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2016 FLLITE Webinar Series: Webinar 2

April 26, 2016 CC BY 4.0 (http://creativecommons.org/licenses/by/4.0)

Creating Lessons Using The FLLITE Approach

Chantelle Warner (University of Arizona)

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Agenda

•  Key pedagogical concepts for FLLITE •  Steps for Creating FLLITE Lessons

–  Text Choice –  Reading for Teaching –  Pedagogical Acts

•  Q&A

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The Literary

“In the context of the literary in the everyday, the literary refers to the range of playful, creative, and non-conventional ways of making meaning that language enables.”

(Blyth, Luks, Warner, “The Literary in the Everyday: Teaching Language as Meaning,” November 2015, ACTFL)

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Literary Play

•  Sound Play (sounds) •  Visual Play (image subversion) •  Word Play (words) •  Grammar Play (paradigm subversion and grammatical

metaphors) •  Genre Play (genre subversion, genre mixing, intertextuality) •  Pragmatic Play (interactional modes) •  Perspective Play (subversion of perspectives) •  Symbolic Play (symbolism) •  Culture Play (subversion of cultural practices and products)

http://fllite.org/project/fllite-resources/

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Literacy...

“….the  use  of  socially-­‐,  historically-­‐,  and  culturally-­‐situated  prac4ces  of  crea4ng  and  interpre4ng  meaning  through  texts.  It  entails  at  least  a  tacit  awareness  of  the  rela4onships  between  textual  conven4ons  and  their  contexts  of  use  and,  ideally,  the  ability  to  reflect  cri4cally  on  those  rela4onships…  It  draws  on  a  wide  range  of  cogni4ve  abili4es,  on  knowledge  of  wri@en  and  spoken  language,  on  knowledge  of  genres,  and  on  cultural  knowledge”  (Kern,  2000:  16)  

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Developing Multiliteracies

Multiliteracies - “the multiplicity of communications channels and media, and the increasing saliency of cultural and linguistic diversity.”

(New London Group, 1994) Students should not be “using language simply to practice vocabulary and structures, but to explore a different world and to relate that world to their own thinking and experience.”

(Kern, 2000: 15)

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Literacy through the Literary (1)

“Language is richness and variety, not the monotone of singularity of vision and intent.”

(McRae, 1996: 19) Multiple meanings, ambivalences, intertextualities, and complexities of meaning creation are inherent to all language, and are not peculiarities of literary texts alone

(see Dobstadt & Riedner, 2011: 108; Richardson, forthcoming)

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Literacy through the Literary (2)

“One could even say that the language teaching that overemphasizes the communicative function against the expressive and the integrative functions paves the way for some sort of advanced Pidgin, a language to do business in.”

(Zerkowitz 2007: 155)

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Design of Meaning

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Steps for Creating FLLITE Lessons

•  Choice of Text •  Reading for Teaching

(Textual, Interpersonal, and Ideational Dimensions) •  Pedagogical Acts •  Assessment (coming in the next webinar)

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Choice of Text

Choice of text: Why teach it? How does this text fit into the lesson/unit/curriculum?  

(See also Webinar 1)

http://fllite.org/project/fllite-resources/

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unbestimmte Zahlworter

alle haben gewußt viele haben gewußt manche haben gewußt einige haben gewußt ein paar haben gewußt wenige haben gewußt keiner hat gewußt  

- Rudolf Otto Wiemer  

¨

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Indefinite Pronouns

everyone knew many knew most knew some knew a couple knew a few knew no one knew  

- Rudolf Otto Wiemer  

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Reading for Teaching

Reader reactions (Your own!):

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Textual

Interpersonal

Ideational

3 Levels of Understanding, 1 Poem

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3 Levels of Understanding, 1 Poem

Textual genre, format,

gradation

Interpersonal

indeterminacy: who? knew what?

Ideational German history,

ambiguity of language

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Indefinite Pronouns

everyone knew many knew most knew some knew a couple knew a few knew no one knew  

- Rudolf Otto Wiemer  

Grammar play / Genre play play with the genre of grammatical paradigm Culture play commentary on events or historical memory

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1.  alle 2.  viele 3.  manche 4.  einige 5.  ein paar 6.  wenige 7.  keine

unbestimmte Zahlworter ¨

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Pedagogical Acts

Pedagogical choices for fostering… •  reading/writing/speaking/listening/viewing for

meaning •  understanding texts as socially, culturally, and

historically shaped practices •  awareness of how meaning is designed and

redesigned

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Pedagogical Acts

• Critical framing

• Overt instruction

• Transformed practice

• Situated practice

experiencing the familiar

experiencing the new

applying creatively applying

appropriately

analyzing functionally analyzing critically

conceptualizing by naming

conceptualizing by theorizing

(See New London Group, 1996 / Cope & Kalantzis, 2000 / Paesani, Allen & Dupuy, 2015)

