Unit 4: Evaluation of Language Learning Methods
Navigation Links:
- ETAP 623 Fall 2023
- Aya Isaac's portfolio Page
- Storytelling & Play for Language Learning mini-course
- Performance Rubric
- Unit 1 - Unit 2 - Unit 3 - Unit 4 - Unit 5
Unit Learning Objectives
- Compare the effectiveness various language learning methods
- Crete learner learning objectives and evaluation rubric based on ACTFL standard
Lesson 4.1: Language Learning Methods overview
Reaching this point of the course most probably you know/can do the following:
- Some language learning theories (Cognitivism, Zone of Proximal Development, Socio-cultural theory)
- Stages of Language acquisition (Narrative, Cognition and Social-Emotional learning)
- Write a story using the story spine and 22 Pixar steps
- The difference between Teacher-Led and Child-led classrooms
- The different forms of play and how to utilize each in different settings
At this unit we are going to add some final touches to the journey. The focus of this unit is how to apply the skills and knowledge you have acquired to actually teach language. We will explore three methods of second Language learning that you will analyze, mix & match and select the approach you think will benefit your teaching objectives.
- Immersive Learning
- Task-Based Language Learning
- Communicative Language Teaching (Pages 2-5 & 14 - 20)
Read through the three methods of second language learning and in your Journal write the following about each of them:
- A brief description of the method
- How can you implement it using storytelling and play?
Lesson 4.2: Language Learning Standards
Now it's time to assess the learners levels and start creating realistic teaching goals for them. ACTFL (American Council on the Teaching of Foreign Languages) has developed a very profound Second Language Learning Standards that focus on the 5Cs ( Communication, Cultures, Connections, Comparisons & Communities). The have developed the learning goals as (Can Do) statements which helps educators to define the level of the learners and define the desired objectives.
When we understand the 5Cs of Language learning, we can now have a better idea on how can we integrate stories and play with in the language learning methods. For example Using culture related stories with the targeted language, or planning out a trivia game where learners make connection with what they already know. You can also involve learners in to discussion of comparing languages. The 5Cs will enable you to create infinite ideas that meet the learning objectives.
Which idea to choose?
Here comes the role of understanding Language Proficiency and (Can Do) Statements. Please Review this Proficiency Benchmarks.
NCSSFL-ACTFL CAN-DO STATEMENTS PROFICIENCY BENCHMARKS
This document include the (Can Do) statement for each proficiency level of each standard of each goal area. It also include "Performance Indicator" for each level.
An example, I will show below how to explore that document for a kindergarten learner who doesn't know Arabic at all. My teaching goal for them is to interpret basic words such as his eyes, nose, mouth and ears.
This is the final visit to your Journal.
Look in to this documents and answer these questions using the ACTFL standards wordings.
What is the starting level and targeted level of my learner?
- What is the (Proficiency Benchmark) for the selected level?
- Copy & Past the can-do statement (Proficiency Benchmark) for the selected level.
- What Performance indicators define them?
- Write the can do statement (Proficiency Benchmark) for the targeted level.
- Copy & Past the can-do statement (Proficiency Benchmark) for the targeted level.
- What Performance indicator define it?
Exit ticket to Unit 5
Your Exit Ticket is to reflect with yourself about what have you learned so far and how can you use it to design your final project. Below is a diagram of what we have covered and what yet to come. If you think you have good understanding and some practice of the pink and yellow blocks, you are ready to go to Unit 5. If not, I advice you go back the units you are not comprehending well before going forward to Unit 5, the final unit.
References
- Rodríguez-Bonces, M., & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn [Aprendizaje basado en tareas: un antiguo enfoque, un nuevo estilo. Una nueva lección para aprender]. PROFILE, 12(2), 165-178.
- Memrise. (2021, September 24). Immersion language learning: The best way to learn a new language. Retrieved from https://www.memrise.com/blog/immersion-language-learning-the-best-way-to-learn-a-new-language-top-5-language-immersion-tips
- Richards, J. C. (2006). Communicative Language Teaching Today. Cambridge University Press.
- National Standards in Foreign Language Education Project. (2015). World-Readiness Standards for Learning Languages. American Council on the Teaching of Foreign Languages.