A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed...
Transcript of A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed...
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AFrameworkforTeachingMixedclasses
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Warmup
• Howmanyofyouteachmixedclasses?• Whataresomeofthemostdifficultaspectsofthisinstructionalcontext?
• Whataresomeadvantages?
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Makingmixedclasswork:Thenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
Nativespeakers?
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Positivestudentinterdependence
Students:
Øfacilitateeachothers’effortstoachieveØshareresourcesØexertcoordinatedefforttoachievemutualgoalsØforgecaringandsupportiverelationships
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
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Makingmixedclasseswork:Essentialstrategiesandtools
Areastoattendto:
Ø Language – Whatstudentscandointhetargetlanguage
Ø Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegrouping– Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
Nativespeakers?
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RESEARCHONMIXEDCLASSES:LEARNINGFROMFAILURESANDSUCCESSES
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Instructionisdesignedsuchthatonlyonepopulationbenefitsfrominstruction
(Nameofbook)doesnotaddresstheneedsofHLbutitdoesagoodjobatthebeginninglevelwherethemajorityofourstudentstakethe(nameoflanguage)asgenerallanguagerequirementandwherewehavelessHL(15%)thanatmoreadvancedlevels(Carreira,2014).
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Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
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Studentsseethemselvesasbeinginopposition,notinterdependent
Bothtypesofstudentsfeltill-at-easeinmixedclasses- L2LswereintimidatedbytheoralproficiencyoftheHLLsandtheHLLswereintimidatedbythegrammaticalknowledgeoftheL2Ls(Potowski,2002).
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Studentsseethemselvesasbeinginopposition,notinterdependent
.IfeltlikeIhadtoholdbackinordertogethertoparticipate.Shedidn'tunderstandsomeofthewordsthatIwantedtouseandIfeltbadusingwordsthatshewasn'tfamiliarwithsoItriedtokeepitverysimplesoshewouldn'tfeellikethestorywasn'thersjustasmuchasitwasmine(Henshaw,2015,p.262).
IhatedthefactthatIknewmoreSpanish.ItfeltuncomfortablebecauseIthinkImademypartnerfeeluncomfortable (Henshaw,2015,p.262).
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Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
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Benefitsgomostlytoonetypeoflearner
AlsoinHenshaw (2015), thelinguisticbenefitsweregreaterforL2LsthanforHLLs(seealsoBlake&Zyzik(2003)andBowles,Adams&Toth (2014).
Note:Benefitsdon’thavetobeequalallthetime.Butoverthelonghaul,theyshouldbebalanced.
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Let’sstartwiththenon-negotiables
Bothstudentpopulationsmatter:
Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning
processØ Thereispositivestudentinterdependence
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LEARNINGFROMSUCCESSES
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Bothstudentpopulationsmatter
ThelargemajorityofHLLsandL2Lspreferredmixedclassesoverseparate(HLL-onlyorL2L-only)classesRibadeneira (2014).
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Ribadeneira (2014) (cont.)
• “Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”
• “BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”
Ribadeneira–NHLRC- 2014
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Similarcommentsinotherstudies• “EventhoughIamanativeSpanishspeaker,I'mnotverygoodwithgrammar.MypartnerdidhelpmewithsomegrammaticalerrorsthatIhadandIappreciatedthat”(Henshaw,2015,p.262).
• “Putustogetherandwe'reagreatSpanishteam,aren'twe?”(L2LtoHLL)(Bowles,2011)
• SeealsoPino andPino (2000).
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Positivestudentinterdependence
Students:
Øfacilitateeachothers’effortstoachieveØshareresourcesØexertcoordinatedefforttoachievemutualgoalsØforgecaringandsupportiverelationships
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
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Positivelearnerinterdependence
HLLs
L2Ls
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Positivelearnerinterdependence
• Doesn’tjusthappenwhendiversestudentscometogether;
• Theinstructormustcarefullyplanoutinstructiontobringaboutcooperativelearning,sometimesreferredtoascollaborative orreciprocal learning.
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Structuringinstructionalactivitiestobringaboutcooperativelearning
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
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Whataboutcompetition?
• Can’titpushlearnerstotryharderandalsobefun?
• Yes,wewilllookatthispointattheendofthispresentation.
• Reminder:(1)Nativespeakers,(2)Competitionandcooperation
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Discussion
• Whattypesofactivitieshaveworkedforyoufromthepointofyoucreatingpositivestudentinterdependence?
• Whatkindsofclassroommanagementissuescomeupinrelationtothoseactivities?