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experiencing the familiar – draws on learner’s lifeworld and previous knowledge and experiences experiencing the new – immersion in a new domain or unfamiliar experience

applying appropriately – knowledge is acted upon or operationalized in a predictable or typical way applying creatively – knowledge is acted upon or operationalized in original and imaginative ways and/or in new, unfamiliar settings to generate novel meanings and situations

conceptualizing by naming - learning to use new, abstract terms in order to categorize, compare and contrast, and notice differently conceptualizing by theorizing – the making explicit of overt, tacit understandings and mental models

analyzing functionally – analyzing a text, practice, or action to understand what it does, its causes and effects analyzing critically – analyzing a text, practice, or action to understand the human intentions and interests at hand

Pedagogical Acts

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Stages in a possible lesson for “Indefinite Pronouns”

1.  Experiencing the familiar: Learners view a transformed version of the text (the grammar paradigm), describe what they see and speculate about the text type (where would you encounter this text?).

2.  Conceptualizing by naming: Learners identify the indefinite pronouns in German and contrast them with definite pronouns.

3.  Conceptualizing by theorizing: How are the pronouns organized in the text?

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Lesson 10: Indefinite Pronouns

everyone knew many knew most knew some knew a couple knew a few knew no one knew

 

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Stages in a possible lesson for “Indefinite Pronouns”

4.  Experiencing the new: Learners view the original version of the text (the poem), describe what they see and speculate about the text type (where would you encounter this text?).

Genre play – grammar paradigms as meaningful in different dimensions

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Indefinite Pronouns

everyone knew many knew most knew some knew a couple knew a few knew no one knew  

- Rudolf Otto Wiemer  

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5.  Analyzing functionally: What kind of information or message does the 1st text (the grammar paradigm) convey? What kind of information or message does the 2nd text (the poem) convey to you? What questions does it pose for you?

Grammar play – indefinite pronouns as paradigm and reference in the world

Stages in a possible lesson for “Indefinite Pronouns”

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6.  Analyzing critically: What do the silences and gaps reveal and conceal? Who might be the referent of the pronouns? What might they know or not know? What does the gradation mean?

Culture play – German history and questions of guilt

Stages in a possible lesson for “Indefinite Pronouns”

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7.  Applying appropriately and creatively: Learners use knowledge in a new way, remix or recontextualize what they have learned. –  composing a similar ”grammar poem” –  illustrating the poem –  rewriting/reordering the poem for a specific event

Stages in a possible lesson for “Indefinite Pronouns”

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Other Modes of FLLITE

http://www.presseportal.ch/de/pm/100003642/100776670

In advertising

https://www.flickr.com/photos/picturesofthings/849264142

In our linguistic landscape

Turkey’s “deep state” runs into shallow water - Tehran Times

In the news

cited in A. Bonyadi & M. Samuel, 2013, Headlines in Newspaper Articles. Sage Open: 1-10.

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Q & A

Still have questions? Contact the FLLITE team at info@coerll.utexas.edu.

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Works cited •  Cope, Bill, and Mary Kalantzis. 2000. Multiliteracies Literacy Learning and the Design of Social Futures.

London: Routledge.

•  Dobstadt, Michael & Riedner, Renate. 2011. “Fremdsprache Literatur – Neue Konzepte zurArbeit mit Literatur im Fremdsprachenunterricht.” Fremdsprache Deutsch 44: 5-14.

•  Halliday, M.A.K. & Matthiessen, Christian M. I. M. 2004. An Introduction to Functional Grammar. London: Edward Arnold.

•  Kern, Richard. 2000. Literacy and Language Teaching. Oxford: Oxford University Press

•  McRae, John. 2014 “Representational Language Learning: From Language Awareness to Text Awareness.” In Language, Literature and the Learner: Creative Classroom Practice, 16-40. Eds. Ronald Carter & John McRae London: Routledge.

•  New London Group (NLG). 1996. “A Pedagogy of Multiliteracies: Designing Social Futures.” Harvard Educational Review 66 (1): 60–93.

•  Paesani, Kate, Heather Allen, and Beatrice Dupuy. 2015. A Multiliteracies Framework for Collegiate Foreign Language Teaching. Upper Saddle River, NJ: Prentice Hall.

•  Richardson, Diane. forthcoming. Towards a Pedagogy of Ambiguity. dissertation project. University of Arizona.

•  Zerkowitz, Judit. 2007 “Language Teaching Through Gricean Glasses.” In Literature and Stylistics for Language Learners, 155-165. Eds. Greg Watson & Sonia Zyngier. Basingstoke: Palgrave Macmillan.