a journey of a thousand miles …. myriam met myriammet@gmail

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A journey of a thousand miles ….Myriam Metmyriammet@gmail.com

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A Bit of HistoryMiddle school

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+Middle School: From the school’s perspectiveSchedulingCohort size and singletonsStaffingInterdisciplinary teamsIntegration across feeder schoolsHomogeneous and heterogeneous groupings

+Middle school:From the learner’s perspective

Immersion fatigueNew peersDifference between approaches to language at middle school and in the elementary school

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High School

• Schedule• Staffing• Cohort size • Peers?

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DUAL LANGUAGE GOALS

Language proficiencyAcademics Culture

Language Proficiency

Intercultural Competenc

e21st Century

Skills

Language Proficiency

21st Century Skills

Intercultural Competence

Language ProficiencyIntercultural

Competence GLOBAL

GRADUATE

+Culture learning: A journey

Monolingual

Multilingual

Mono-culturalMulticultural

Intercultura

l

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Grammar: What should we teach? How much? How?

THE G WORD

+Yes, grammar!

Language, accuracy, and the global workforce English speakers and grammatical accuracyNative speakers Higher levels of proficiency require higher

levels of accuracyConflicting research in English as L1 and in L2

on outcomes of explicit grammar instruction

+Current thinking onexplicit grammar instructionAccurate language production may depend

on noticing how grammar carries meaningNoticing is important for internalizing

forms and leads to internalizationNot all grammar is ‘noticeable,’ especially

the absence of a form (Es medico).Lyster’s Counterbalance theory

+Current thinking on explicit grammar instructionContextualized vs decontextualized

practiceFocus on form within the context of

meaning (meaning-based output)

Types of grammar practice

+Language Practice

Type 1 Type 3Type 2 Type 4

Rote Mechanical Contextualize

d RoteMeaningfu

lStructured

MeaningfulOpen-ended

Teacher Controlled Output Student Controlled Output

COMMUNICATIVEControlled practice

+What grammar should we teach?How much grammar do students need? How critical is this language to

communicating effectively? Is this language critical for becoming a mature language user?

How learnable is this grammar? Is it worth the time I will need to use to enable my students to use it?

How frequent is this grammar structure? Is it likely my students will encounter or use this language often?

How useful is it? Can it be used flexibly in multiple contexts and/or for multiple purposes?

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A journey of a thousand miles ….

Continuing the journey through the secondary grades

+ SOME THOUGHTS ON PROGRAM DESIGN FOR THE

SECONDARY GRADES

What makes sense?1. Language-rich content2. Learner motivation3. Feasibility

+ High School Options

THE BOX

+DUAL LANGUAGE CURRICULUMFOR SECONDARY STUDENTS

Three Ideas

+ 1️⃣Set targets and use them to guide curriculum decisions for L2

The ACTFLProficiencyRating Scale

• Lists words/phrases• Attempts at conversation• Memorized chunks• Telegraphic language• Limited topic areas

NOVICE

• Creates, functions with

• Language• Can ask and answer

questions• Handles simple• Situations

INTERMEDIATE

• Full conversational partner• Speaks with

confidence• Can narrate and

describein all time frames• Can handle a

situation• with a complication

ADVANCED

+ Set Targets for Dual Language Students

At the end of 90:10 Programs 50:50 Programs

Grade 2 Intermediate - Low Novice - High

Grade 5 InterGmediate - Mid Intermediate - Low to Intermediate - Mid

Grade 8 Intermediate - High Intermediate - Mid toIntermediate – High

Grade 12 Advanced Mid-High Advanced Low-Mid

+ Targets Frame Detailed Can-Do Statements

TARGETS CAN-DO’S LANGUAGE OBJECTIVE

S

+ Targets (Goals) + End of Year Can-Do’s

Curriculum or

Course Syllabus

Unit(s)

Lesson Lesson Lesson

+ 2️⃣

Continue focus on engaging and motivating contentTeach grammar as it is manifested in content or select readings in which the grammar is embedded and critical to meaning.Emphasize to parents why continuing is essential to maintain and extend skillsTrack student progress.