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DESIGNINGACTIVITIESFORPOSITIVESTUDENTINTERDEPENDENCE
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Someelementsofcooperativeteams
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
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ACOMPARATIVELOOKATHLLSANDL2LS
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HLLslinguisticstrengthsandneedsareafunctionof
• Thecontextoflearning:naturalisticsetting,primarily thehome,à informal,homeregister,perhapsnon-standard
• Thetimingoflearning:earlyyears,diminishedordiscontinueduponstartingschool(withindividualvariation)à similartothelanguageofchildren,withregardtoearly-acquiredfeatures(e.g.phonology,somevocabularyandlinguisticstructures,functionalskills)
• Theamountinput:lessthannativespeakersbutmorethanL2Lsà incompleteknowledgeoftheHL.Missingfeaturesarethoseacquiredbychildrenduringtheschool-ageyearse.g.complexsyntax,semantics,andpragmatics,aswellascommandofdifferentspokenandwrittenregisters)
• Thetypeofinput:oral,informal,spontaneous,à implicitknowledgeoftheHL,aurallanguage
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L2Lslinguisticstrengthsandneeds•Thecontextoflearning:school
à formal,standard,academic,rehearsed,controlled•Thetimingoflearning:adolescence,earlyadulthood
à adult-likewithrespecttocertainfeatures(e.g.vocabulary,register)
• Theamountinput:lessthanbothnativespeakersandHLlearnersà incompletewithrespecttofeaturesacquiredearlyinlifee.g.phonology,everydayregisters,etc.
•Thetypeofinput:formal,focusedonform,writtenà explicitknowledgeofrulesandthewrittenlanguage
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HLLsandL2Lstendtohavecomplimentaryskillsandneeds
HLLs L2LsThecontextoflearning:primarily,homeàinformal,homeregister,non-standard,spontaneous
Thecontextoflearning: schoolà formal,standard,academic,rehearsed,controlled
Thetimingoflearning:earlyyears,diminished ordiscontinuedupon startingschoolà insomewayssimilartothelanguageofchildren
Thetimingoflearning:adolescence,earlyadulthood
àadult-likewithrespecttocertainfeatures
Theamount input:lessthannativespeakersbutmorethanL2learnersà incompletewithrespecttolate-acquireditems,e.g.relativeclauses
Theamount input:lessthannativespeakersandHLLsàincompletewithrespecttocertainfeatures,e.g.phonology
Thetypeofinput:oral,informal,spontaneousà implicitknowledgeoftheHL
Thetypeofinput: formal, focusedonform
à explicitknowledgeofrules
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TwostudiesbyMelissaBowleshighlightthepedagogicalsignificanceofthisinformation
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TwostudiesofpairedinteractionsbetweenHLLsandL2Ls(Bowles2011)
• HLLsandL2Lswerematchedforproficiency;
• Theyworkedtogetheronatwo-wayinformationgapactivity(alsocalledjigsaw);
• Intermsoflinguisticbenefits,inthefirststudyL2learnersbenefitedmorefromtheactivitythanHLlearners;
• Inthesecondstudy,bothtypesoflearnersbenefitedequallyfromtheactivity.
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Firststudy:L2Lsbenefitedmorefromtheactivity
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Secondstudy:Bothlearnersbenefitedfrompairedinteractions
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Whatmadethedifference?
Material+task• Material:HLLsaremorefamiliarwithhomevocabulary;L2Ls,ontheotherhand,aremorefamiliarwithacademicvocabulary;
• Task:HLLsarebetterattasksthattapintointuitiveuseoflanguage;L2Ls,ontheotherhand,dobetterattasksthatrequiremeta-linguisticknowledge(explicitknowledgeofrules).
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Firststudy:MostlyL2Lsbenefited
Materials:Apictureofakitchen(homevocabulary)Tasks:Informationgapactivityinvolvingonlyoraltasks;
HLLsalreadyknewthis,sotheydidnotgainmuchnewknowledge.L2LsbenefittedfromHLLs’expertise.OnlyL2LswereintheirZPD.
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Secondstudy:BothHLLsandL2Lsbenefited
Materials:Apictureofaschoolcafeteria(generalvocabulary)Tasks:Informationgapactivityinvolvingoralandwrittentasks;
Vocabularywasunknowntobothlearnertypes,sobothbenefitted.Oral taskbenefittedL2Ls.WrittentaskbenefittedHLLs.BothlearnerswereintheirZPD
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TakehomelessonfromBowles(2011)aboutmixeddyads
• TakeadvantageofthecomplimentarystrengthsandneedsofHLLsandL2Ls;
• Whendesigningactivities,includetasksthat:
1. arechallengingforL2LsandthatHLLscanhelpwith,and
2. arechallengingforHLLsandL2Lscanhelpwith.
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Butthisisnotenough…
• Youhavetoassignthehardertasktoeachlearner;
• Holdbothstudentsaccountableforcontributingtotheactivitybyusingtheirexpertisetohelptheotherlearner;
• Andpre-teachthelanguageandskillsneededtoengageincooperativelearning.
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EXAMPLESOFACTIVITIES
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Clozeactivity:HL-L2learnergroupingsMygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.
Sayit Writeit
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Othercommonactivities
• Discussingfamilytraditionsinsmallgroups• Watchingamusicvideo
• Whattypeoflearnerwillbemostchallenged?• Canyouthinkofanaddonfortheotherlearner?
