View source for Teaching Dialectal Variation in the Spanish as a Foreign Language Classroom

<u>Link to</u>: [[Chelsea Thompson's Portfolio Page;|Chelsea Thompson's Portfolio Page]]
=='''Overview and Purpose'''==
Dialectal Variation refers to the variation between dialects of speakers of a language. A language can be defined as “a system of vocal symbols with conventionalized references accepted by a community or group and understood within it, and having the social function of carrying information from speaker to hearer” (Wurm & Laycock, 1961). Moreover, a dialect can be defined as “forms of one and the same language which show a greater or less extent of variations and differences when compared with each other, on the understanding that such variations and differences are not so great as to preclude  oral communication between speakers belonging to different dialect communities within the orbit of the same language” (Wurm & Laycock, 1961).

The instruction of dialectal variation in the foreign language classroom is a topic that has been attempted to be addressed by various researchers within the fields of linguistics and Spanish linguistics. There has been little consensus regarding how to teach dialectal variation within the Spanish as a foreign language classroom, with some researchers proposing that students receive introduction to variation in dialects in the beginner Spanish language-learner classroom, and other researchers proposing that dialectal variation be addressed at a later point in the language acquisition spectrum, as it is believed by some that exposing students to variations in dialects too early on could create confusion for learners (Gallego & Conley, 2014). However, various researchers have begun investigating how to efficiently teach dialectal variation within the Spanish as a foreign language classroom. The present mini-course aims to provide instructors with the necessary tools and skills to effectively teach dialectal variation within the Spanish as a foreign language classroom. While teaching dialectal variation may present difficulties for some instructors, the present course will provide easy and effective strategies that may be employed to expose students to the vast world of dialectal variation.
=='''Needs Assessment'''==
The following mini-course will help instructors learn how to effectively teach dialectal variation within the Spanish as a foreign language classroom.

This mini-course will help you to:
*'''Identify''' the differences between various dialects of Spanish.
*'''Understand''' the pedagogical implications of teaching dialectal variation.
*'''Distinguish''' common difficulties with teaching dialectal variation within the Spanish as a foreign language classroom.
*'''Analyze''' various methods that researchers have proposed to address the difficulties with  teaching dialectal variation within the Spanish as a foreign language classroom.
*'''Develop''' an understanding of what dialectal variation should be taught in the Spanish as a foreign language classroom.
*'''Comprehend''' the sociolinguistic impacts and implications for teaching dialectal variation within the Spanish as a foreign language classroom.
This mini-course will utilize an online asynchronous learning format to address the related difficulties surrounding teaching dialectal variation within the Spanish as a foreign language classroom.
=='''Analysis of the Learner and Context'''==
Spanish language instructors for all levels, including instructors of beginner levels of Spanish are the target learner group for the following mini-course.

Participants will be able to create lesson plans and curriculum that incorporate the effective teaching of dialectal variation within the Spanish as a foreign language classroom.


[Learner profile]

'''Primary audience:''' Spanish language teachers of second-language learners or heritage learners who desire to learn how to implement and teach dialectal variation within the Spanish as a foreign language classroom.
*Advanced Spanish teachers ranging from beginner Spanish language learners to more advanced learners.
*Spanish teachers with 1-2 years of teaching experience minimum.
*Novice Spanish language teachers teaching at all levels of fluency.
*Experienced Spanish-language teachers who desire to learn how to effectively expose students to the various dialects of the Spanish-speaking world.
'''Characteristics of Participants:'''
*Teachers of all levels of experience with teaching Spanish as a foreign language.
*Teachers with at least some experience with teaching Spanish at the beginner to advanced levels.
*Instructors of Spanish who have bilingual / native fluency in the Spanish language
*Instructors of Spanish who are able to read, write, comprehend, native or bilingual fluency Spanish.
*Familiar with Second-Language Acquisition Theory and its impact on learners.
*Differing levels of understanding of how to teach listening skills to second-language learners.
*The focal point centers around a deeper understanding of the Spanish-speaking dialects, how to exposure second-language learners to dialectal variation, and teaching auditory skills and comprehension of various Spanish-speaking dialects. Many instructors lack knowledge on how to teach dialectal variation to their students or if it is necessary to do so.
*All instructors participating in this course must possess the ability to employ the use of multimodal technology such as music, audio, PowerPoint slides, video, etc.
'''Secondary audience:'''
*Teachers in training who wish to understand how to teach dialectal variation with the Spanish as a foreign language classroom.
*Teachers of other languages who wish to use the methods and knowledge outlined in the course to teach dialectal variation of other foreign languages.
*Experiences Spanish instructors who have never taught dialectal variation in their classrooms and would like to understand how to beginning to implement exposure to dialectal variation into their lesson plans.
=='''Performance-Based Objectives'''==
'''Participants in this mini-course will be able to:'''
*'''Demonstrate''' knowledge of dialects, dialectal variation, and the differences between various Spanish language dialects.
*'''Define''' what is a language, dialect, and what constitutes dialectal variation.
*'''Identify''' the differences between the various major dialects within the Spanish-speaking world.
*'''Apply''' knowledge of the discoveries on the teaching of dialectal variation to their current curriculum and lesson plan designs.
*'''Design''' lesson plans that integrate exposure to dialectal variation to students and teach dialectal differences within the Spanish language.
*'''Discuss''' and engage with the ideas presented in the lesson and reflect on the impact of dialectal variation for second-language learners and heritage learners.
=='''Task and Content Analysis'''==
'''Instructional Objectives'''

This mini-course will equip instructors with the necessary knowledge, abilities, and perspectives surrounding dialectal variation in order to effectively teach dialectal variation within the Spanish as a foreign language classroom. Moreover, this mini-course will help students to understand why certain varieties of the language are stigmatized, and equip themselves and their students with the necessary tools to overcome these stigmas and promote language diversity and inclusion within the Spanish as a foreign language classroom.

