TL-TEXT THAT IS LOGICALLY ORGANIZED AND HAS ELEMENTS OF A "GOOD STORY" WILL BE "EASIER TO REPRODUCE, UNDERSTAND, AND RECALL to the extent that it is motivated and structured episodically

explicit grammar instruction

involves teacher explanations of rules followed by related manipulative exercises intended to practice the new structures; seems to have little or no effect on the grammatical accuracy of the written product Pg. 306

FLEX

Foreign Language Exploratory or Experience are programs in the middle school designed to introduce learners to one or SEVERAL languages and cultures (chpt. 4, pg. 114).

FLTEACH

Foreign lanuguage teaching forum which offers discussion boards and internet resources for foreign language teachers

formative assessment

assessments that are administered throughout the year or the lesson and are integrated into the learning process-thus they "serve to inform and change instructional practices." Teacher can use FA to redirect lesson if students are not understanding and unable to meet and carry out learning objectives. designed to "help form or shape learners' ongoing understanding or skills whiche the teacher and learners still have the opportunities to interact for the purposes of repair or improvement" during instruction.

graphic organizers

"visuals that display words or concepts in categories to illustrate how they relate to one another." (p. 129)

guided participation (GP)

the segment of a lesson where the teacher models the skill that the students will be asked to demonstrate. The students are given specific instructions which are modeled for them. They then perform an activity according to these specific steps, using tools such as a template with word bank to practice the skills that they will need to demonstrate or carry out in the extension portion of the lesson. GP is the precursor to and preparation for the extension activities where the students will produce text or discourse based on the lesson objectives.

heritage language learner

"learned languages other than English at home and in the U.S., as a result of their cultural or ethnic backgrounds; they speak and understand the HL (which refers to languages of immigrant, refugee, and indigenous groups as well as former colonial languages). (p. 371, ch.10)

implicit grammar instruction

By providing grammar in context, in an implicit manner, teachers can expose students to substantial doses of grammar. The book recommends a dialogic co-construction approach to grammar instruction. Pg 219

information gap activities

task-based activities where one student has information that another student does NOT have but needs. students must interact "with others by using TL as means to an end" in an effort to fill in the gaps of information necessary to complete the task.

interaction hypothesis

Long's theory that speakers will change and modify their language use based on interactions with others. They will negotiate meaning and interact to resolve meaning by 1)simplifying the input (familiar vocab & structures 2)using linguistic and extralinguistic features (gestures, familiar structures, etc.) 3) modifying the interactional structure of conversation (p.20)

input hypothesis

Krashen building on Chomsky --> "acquisition occurs only when learners receive an optimal quantity of COMPREHENSIBLE, interesting input, A LITTLE BEYOND THEIR CURRENT LEVEL OF COMPETENCE (i + 1= a little beyond learner's current level) and NOT grammatically sequenced, but UNDERSTANDABLE using background knowledge, context, extralinguistic clues. (p. 15)

interlanguage

the continually evolving second language learner's linguistic system which is created by 1)interference from 1st language 2) instruction, learning/teaching approach 3)overgeneralization of TL rules and using where not appropriate 4)learning strategies e.g. memorizing, formal rules, etc. 5) communication strategies like circumlocution, asking for assistance (p. 20)

IRE

initiate, respond, evaluate: teacher asks a question, student responds, teacher evaluates, i.e. good/not correct/very gooooood--classroom discourse which limits students' involvement. doesn't allow student to use TL for interpersonal communication

IRF

intitiate, respond, feedback; allows for interpersonal communication (S 1.1), teacher initiates, student responds, teacher provides feedback and assisting questions which encourage learners to think and to provide follow-up response. More Socratic and stimulating to the critical thinking and sociality which is key to SLA.

jigsaw activity

information/task based gap activity where each member of "group assumes responsibility for a given portion of the lesson." They first work with members of a group on same task to become expert on that task or info and then join in a group of expert representative of each task. Expert panel is then responsible for sharing and learning remaining content of lesson. Each member must have knowledge to complete the understanding of content.

natural order hypothesis

"learners acquire the rules of a language in a predictable sequence, in a way that is independent of the order in which rules may have been taught." SLLs experience similar stages in development. (p15)

negotiation of meaning

(p.21) characterized as "exchanges between learners and their interlocutors as they attempt to resolve communication breakdown and to work toward mutual comprehension."

output hypothesis

Swain: "learners need to speak the language to achieve higher levels of competence." input is not enough. Speaking " the language for communicating one's ideas, facilitates acquisition." Helps learner discover gap in what to say and what they are able to say. Gives learners opportunity to test out rules and modify speaking. Learners reflect on their own speech and the TL.