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Adaptationsformixedgroups
Basic activity
Linguisticknowledgeneededtocompletethe
basicactivityandlearnercomparison
Add-onstocreatelearner
interdependence
Discussing familytraditionsinsmallgroups
Homelanguage;EasierforHLLs/challengingforL2Ls
Writingacomparisonofthedifferenttraditionsofthegroupmembers;EasierforL2Ls/challengingforHLLs
Watchingamusicvideo
Intuitive,spontaneouslanguage;EasierforHLLs/challengingforL2Ls
Aform-focusedactivitysuchasanalyzingtheverbformsof thepiece,transcribingortranslatingaportion ofit, orwritingasummaryforaTVguide;EasierforL2Ls/challengingforHLLs
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Youcanalsogetalotofideasfromyourstudents…
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RecallthesequotesfromRibadeneira (2014)
• “Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”
• “BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”
Ribadeneira–NHLRC- 2014
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Basic activity
Linguisticknowledgeneededtocompletethebasicactivityandlearnercomparison
Add-onstocreatelearnerinterdependence.
Readinganessayonconservation.
Academiclanguage;EasierforL2Ls/challenging forHLLs.
Creatinganadcampaignfor youngchildren(informallanguage);EasierforHLLs/challenging forL2Ls.
“Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”
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Basic activity
Linguisticknowledgeneededtocompletethebasicactivityandlearnercomparison
Add-onstocreatelearnerinterdependence.
Readingagrammarexplanationfromatextbookandcompletinga basicpracticeexercise.
Explicitknowledgeofthe rules;EasierforL2Ls/challenging forHLLs.
Pickingoutinstancesofthegrammarpointinspontaneouslanguage;i.e.movie,TVshow.EasierforHLLs/challenging forL2Ls.
“BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”
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Butevenwithallofthis…
• Henshaw (2015)remindsusthat“evenwhenthetaskincludesawritingcomponent,HLlearnersmaynotbenefitasmuchfromtheinteractionasL2learners”(p.266).
• HypothesisandsolutionofferedbyHenshaw:Hypothesis:HLLsmightnottrusttheL2Ls’assistance;Solution:Tomaximize learningopportunitiesforbothlearnerstheinstructorcouldprovideguidanceregardingthevalueoffeedback.
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Thisrelatestoanearlierpoint• Youhavetoassignthehardertasktoeachlearner;
• Holdbothstudentsaccountableforcontributingtotheactivitybyusingtheirexpertisetohelptheotherlearner;
• Andpre-teachthelanguageandskillsneededtoengageincooperativelearning.
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Recapping
ØMixedclassessucceedwhenthereispositiveinterdependence betweenHLLsandL2Ls;
ØTocreatepositiveinterdependencethinkintermsofdesigningactivitiesthattakeadvantageofHLLs’andL2Ls’complimentaryknowledgeandskills.
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However,keepinmind…• Itisimportanttorememberthat“manyofthegapsinheritagelearners’morphosyntacticknowledgearealsoproblemareasforL2learnersofSpanish”(Bowles,2011,p.34).
• ThismeansthatHLLsandL2Lswon’talwayshavecomplimentaryneedsandstrengths.Insomecases,theywillhavesimilarlinguisticneeds.Inthesecases,bothtypesoflearnerswillneedinstructiononthesametopics,thoughtheymayneeddifferenttypesofinstructionalinterventions.
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L2vs.HLexplanations…(adaptedfromBeaudrie,Ducar,&Potowski,2011)
L2Explanation
Toformtheimperfect,lookattheinfinitive,takeofftheending,and
(1)ifit’san–ar verb,add-aba,-abas,-aba,ábamos,-aban
(2)ifit’san–er oran-irverbadd,-ía,-ías,-ía,-íamos, -ían
HLExplanation
Tofigureoutifapasttenseverbisintheimperfect,decideifitsoundsbetterin(1)or(2).If(2),it’sprobablyaimperfectverb.
(1)Una solavez____________(onlyonce__________)
(2)Cuando podía _______(wheneverhe/shecould________)
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Whereweare:
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
Ø Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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UPNEXT:LEARNINGANDHOMOGENEOUSGROUPS
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MakingMixedClassesWork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
Ø Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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Howmanytimeshasthishappenedtoyou?
• Youwanttopracticethepasttense…
• Youaskstudents…Whatdidyoudolastnight?
• TheL2Lanswers…Istudied, Ihaddinner,Italkedtomymom…
• TheHLLanswers…Oh,Idon’tknow– notmuch,I’malwaystiredintheevening. Iprefertoworkearlyinthemorning.
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HLLsandL2Lsapproachlearningtasksinverydifferentways(Torres,2013)
HLLsareorientedprimarilytothecontentofthetask– i.e.areconcernedwithinterpretingthemeaningofthepromptsratherthanlearninglanguage(grammar).
L2Lsfocusonform.Inthisparticularstudy,theyrecognizedthatthetaskpresentedcontrastingformsofthesubjunctiveandindicative.
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“HLLs’processedtheinputprovidedbythetaskasauthenticcontentratherthandirectingtheirattentiontoestablishingnewform-meaningconnections”(Torres,2013).
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Theessenceoftheproblem
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Whythismatters
HLLs’orientationtocontentoverform,reducestheirreactivitytoform-focusedinstruction,particularlyascomparedtoL2Ls.
