Defense Language Institute Foreign Language Center

What is GLOSS and How Language Teachers and Language Learners can benefit from On-line

Interactive Lessons.

Maria Ortenberg,Professor, GLOSS Academic Specialist, DLI

GLOSS http://gloss.dliflc.edu/

• Global Language Online Support System - an online language maintenance and enhancement tool

• A collection of interactive reading and listening lessons: presently around 5,400 lessons in 36 languages at levels 1 to 4

• Online lessons based on authentic material selected by level in accordance with the ILR standards and Text Typology

• Main objective – to maintain and enhance learners’ proficiency by teaching language through context

Presentation outline

• GLOSS lesson structure and usability – example demo• Methodology – text selection, objectives, lesson plan –

example demo• Low level lessons vs. high level lessons – example demo• Listening vs. reading – example demo• Many uses of GLOSS• Orientation to the GLOSS site• Links to examples in multiple languages

Main Characteristics of GLOSS lessons:

– Interactivity – Flexibility– Level appropriate tasks– Wide range of topics– Wide range of contemporary text/audio types– Each lesson represents a separate unit not

tied to a program– Each lesson can be adjusted to various

learner profiles Sample

GLOSS lessons

• Each GLOSS lesson is based on an authentic text/audio/video carefully selected for the level

• Each GLOSS lesson has a functional objective or a real-life task

• Each lesson teaches language features specific to the text and level

GLOSS Lessons

• Each GLOSS lesson is a sequence of task-based activities:

– a pre-reading/listening activity – 3/4 enabling tasks– a wrap-up activity

Principles behind text selection

• Text levels

• Text appropriateness for the learner level

• Interest factor, text types, topical domains

• Cultural factor

• Sampling all competencies

Principles behind Text Selection (cont.)

ILR vs. ACTFL Guidelines• Novice = L0• Novice high = L 0+ / formulaic• Intermediate = 1/ created• Intermediate high = 1+• Advanced = 2 / planned• Advanced plus = 2+• Superior = 3 /3+ / extended• Distinguished = 4/5• http://www.govtilr.org/Skills/ILRscale2.htm

Principles behind Text Selection (cont.)

• J.Child’s classification of text types - reflect communicative intent and are labeled in ascending order of textual complexity

– ENUMERATIVE / FORMULAIC / 0+– ORIENTATION MODE / L1– INSTRUCTIVE MODE / L2– EVALUATIVE MODE / L3– PROJECTIVE MODE /4-5

Text Modes (Author’s Intent and Communicative purpose)

• Enumerative / Formulaic Mode (0+)– to alert, to draw attention

• Orientation Mode (ILR 1)– Orient / give main idea by communication through simple short sentences and basic

vocabulary.• Instructive Mode (ILR 2)

– Conveying information, instruct / provide factual information by providing supporting facts; to convey facts and information about situations and events, no (minimum) commentary; about something that exists or is developing or should take place in the real world (no analytical or intuitive judgments);

• Evaluative Mode (ILR 3)– Expression of ideas. Making evaluative statements, present and support

opinions, hypothesis and abstract topics using both abstract and factual content. Analyze, apologize, explain.

• Projective Mode (ILR 4)– Project one's unique view, highly individualized and unique perspectives,

connecting ideas, and concepts with virtuosity and sophistication, taking them to larger and different paradigm; a level of activity at which shared information and assumptions are at a minimum and personal input is paramount. Such texts are a product of a consciousness notable for its quality of unique conceptualizing, or power of individuation.

Functional and Linguistic Objectives

• Functional Objectives

• LFs- Language Specific Features that constitute 4 basic competencies:

– Structural– Lexical– Discourse– Socio-cultural Sample

High level vs. low level GLOSS lessons

• High level vs. low level lessons - Authentic vs. simulated and adapted materials

• Genuine texts– Text type – authentic – Includes all the elements of a real life format – similar to what

can be encountered in modern day press, correspondence, conversation

– Is culturally appropriate – based on contemporary cultural realia– Includes vocabulary items and grammar structures and social

conventions typical of the authentic text of a given type and topic

Scaffolding

• Top-down approach vs. Bottom-up approach• Top-down – from the general to details• Bottom-up - from a word to a phrase, to a statement, to

an exchange, and to a longer stretch of dialog or story through a series of preparatory activities.

Example from GLOSS (Spanish/reading)

Example from GLOSS (Russian/ video)

Listening vs. Reading

• What is distinctive about listening?• How should we approach a listening text?• What do we need to focus on to present

students with better learning opportunities?

