Eleanor Poling

Eleanor's portfolio. Return to: ETAP 623 Spring 2014 Home | my mini-course



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Topic/purpose (consider Gagne's 5 outcome types)

The title of the course I am developing is Maximizing use of the Target Language (TL) in the (Languages Other Than English) LOTE classroom. The course will serve as an introduction for incorporating methods that can be used to propel a classroom into the desired 90% zone. By this I mean that the TL will be used 90% of the time as recommended by NYSAFLT, the New York State Association of Foreign Language Teachers and ACTFL, the American Council on the Teaching of Foreign Languages. The following questions will direct the design of this course:

  • What is maximizing use of the Target Language?
  • What is the purpose of maximizing the use of the TL?
  • In what ways can teachers maximize use of the TL in the classroom?
  • What are the implications for students and teachers?
  • How can teachers encourage continued maximization of use of the TL outside of the classroom?

Needs Assessment

Problem

It is of great concern to language teachers that students require more exposure to the TL during a class in order to reach a higher level of proficiency. Based on literature and my experience, we teachers must provide students with rich and multiple opportunities to use the TL which will result in overall improvements in students' oral and written skills. Further we can ensure that our students move past memorization of material in order to complete tasks to a more rich understanding of the TL. Maximizing use of the TL is a two-fold goal which should involve active participation of student and teacher.


What is to be learned

Learners will become informed on how to maximize use of the TL in the LOTE classroom and how to foster students' continued use and learning of the TL outside of the classroom.


Learners

This course will be for LOTE teachers seeking methods and strategies for maximizing use of the TL in the LOTE classroom. The student will become more knowledgeable about increasing use of the TL themselves and for their students. Learners should be able to incorporate what they have learned in this course and apply it to their classrooms where they work.


Instructional Context

All instruction is to take place online in the form of readings, videos and/or lectures. Participants will need access to a computer with a working internet connection. Assessments for participants will be through a series of activities where use of the TL is maximized.


Instructional Solution

Learners will distinguish between classrooms where use of the TL is maximized versus classrooms where no 90% TL strategies are being employed. By the end of the course, learners should feel confident about implementing TL maximization strategies in their classrooms.

Performance Objectives

The goal of this course is to help make LOTE teachers aware of strategies used for maximizing use of the TL in the LOTR classroom.

  • Discuss the purpose of increasing use of the TL by being able to describe three of the five? strategies covered.
  • Identify methods for their application in the LOTE classroom. (Bloom - Remembering)
  • Given a case study evaluate whether or not the strategies are being incorporated. (Bloom - Evaluating)
  • Raise awareness of the need for the the increase in the use of the TL. (Gagne - Attitude)
  • Given a written exam of classroom scenarios, students will achieve a minimum of 80% accuracy. (Gagne - Intellectual Skills)

Task Analysis

Unit 1:

The purpose of increasing use of the TL in language classrooms

  1. The learner will define Comprehensible Input
  2. The learner will understand what constitutes maximizing use of the TL according to ACTFL and NYSAFLT
  3. The learner will understand the purpose for maximizing use of the TL in language classrooms
  4. The learner will actively participate in unit activities
  5. The learner will be engaged in wanting to learn more about the topic


Unit 2:

Methods for maximizing use of the TL in language classrooms

  1. The learner will differentiate between effective and non-effective strategies for maximizing use of the TL
  2. The learner will identify methods/strategies for maximizing use of the TL
  3. The learner will actively participate in unit activities


Unit 3:

Benefits/Implications of maximizing use of the TL in language classrooms

  1. The learner will understand the implications of maximizing use of the TL for students and educators
  2. The learner will become more aware of the need for reaching the 90% target.
  3. The learner will actively participate in unit activities


Unit 4:

Are effective strategies for maximizing use of the TL in language classrooms being implemented properly?

  1. The learner will evaluate whether or not effective strategies for maximizing use of the TL are being implemented
  2. The learner will focus on strategies to promote promote use outside of the TL outside of their classrooms
  3. The learner will actively participate in unit activities

Curriculum Map

Media:CURRICMAP.pdf

References and Resources

http://blog.calicospanish.com/2012/10/19/strategies-for-staying-in-the-target-language-with-beginners.html (Strategies to stay in TL w/beginners)

http://www.csctfl.org/documents/2013Report/Chapter%201.pdf (Methods for teachers and learners to stay in TL (from a study))

http://languagecenter.emory.edu/assets/documents/constanceknop.pdf (Comprehensible Input, strategies for staying in TL)

http://www.youtube.com/watch?v=_Eq1vaaXFLA (example of story telling)

http://www.educ.ualberta.ca/staff/olenka.Bilash/best%20of%20bilash/targetlanguage.html (Importance of use of TL)

http://www.youtube.com/watch?v=u0af_1a1eyg (TPRS (Teaching Proficiency Through Reading and Storytelling)P1)

http://www.youtube.com/watch?v=HxMpCXsedHs (TPRS P2)

http://sasli.wisc.edu/docs/Principles.pdf (6 Language Principles Summer Lang Institute)

http://www.sdas.edus.si/Elope/PDF/ElopeVol2Sesek.pdf (Teacher Talk)

http://www.oomroom.com/resources/knop_article.PDF (Increase Use TL Classroom C. Knop(methods))

http://arizona.openrepository.com/arizona/bitstream/10150/194958/1/azu_etd_1705_sip1_m.pdf (Doctoral Dissertation)

http://web.cortland.edu/flteach/wksp/tl-activities/ACTFL-position.html (ACTFL Position Statement 2010)