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ThereisalsotheissueofDisciplinaryliteracy
• Theknowledgeandskillsassociatedwithparticularschoolsubjects(Moje 2008;Shanahan&Shanahan2008).
• Intheforeignlanguages,disciplinaryliteracyincludesknowledgeofgrammaticalterminologyandrules,aswellastheabilitytoderivebenefitfromcommonpedagogicalinterventions suchastask-basedactivitiesandgrammarexplanationsanddrills.
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Disciplinaryliteracyalsoconnectswithreactivitytoinstruction
“MyFrenchforeignlanguagestudentsknowgrammarbetterthanmyheritagespeakerstudents.Onexams,theycanalwaysfillinthecorrectformsofthesubjunctive ortheimperfect,buttheheritagespeakerscannot”(Beaudrie,Ducar,&Potowski,2014,p.157)(emphasisadded)
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Disciplinaryliteracyinmixedclasses
• L2LshavemoreofitthanHLLs…becauseL2Lstendtohavemoreexperiencewiththetargetlanguageinaformalcontext.
• ThisputsHLLsatadisadvantage,relativetoL2Ls.ThisdisadvantageiscompoundedbyHLLs’lackofattentiontoform-functioninstruction.
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Whythismatters• Researchindicatesthatform-focusedinstructionandexplicitgrammarinstructionisbeneficialtoHLLs(aswellasbeingbeneficialtoL2Ls).Song,O’Grady,Cho,&Lee,1997;Songetal.1997;Potowski,Jegerski,&MorganShort,2009;Montrul &Bowles,2009
• Theseskillsareessentialtoperforminginclassexamsandotherassessments.
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Recall:
“MyFrenchforeignlanguagestudentsknowgrammarbetterthanmyheritagespeakerstudents.Onexams,theycanalwaysfillinthecorrectformsofthesubjunctive ortheimperfect,buttheheritagespeakerscannot”(Beaudrie,Ducar,&Potowski,2014,p.157)(emphasisadded)
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TomakemixedclassesworkforHLLs
Weneedtoaddressthesetwoareasoflearningorreactivitytoinstruction:
– Orientationtocontentoverform(JulioTorres,2013)
– Disciplinaryliteracy(grammatical terminology&routinesandstrategiesoflanguagelearning)
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THISBRINGSUSTOANOTHERGROUPINGSTRATEGY
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MakingMixedClassesWork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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Thegeneralidea
ü Heterogeneous/mixedgroupsforcooperativeteachingandlearning;
ØHomogeneousgroups(HLL-onlyandL2L-only)tocreatetheconditionsforbothtypesoflearnerstoparticipateinandderivebenefitfromallinstructionalactivities.Inparticular,topreparethemtoengageincooperativelearningtasks.
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Goingbacktotwoexamples
• Thepasttenseactivity;
• Theclozetest
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Thepasttenseactivity
• Youwanttopracticethepasttense…
• Youaskstudents…Whatdidyoudolastnight?
• TheL2Lanswers…Istudied, Ihaddinner,Italkedtomymom…
• TheHLLanswers…Oh,Idon’tknow– notmuch,I’malwaystiredintheevening. Iprefertoworkearlyinthemorning.
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Clozeactivity:HL-L2learnergroupingsMygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.
Sayit Writeit
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Inshort,toensurethatHLLsareonboard
weneedtofocustheirattentionontheinstructionalobjectivesandgivethemthebackgroundknowledgetheywillneedtoparticipateintheactivitiesoftheclass.
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Thetool:Themini-lesson
Theteachermeetswithapartoftheclasstoprovidetargetedinstructionandpractice.
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Whatwouldgointoamini-lessonforHLLs?
• RecallfromPotowski (2002)HLLswereintimidatedbythegrammaticalknowledgeoftheL2Ls.
• RecallfromTorres(2013)thatHLLsarenotorientedtowardform-focusedinstruction.
• Usethemini-lessontoteachgrammaticalterminologyandprovideotherbackgroundknowledgethatHLLsneedtoparticipateintheactivities,andtodrawHLLs’attentiontoform-focusedinstruction.
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Fordisciplinaryliteracy:Teachgrammaticalterminology
Two waysoftalkingabout
thepast
Preterit(comí,
hablé,viví)
Imperfect(comía,
hablaba,vivía)
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Recall:L2vs.HLexplanations…(adaptedfromBeaudrie,Ducar,&Potowski,2011)
L2Explanation
Toformtheimperfect,lookattheinfinitive,takeofftheending,and
(1)ifit’san–ar verb,add-aba,-abas,-aba,ábamos,-aban
(2)ifit’san–er oran-irverbadd,-ía,-ías,-ía,-íamos, -ían
HLExplanation
Tofigureoutifapasttenseverbisintheimperfect,decideifitsoundsbetterin(1)or(2).If(2),it’sprobablyaimperfectverb.
(1)Una solavez____________(onlyonce__________)
(2)Cuando podía _______(wheneverhe/shecould________)
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TogetHLLstofocusonform:Givethemamapoflearning
• Inthisunit,youshouldfocusonthepasttense(preteritandimperfect).