PACE

Present, Attention, Co-construct, Extension: model for structuring contextualized grammar learning. In this model grammar is not directly taught but rather illustrated through the use of authentic discourse (text or speech) which is episodically presented. After being exposed to the text the first time, the language learners' attention is directed to the usage examples in context and then engages the learners in the process of deducing or co-constructing the meaning based on the text. Together, students and teacher identify characteristics of grammar which impart meaning, and the formation of those grammatical elements. In the final extension phase of this lesson, the students will apply the newly acquired grammatical rule and activity which reinforces and extends the students understanding.

portfolio assessment

"collection of evidence used by teacher and learner to monitor the growth of the learner's knowledge of content, use of strategies and attitudes toward the accomplishment of goals in an organized systematic way." Really is a way to assess student over a period of time and includes student involvement in development of portfolio and evidence of self-reflection. (p. 424)

pre-listening

activities that prepare students for the comprehension/interpretation task Pg.199 Tasks aim to deal with all of these issues: to generate interest, build confidence and to facilitate comprehension; setting the context, generating interest, activating current knowledge, acquiring knowledge, activating vocabulary/language, predicting content, and pre-learning vocabulary. (http://www.teachingenglish.org.uk/think/articles/pre-listening-activities)

pre-reading

activities that prepare students for the comprehension/interpretation task Pg.199 Tasks aim to deal with all of these issues: to generate interest, build confidence and to facilitate comprehension; setting the context, generating interest, activating current knowledge, acquiring knowledge, activating vocabulary/language, predicting content, and pre-learning vocabulary. (http://www.teachingenglish.org.uk/think/articles/pre-listening-activities)

presentation

This is when you present the reading text. You need to motivate the students to read the text and give them a clear purpose for the first reading.

process writing

(Process oriented approach Pg. 301-302) the steps involved in writing a text [...] organized around 3 components: Planning, Translating, Reviewing

proficiency

"the ability to use language to perform global tasks or language function within a variety of contexts/content areas, with a given degree of accuracy, and by means of specific text types." p. 247

scaffolding

process by which expert moves novice to the point where he can perform a skill on his own. The learners current point of performance plus the level at which he can potentially perform with the assistance of the expert is the ZPD. This potential level will become the independent performance level if the expert meets the student at his current stage of development, provides corrective assistance at that level, highlights relevant features of learning at that moment while discarding unnecessary info and simplifying the task at hand to minimize frustration. Expert also models idealizes form of act to be performed. Scaffolding depends on what NOVICE is doing and knowing when to allow him to perform independently.

semantic mapping

refers to grouping words of any number of parts of speech around a thematic topic, e.g. frog, pond, green, hopping, swim, slippery, etc.. this allows students to genterate content for presentational writing or speaking.

setting the stage

beginning part of a lesson where teacher must engage the students with interesting topic, essential question and activating vocabulary.

summative assessment

"occurs at the end of a course and is designed to determine what the learner can do with the language at that point" (p.402)

task-based instruction

use of cooperative learning through the students completing tasks where:1)meaning is primary;2)listeners are not just parroting but rather processing;3)activities are real world based;4)task completion is a priority; 5)assessed on outcome. Emphasis is on communication as the 1) "EXPRESSION, INTERPRETATION,& NEGOTIATION OF MEANING; 2)REQUIRES 2+AUTONOMOUS PARTICIPANTS 3)FOCUS ON LEARNER'S LANGUAGE NOT INSTRUCTOR'S" (p. 266 ch.8) "...each person in the group has a responsibility, and students depend on one another as they work to complete task" They interact by using TL as a means to an end. p. 268

top-down approach

(p. 183) involves beginning with the whole, the big picture and purpose, and the idea in L2, e.g. poem. Then allow the student to experience it, then comprehend it then interact with others, and then focus on specific linguistic ideas like vocab and grammar. Purpose is "to give student a clear and whole picture of how the words and structures they must learn are contained in a context that makes these elements meaningful through the overall message." p. 60

TPR

total physical response, approach based on "the way in which children acquire vocab naturally in native language.

TPRS

Teaching Proficiency through Reading and Storytelling (?Google)

TPT

total participation techniques

Venn diagram

graphic organizer which illustrates contrasts and comparisons by using two intersecting circles. similarities are illustrated in the overlapping intersection area and all that remains on either side of this area serve as contrasts of a given theme or topic.

ZPD

The learners current point of performance plus the level at which he can potentially perform with the assistance of the expert is the ZPD. This potential level will become the independent performance level if the expert meets the student at his current stage of development, and knows when the student is capable to perform a new task independently. Vygotsky's Zone of Proximal Development