'''Prerequisites'''

'''Essential Prerequisites'''
*Participants should be a teacher of a foreign language, regardless of the language abilities of their students.
*Instructors should possess knowledge on lesson planning and instructional design
*Instructors should be aware of how to implement learning objectives into their instructional design
*Instructors should possess knowledge of effective assessment in the foreign language classroom
*Instructors should understand how to employ group collaboration within the foreign language classroom to support learning
*Instructors should possess basic knowledge and empathy regarding the diversity of the Spanish-speaking world, and its historical background through influence from European colonization, native Indigenous groups, and African influence through the transatlantic slave trade in Latin America
'''Supporting prerequisites'''

* Instructors should possess knowledge on how to create lessons designed for the instruction of beginner Spanish-language learners
* Instructors should know how to recognize the linguistic abilities of their students and improve areas of weakness
* Instructors should have access to the internet through a computer or laptop
* Classrooms should include technology such as the internet, computers, projectors, projector screens

=='''Course Units'''==
[[Module 1: Defining Language, Dialects, and Dialectal Variation]]

During this week, the goal will be to understand what is a dialect and the differences between languages and dialects. You will also be able to understand what dialectal variation entails, and how dialectal variation appears within the Spanish-speaking world. Upon completion of the corresponding assignments for this module, you will be able to:
*'''Define''' what is a language and how languages differ from dialects of a language.
*'''Describe''' the concept of dialectal variation and how dialectal variation appears within the Spanish-speaking world.
*'''Explain''' the sociolinguistic impacts and beliefs surrounding  dialectal variation.
[[Module 2: Assessment of Dialectal Variation in the Spanish Speaking World|Module 2: Analyzing Dialectal Variation in the Spanish Speaking World]]

Within this module, you will learn how to assess dialectal variation in the Spanish-speaking world, and the various linguistic components of Spanish dialectal variation. Upon the successful completion of the corresponding assignments for this module, you will be able to:
*'''Display''' comprehension of various different dialects in the Spanish-speaking world
*'''Identify''' the corresponding phonological, morphological, lexical, and syntactic properties of various dialects of the Spanish language.
*'''Understand''' language attitudes surrounding different dialects of the Spanish language, and how they can impact second-language learners of Spanish.
[[Module 3: Integrating Exposure to Dialectal Variation in the Spanish Language Classroom]]

Throughout the course of this module, you will learn how to integrate exposure to dialectal variation within the Spanish as a foreign language classroom. Upon the successful completion of the corresponding assignments for this module, you will be able to:
*'''Understand''' how to introduce students to dialectal variation within the foreign language classroom.
*'''Possess''' knowledge on how to integrate dialectal variation within your corresponding curriculum for the Spanish as a foreign language classroom.
*'''Brainstorm''' ideas on how to create a lesson plan that integrates knowledge of dialectal variation within the Spanish as a foreign language classroom.
[[Module 4: Assessing Student Comprehension of Dialectal Variation]]

Throughout the course of this module, you will obtain knowledge on how to successfully assess student comprehension of dialectal variation within the Spanish as a foreign language classroom. Upon the successful completion of the corresponding assignments for this module, you will be able to:
*'''Assess''' student progress regarding knowledge of dialectal variation.

*'''Address''' negative ideologies surrounding dialectal variation.

*'''Set''' learning goals that incorporate centering the knowledge of dialectal variation.
[[Module 5: Final Project]]

Throughout the course of this module, you will display the knowledge and abilities you have obtained regarding the successful integration of dialectal variation within the Spanish as a foreign language classroom. Upon the successful completion of all the corresponding assignments for this particular module, you will be able to:
*'''Explain''' how dialectal variation impacts heritage speakers of Spanish.
*'''Describe''' what strategies and pedagogical tools can be employed to address dialectal variation in the Spanish as a foreign language classroom.
*'''Create''' a mini-lesson that integrates aspects of dialectal variation into your curriculum.
*'''Complete''' final assessment and reflection on what you have learned from completing this mini-course.
'''[[Module 1: Defining Language, Dialects, and Dialectal Variation|Click here to begin at Module 1.]]'''

=='''Curriculum Map'''==
[[File:Curriculum Map (3) - ETAP 623 - Spring 2023.png|alt=|thumb|947x947px]]



=='''Extended Resources'''==
Gallego, M., & Conley, R. (2014). Raising dialectal awareness in Spanish as a Foreign Language courses. ''Cauce'', 36-37, 135-158.

Wurm, S. A., & Laycock, D. C. (1961). The Question of Language and Dialect in New Guinea. ''Oceania'', 32(2), 128–143. <nowiki>http://www.jstor.org/stable/40329311</nowiki>


[[Category: K-12]]

[[Category: College education]]

[[Category: Foreign/second language]]