• Inparticular,youwillneedtoknowhowto(1)conjugate irregular verbs,(2)spelltheverbsonthelist,and(3)understandtherulesthatgoverntheuseofthepreteritandtheimperfect,and(4)beabletousethetwoverbforms.
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Usethemini-lessontogiveHLLsamapoflearningandgrammatical terminologybeforetheyworkwithL2Ls
Mygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.
Sayit Writeit
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ALSO,USETHEMINI-LESSONTOPREPARESTUDENTSTOOPERATEEFFECTIVELYINGROUPS
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Recall• Henshaw (2015)remindsusthat“evenwhenthetaskincludesawritingcomponent,HLlearnersmaynotbenefitasmuchfromtheinteractionasL2learners”(p.266).
• HypothesisandsolutionofferedbyHenshaw:Hypothesis:HLLsmightnottrusttheL2Ls’assistance;Solution:Tomaximize learningopportunitiesforbothlearnerstheinstructorcouldprovideguidanceregardingthevalueoffeedback.
![Page 82: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/82.jpg)
Thisinvolves…
• The"basic"rationaleforgroupworkinthesubject(eg.whygroupworkisrequiredinthissubject)
• Whatthegroupassignmentwillinvolve(eg.whatthedeliverablesare)
• Thelearningoutcomesofgroupwork(eg.whatknowledge,skillsandabilitiesthestudentwillbeexpectedtolearnthroughgroupwork).
• Howmemberswillbeselectedintogroupsandwhy
From:Preparingstudentsforgroupwork,http://www.iml.uts.edu.au/learn-teach/groupwork/unit2.html
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Recall:Someelementsofcooperativeteams
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
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Inshort,pre-teach
ToprepareHLLstoworkwithL2Ls
LanguageandSkillsforGroupWork
DisciplinaryLiteracy
MapofLearning
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WHATABOUTAMINI-LESSONFORL2LS?
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Recall:Studentsseethemselvesasbeinginopposition
.IfeltlikeIhadtoholdbackinordertogethertoparticipate.Shedidn'tunderstandsomeofthewordsthatIwantedtouseandIfeltbadusingwordsthatshewasn'tfamiliarwithsoItriedtokeepitverysimplesoshewouldn'tfeellikethestorywasn'thersjustasmuchasitwasmine.(Henshaw,2015,p.262)
Ilikedhavingsomeonetoworkwith,butmypartnerhadamuchbettervocabularythanIdid.Ifeltunhelpful (Henshaw,2015,p.262).
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A mini-lessonforL2Ls
ToprepareL2Lsforsemi-authentic,communicateactivities.UsetheminilessontogivethemtheknowledgeandskillstheywillneedtoworkalongsideHLLs,e.g.pre-teach:• vocabularyandusefulexpressions;
• backgroundknowledgeofthetargetculture.
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Inshort,pre-teach
ToprepareL2LstoworkwithHLLs
LanguageandSkillsforGroupWork
BackgroundKnowledge
VocabularyandUsefulExpressions
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Insum:Twodifferentpreparationprocesses
ToprepareHLLstoworkwithL2Ls
ToprepareL2LstoworkwithHLLs
CooperativeLearning
LanguageandSkillsforGroupWork
DisciplinaryLiteracy
MapofLearning
CooperativeLearning
LanguageandSkillsforGroupWork
BackgroundKnowledge
VocabularyandUsefulExpressions
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Theideabehindhomogeneousgroupsis
Ø Usethemtocreatetheconditionsforbothtypesoflearnerstoparticipateinandderivebenefitfrominstruction,eitherincooperativelearninggroupsorwhole-classformat;
Ø Minilessonsareausefultool.(Wewillexploreothertools.)
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Recapping
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)ü Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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UPNEXT:ISSUESPERTAININGTOGROUPMEMBERSHIP
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Makingmixedclasseswork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
Ø Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
Ø Flexiblegroupingü Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)ü Homogeneousgroups
(HLL-onlyorL2L-onlygroups)
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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Whatwemeanbygroupmembership
Affect,motivation,andculture:
Identity,familyrelations,communitybelonging,navigating twoculturesandlanguages,aspirations,culturalpracticesandperspectives,culturewithabigC,etc.
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TheseissuesareveryimportantforHLLs• AccordingtoHe(2006)identityis“thecenterpieceratherthanthebackgroundofHLdevelopment”(7).
• CarreiraandKagan,2011:TopthreereasonswhyHLLsstudytheirHL:– Findingidentity– CommunicatingwithfamilyandfriendsintheU.S.– CommunicatingwithspeakersoftheHLoutsidethe
U.S.