Listening Text issues

1. Delivery/Audio processing Features

2. Listening-Specific Textual Features

3. Core Textual Features

Listening Process

Delivery/Audio processing Features

• Para-linguisticAcousticsBackground noiseSituational Factors

• LinguisticSpeedAccentIntonation

Listening-Specific Textual Features: a) Lexical

• Lack of clear word boundaries• Pronunciation (as different from spelling)• Dialects• Colloquialisms

Listening-Specific Textual Features: b) Structural

• Less complex syntax• No visual support for grammar endings/

prepositions• Common deletions and transformations

Listening-Specific Textual Features:c) Discourse

• Discourse Markers/ “Breakers”• Fillers• Predictable Transactions• Intonation/Tone• Connectors and introductory phrases specific to

oral speech

Core Textual Features

• Features common to both reading and listening texts across all competencies

Skills, Knowledge, Abilities

• Ability to decode auditory stream• Voice recognition• Listening for idea units• Automatic Access to a wider range of vocabulary• Spontaneous Knowledge of Schemata• Effective compensatory strategies

Example of a video lesson (Russian)

Example of a Listening Lesson (Chinese)

Helping the learners to become better readers / listeners

Through GLOSS lesson design

1. Activities which help the learner activate topical and background information prior to reading the text / audio

2. Activities which get the learner through the challenges of the text /audio

3. Activities which reinforce the learning that has taken place

Helping the learners to become better readers / listeners

Tasks and Activities:

• logically connected sequences of activities• tasks of different types with gradually increasing

degrees of complexity• focus on important features of the text

Helping the learners to become better readers and listeners

Types of feedback:• Strategies • Hints before the learner answers the question • Hints that follow the action of answering • Audio hints• Terminal feedback • Teacher button – grammar and culture notes

Helping students explore the context

• Lessons devoted to cultural topics and issues • Activities that provide cultural context • Area study notes preceding the reading or listening• Task-embedded cultural content• Explanations of allusions to historical events, figures etc. • Images of places - pictures/maps/videos• Pictures and notes about contemporary figures • Terms/acronyms • Traditions/National attributes

GLOSS Orientation

GLOSS is a major time and effort saver for teachers and independent learners alike, because it provides:

• Authentic texts and audios in major topical domains

• Materials selected by level• Tasks appropriate for the level of the source

document• Rich linguistic and cultural feedback• Reference sources

Is Access to GLOSS Restricted?

NO• GLOSS is free-of-charge

• No password is needed

How Can I Find GLOSS Lessons?

GLOSS step-by-step: Go to http://gloss.dliflc.edu/ Select the language + any or all other

categories (level, skill, competency etc.) and click on “Search”

GLOSS Step-by-Step (continued)

• When you see all the titles in your selected category click on the one you want

• The LO will open and you will see an overview page of the selected learning object

• Read the Focus, the Content and the Navigation Instructions – click on “Begin Lesson”

Examples of GLOSS lessons

• Samples high level GLOSS reading lessons:Russian Arabic Chinese Hindi Spanish Turkish Portuguese Persian • Samples of high level GLOSS listening lessons• Russian Arabic Chinese Hindi Spanish Turkish

Portuguese Persian

Examples of low level GLOSS lessons

• Sp_cul020 L1 – A family Recipe• Sp_geo202L1- Weather• Cm_soc436- L1- At the post office• Cm_tec407 – L1 – buying a car• Pd_geo306 – L1 – tourism• Pf_cul325 – L1 – personalities• Pf_soc322_L1 – driving instructions• Pf_soc324-L1 – recipe• PY_soc314 – L1+ - bienale (numerals)

Examples from GLOSS

• Pjb_cul426 –L1+- wedding• Hnd_soc324 – Movie reviews• Hnd_cul416 - Neighbors• Ars_ecn432 – L2 – Lebanese economy• Ars_soc477 – L2 – training for new generation• Ars_cul442 – L1+ - wedding• Ars_sci435 – 1+ - at the doctor’s• Ars_sci436 – 1+ - emergency • Ars_soc461 – 1 – At the gas station• Ars_soc462 –L1 – Introductions• Ars_soc463 – L1 – Family news• Pd_sci326 – L1 – daily menu

This speech/presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, Department of Defense, Department of the Army, or the Defense Language Institute Foreign Language Center