Seealso:Feuerverger (1991),Schwarzer andPetrón (2005),Beaudrie,Ducar,andRelaño-Pastor(2009)
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InhighschoolIwasoneofveryfewLatinos.MyfriendandIwerecalledthe"Mexicankids".ThiswasalwaysfunnytomebecausemyDad'sfamilyalwaystoldmeIwasAmerican.InschoolIwaslabeledMexican,buttotheMexicans,IamanAmerican.Iampartofeach,butnotfullyacceptedbyeither.Inhighschool,IwasconsideredMexicanbecauseIspokeSpanishbutIwasconsidered"Pocho"bymyDad'sfamilybecausemySpanishwasnotuptotheirstandard.It'sthisweirddualityinwhichyouarestuckinthemiddle.LatinosareoftentoldthattheyarenotAmericansbutalsothattheyarenotconnectedtotheirheritage.Youtakeprideinbothculturesandlearntodealwiththerejection.Youmayneverbefullyembracedbyeitherside.That'swhyyouseekoutotherpeoplelikeyourself.Socializingwithpeoplewhoshareacommonexperiencehelpsyoudealwiththisexperience.
(CarreiraandBeeman,2014,p.88)
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However
thesetypesofissuesarenotgivenenoughprominenceinHLcourses(Beaudrie,2011).
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ThisalertsusanotherreasonforseparatingHLLs
ØTogivethemaforumtoaddressissuesrelatingtogroupmembership(i.e.affect,motivation,culture,etc.)amongthemselves.
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Briefreview
• WhatweresomeofthethemesidentifiedearlierthataremostengagingtoHLlearners?;
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LeveragingDifferences
• DoesthismeanthatweshouldalwaysseparateHLLsandL2Lswhenissuesofthistypeareinvolved?
• No,thiswouldsquanderoneofthemostvaluableresourcesofmixedclasses→thevarietyofperspectives.
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One thing I have noticed is that Latino parentsusually don't have American friends andAmerican parents, don't have Latino friends.Because these two groups don't get together,they don't get to know each other. My parentsare very protective of me… The funny thing is thatmy parents didn't even realize that they werestrict. They just thought that that was the normalway of being. This is because they only talked toother Latino parents who acted the same. Theyknew nothing about how American parentsviewed things or behaved.
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I had a friend Gabriela whose parents my friendshad known for over ten years. One day, I askedthem if I could sleep over at her house and theysaid "no". Another time, a friend named Karenasked to sleep over at our house. Karen just pickedup her phone called her mom. Just like that, themom said it was fine. My parents asked me whenKaren's parents would be calling to talk to them.They became confused when I told them that theywere not going to call. I told them that theyalready knew, because Karen had told them.
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Still confused, my dad insisted: But don't theywant to talk to us briefly to get to know us or tocheck that their daughter is not misleadingthem? Karen asked me what was going on and Itold her. I don't remember her exact words butshe said something to the effect that my familywas a little weird. That's when I realized that myparents don't understand how they look toAmerican parents. I realize that my parents didwhat they did to protect me. But Americansdon't view this behavior as an act of caring. Theyview it as worrying about insignificant things.(Carreira and Beeman, 2014, p. 95)
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Howdoesthisrelatetomixedclasses?
Thesekindsofreflectionsalertustooneofthegreatestbenefitsofmixedclasses:
thevarietyofperspectivescangreatlyenrichlanguagelearninginwaysthatgowellbeyondwhattypicallyhappensinanL2class.
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TOOLSANDSTRATEGIESFORFACILITATINGTHEEXCHANGEOFPERSPECTIVES
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Activity
• Gettogetherbylanguage;• Withinthesamelanguage,separateintotwogroups,onerepresentingHLlearners,andtheotherL2learners.
• TheHLlearnersdiscussthepromptamongthemselves;
• TheL2learnersdiscussthepromptamongthemselves;
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WhataresomestereotypesabouttheUSandthetargetcultureregardingchild
rearing,etc.?
• HLlearners • L2learners
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Step1:Separatethetwogroupsforafirstpassoverprompt
HLLsPurposeofthisgroupingstrategy:
HLLsgettodiscusstheissuesamongthemselvesinawaythatismeaningfultothem,addressestheirlivedexperiences,andrespondstotheiruniqueaffectiveneeds.
L2LsPurposeofthisgroupingstrategy:
L2LsgettopreviewandpracticethelanguagetheywillneedtoparticipateindiscussionsalongsideHLLs.
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Purposeofthisstep
TocreatetheconditionsforcooperativelearningbetweenHLLsandL2Ls:
1. GiveL2Lsnecessarylanguage;
2. GiveHLLstheopportunitytoaddresstheiraffectiveneeds.
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Activity
• Gettogetherbylanguage;• TheHLlearnersandL2learnersdiscusstheprompttogether;
• TheyfilloutaY-chart.
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HLandL2learnersfilloutaY-chart
Prompt:WhataresomestereotypesabouttheUSandthetargetcultureregardingchildrearing,etc.?
Intargetculture InUSculture
Similarities
YChart
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Step2:HLLsandL2Lscometogether
• HLLsandL2Lsdiscusstheissuestogether(eitherasawholeclassorinsmallmixedgroups)
• AY-chartiscompleted,drawingontheinsightsofeachtypeoflearner.
Intargetculture InUSculture
Similarities
YChart
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PurposeofStep2
Tocreatepositivestudentinterdependence:
Studentsbenefitfromeachothers’expertiseandperspectives.
NotethatthiswouldnothappenunlessL2Lsaregiventheopportunitytoworkseparatelyaheadoftime.RecallfromPotowski (2002)thatL2LswereintimidatedbytheoralproficiencyoftheHLLs.
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Step3:Theexitcard
Prompt:
Explainoneideathatyoufoundparticularlyinterestingorvaluablefromthediscussion.
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TheideabehindStep3
• Promotespositiveinterdependence;Allowsforgroupprocessing (Whatdidweaccomplishbyworkingtogether?Howcouldwedoevenbetter?);
• Givesfeedbacktotheinstructorthatcanhelpfine-tuneinstruction.
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Inshort,thisactivityexemplifieskeyelementsofcooperativeteams
• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem,e.g.theYchart;
• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations;theexitcardpromotesthis.
(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)
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TOREITERATETHETHREESTEPS
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Step1:Separatethetwogroupsforafirstpassoverprompt
HLLsPurposeofthisgroupingstrategy:
HLLsgettodiscusstheissuesamongthemselvesinawaythatismeaningfultothem,addressestheirlivedexperiences,andrespondstotheiruniqueaffectiveneeds.
L2LsPurposeofthisgroupingstrategy:
L2LsgettopreviewandpracticethelanguagetheywillneedtoparticipateindiscussionsalongsideHLLs.
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Step2:HLLsandL2Lscometogether
• HLLsandL2Lsdiscusstheissuestogether(eitherasawholeclassorinsmallmixedgroups)
• AY-chartiscompleted,drawingontheinsightsofeachtypeoflearner.
Intargetculture InUSculture
Similarities
YChart
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Step3:Reflection(Theexitcard)
Prompt:Explainoneideathatyoufoundparticularlyinterestingorvaluablefromthediscussion.• Promotespositiveinterdependence;
Allowsforgroupprocessing(Whatdidweaccomplishbyworkingtogether?Howcouldwedoevenbetter?);
• Givesfeedbacktotheinstructorthatcanhelpfine-tuneinstruction.
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Note:Whatmakesthisactivityworkis
thatstudentsarepreparedtoengageincooperativelearning.Preparationtakesplaceinhomogeneousgroups(HLLonlyandL2Lonly)priortotheteamactivity.
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Insum…Thesequenceis:
(1) SeparateHLLsandL2Ls,asneededtogivethemwhatevertheyneedstobenefit fromandcontribute totheactivitiesoftheclass.
(2) Bringthetwotypesoflearnerstogetherforcooperativelearningtasks,wherebothtypesoflearnerscancontributetoandbenefitfromthetask.
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Beforeclosingthisdiscussion…
• UsingHLLsasculturalexperts;
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UsingHLLsasculturalexperts
Positives:PositionsHLLsasculturalexperts,improvesselfesteem,highlightsmultiplicityofperspectivesandexperiencesofHLLs.
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Negatives(1) SinglesoutHLLs:
Myteacherwouldalwayscallonme:“HowdoesYOURfamilycallthis?DoesYOURgrandmakillchickens,too?WhatdoYOUdoondía demuertos[dayofthedead]?”IstartedtofeellikeaHispanicposterchild.Ijustwantedtobeleftalone.(Beaudrie,Ducar,Potowski,2014)
(2)LeavesoutL2Ls:
Recallthatincooperativelearningtasksbothtypesoflearnersshouldcontributeandbenefitfromthetask.
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Abetterapproach:Compareandcontrast
• Acompare-and-contrastapproachbetweenthetargetcultureandtheUSculturegivesBOTHtypesoflearnerstheopportunitytogiveinputtothediscussion.
• Aparticularkindofcompareandcontrast–namelyoneinvolvingstereotypes– canbeveryenlightening.
• Thiscreatesatemplateforthedesignofculturalactivities.
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Recapping
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
ü Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
ü Flexiblegrouping– Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)– Wholeclass
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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UPNEXT:TOOLSFORMANAGINGFLEXIBLEGROUPING
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Makingmixedclasseswork
Areastoattendto:
ü Language – Whatstudentscandointhetargetlanguage
ü Learning – Students’reactivitytoinstruction
ü Groupmembership–Affect,aspirations,andculture
Strategiesandtools:
ü Flexiblegrouping– Heterogeneous/mixedgroups
(groupswithHLLsandL2Ls)– Homogeneousgroups
(HLL-onlyorL2L-onlygroups)– Wholeclass
ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers
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Classroommanagement
Incurriculumandinstructionaretheheartandlimbsofsoundteaching,thenclassroommanagementisthecentralnervoussystem.Withouttheheartthereisnotlife,butwithoutthenervoussystemthereisnofunction.
(CarolAnnTomlinson,TheDifferentiatedClassroom:Respondingtotheneedsofalllearners.)
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Withoutthepropertools…
Whatcanhappenwhileyou’regivingamini-lessontoagroupofstudents…?
![Page 132: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/132.jpg)
Toolsandstrategiesthatsupportmini-lessons
• Tools:
AgendasAnchoringactivitiesLearningCenters
• Thestrategy:
Studentswhoarenotengagedinamini-lessonworkontheiragendaoranchoringactivityoratacenter.
![Page 133: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/133.jpg)
Agendas
• Whatitis:Ato-dolist
• Whatitdoes:Supportmini-lessons/flexiblegroupingMakeitpossibletovarypacing
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Sampleagendafrommyclass(anHLclass)
Datedue:(usuallyin1-2weeks)Worktobecompleted:
•Workbook#7,8,9,10(HOMEWORK)•Textbook,read“Mi nombre” andanswerquestions1-7.Useaspellcheck.(HOMEWORK)
•Preparea“Sumitup” cardforthisunit.(HOMEWORK)
•Blackboard,#1,2.Mustbecompletedwithagradeof90%orbetter.(ONLINEEXERCISES,CENTER)
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Agendas
• Whatitis:Ato-dolist
• Whatitdoes:Supportmini-lessons/flexiblegroupingMakeitpossibletovarypacing
![Page 136: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/136.jpg)
Toolsformanagingmini-lessons
• Agendas• Anchoringactivities• LearningCenters
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Anchoringactivities
• Whatitis:Amulti-stepprojectorassignmentthatstudentsworkonoveraperiodoftime,individuallyorinsmallgroups.
• Whatitdoes:Supportminilessons/flexiblegroupingRespondtolearnerinterest.
![Page 138: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/138.jpg)
Sampleanchoringactivities
• Silentreading
• Journaling
• Along-termproject,e.g.creatingaplayorskit;writinganessay;preparingforapresentation;researchingatopic,etc.
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Anchoringactivities
• Whatitis:Amulti-stepprojectorassignmentthatstudentsworkonoveraperiodoftime,individuallyorinsmallgroups.
• Whatitdoes:Supportminilessons/flexiblegroupingRespondtolearnerinterest.
![Page 140: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/140.jpg)
Toolsformanagingmini-lessons
• Agendas• Anchoringactivities• LearningCenters
![Page 141: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/141.jpg)
LearningCenters• Whatitis:Aspace,eitherphysicalorvirtual,offeringavarietyofactivitiesandmaterialsforstudentstoworkindependentlyorwithotherstudentstoreviewandexpandonthematerialpresentedintheclassroom.• Whatitdoes:Differentiateprocess byprovidingany numberofadditionalresources.Supportminilessons/flexiblegrouping
![Page 142: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/142.jpg)
ComponentsofaLearningCenter
•Activitiesthatpracticeparticularpoints
•Authenticmaterials•Oldtests•Samplesofstudentwork
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LearningCenters• Whatitis:Aspace,eitherphysicalorvirtual,offeringavarietyofactivitiesandmaterialsforstudentstoworkindependentlyorwithotherstudentstoreviewandexpandonthematerialpresentedintheclassroom.• Whatitdoes:Differentiateprocess byprovidingany numberofadditionalresources.Supportminilessons/flexiblegrouping
![Page 144: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/144.jpg)
Summarizing
• Thegreatestpromiseofmixedclasses:Cooperativelearning
• Thegreatestthreattotheirsuccess:DifferencesbetweenHLLsandL2Lsintheareasoflanguage,learning,andgroupmembership thatpreventbothtypesoflearnersfromfully participatingintheactivitiesoftheclass,includinggroupwork.
![Page 145: A Framework for Teaching Mixed classesl2trec.utah.edu/news/Utah. Second presentation. mixed classes.pdf · Ø Mini-lessons Ø Agendas Ø Anchoring activities Ø Centers. Let’s start](https://reader034.fdocuments.net/reader034/viewer/2022052010/60202cfc1c67c201c002e40f/html5/thumbnails/145.jpg)
Summarizing(cont.)• Tocontendwiththesedifferences:separatelearners,i.e formHLL-onlyandL2L-onlygroups.Thinkintermsofgivingeachtypeoflearnerwhattheywillneedto(a)fullyparticipateinandbenefitfrominstructionand(b)workinacooperativelearningtask.
• Toolsthatsupportthetwogroupingstrategies,andmorebroadlythegeneralvisionoutlinedhere,include:mini-lessons,agendas,anchoringactivities,learningcenters,exitcards.
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Recall:Outstandingissues
(1)Nativespeakers:Whatcanwedowiththem?
(2)Competitionandcooperation:When/howtoincorporateeach.
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References• Bowles,M.(2011).Exploringtheroleofmodality:L2-
heritagelearnerinteractionsintheSpanishLanguageClassroom. TheHeritageLanguageJournal,8,1,30-65.
• Carreira,M.(inpress).SupportingHeritageLanguageLearnersThroughMacro-basedapproaches.InS.BeaudrieandM.Fairclough (eds.) InnovativeApproachesinHLPedagogy:FromResearchtoPractice.GeorgetownUniversityPress.
• Carreira,M.(inpress).ApproachesandstrategiesforTeachingHeritageLanguageLearners:Focusonmixedclasses.InD.Pascual yCabo (Ed.)AdvancesinSpanishasaHeritageLanguage. JohnBenjamins [StudiesinBilingualismSeries].