the world is not flat - university of arizona
TRANSCRIPT
THESTATEOFTHESITUATION
Theroleofthetraditionallanguagetext
• Instructorsrelyontextbookstodeterminecurricula– (Byrnes,1998;Lord,2014;Richards,n.d.;Wiggins&McTighe(1998,2008)
• Languagetextbooksgenerallyfollowa“coveragemodel”– (Chaffee,1992)
• Publishinghousesandinstructorstacitlyendorseagrammar-coverageapproach– oftenendsupexcludingmeaningfulcontexts
• (Allen&Paesani,2010)
Currentapproachestolanguageteachingasdeterminedbyleadingtextbooks
• Focusedonskillsdevelopment• Emphasisonoral/auralmodalities• Reading/writingtreatedasseparateskills,independentofaudience
• Contentisself-referential;centerson"practical"languageuse• Culturetreatedasstatic5thskill,andasseparate(incidental?)
Assuch,ourstudents...
• arenotengagedbythesematerials• donotenjoylanguageclasses• believehomeworkisbusywork• endupworkingtowardthetestonly• feelunpreparedtouseSpanishmeaningfully• cannotkeepupwiththerisingcostoftextbooks
THENEEDFORANEWAPPROACH
Increasingcriticismsofstatusquo
Allen&Paesani,2010;Blythe&Davis,2007;Brager&Rice,2000;Lord&Isabelli,2014;Rossomondo,2012
• “ideasandconceptsshouldanchorstudents’intellectualandlinguistictrajectoriesinthecollege-levelforeignlanguagecurriculumatalllevelsofinstruction,”despitetheinherentchallengeindeveloping“students’thinkingabilitiesattheirintellectuallevelswhiledevelopingtheirlinguisticskillsinthetargetlanguage,whichareatamuchlowerlevel.”Meyers(2009,p.86)
Weneedanewapproach
tolanguagematerials
that…
u isinformedbySLAresearchandprofessionalguidance
u takesadvantageofwhatdigitalcandothatprintcannot
u providesameaningfulfoundationalexperienceforallstudents
u empowersteacherstotestthewaytheyteach
u preparesstudentstousethelanguageu addressesissuesofaffordabilityand
access
Visiblelearning
Focusonreceptiveandproductivestrategies
Contextualized,purposefulpractice
Sociallearning
Text-driven(literacy)approach
Focusedonallfourskills,notjustoralcommunication
(Cross)-Culturallyinformed
24-unitprogramwithallin-classandout-of-classmaterials
All-digital,immersive,mobilelanguagelearningexperience
Basedonprinciplesofbackwarddesignforaflippedclassmodel
LingroHub:asimplebutnotsimplisticplatform
Newapproachtostudentengagement
Communicativeworkinclass
Workoutsideofclass
ContraseñaPedagogyWhatisContraseña?
KEYFEATURES
1. Digitalinterface
2. “Transformedapproach”
3. Focusonoutcomes,visiblelearning
4. Makemaximaluseoftime
1)Digitalinterface
• Native-digital(conceivedasonlineplatformfromgroundup)
• Multimediaintegraltodesign• Mobileadaptive
• Suitableforallclassdeliverymodes– Face-to-face|Hybrid|Online
2)TransformedApproach(MLA2007)• Abilityto“operatebetweenlanguagesandcultures”• Contentistext-drivenandlooksoutward;emphasisonidentifyingmultipleperspectives
• Cultureisfluid,context-bound,mediatedthroughlanguageuse;integratedandintentionalapproach
• Wrapthetextualwithinthecommunicativeandviceversa• Focusontextual(writtenandoral)resourcesasthebasisforlanguage
• Emphasisonskillsandstrategies
èLiteracybasedapproach
• Eachunitistext-driven– Text=written,audio,video(alternatewritten/oral)– Varietyofgenres– Textsincreaseincomplexity,authenticity
• Unittextmodelslanguageandcultureinuse
• Unittextservesasmodelforend-of-unitproject
UNITSTRUCTURE
Example:Graphicnovel
Example:Newspaperarticlewithvideo
Example:Microcuento
EleclipseAugustoMonterroso
Cuando fray Bartolomé Arrazola se sintió perdido aceptó que ya nada podría salvarlo. La selvapoderosadeGuatemala lohabíaapresado, implacableydefinitiva.Antesu ignorancia topográficasesentó con tranquilidad a esperar lamuerte. Quisomorir allí, sin ninguna esperanza, aislado, con elpensamientofijoen laEspañadistante,particularmenteenelconventode losAbrojos,dondeCarlosQuintocondescendieraunavezabajardesueminenciaparadecirlequeconfiabaenelceloreligiosodesulaborredentora.
Aldespertarseencontró rodeadoporungrupode indígenasderostro impasiblequesedisponíanasacrificarloanteunaltar,unaltarqueaBartolomélepareciócomoellechoenquedescansaría,alfin,desustemores,desudestino,desímismo.
Tresañosenelpaíslehabíanconferidounmedianodominiodelaslenguasnativas.Intentóalgo.Dijoalgunaspalabrasquefueroncomprendidas.
Entonces floreció enél una ideaque tuvopor dignade su talento y de su culturauniversal y de suarduo conocimiento deAristóteles. Recordó que para ese día se esperaba un eclipse total de sol. Ydispuso,enlomásíntimo,valersedeaquelconocimientoparaengañarasusopresoresysalvarlavida.
-Simematáis-lesdijo-puedohacerqueelsolseoscurezcaensualtura.
Los indígenas lo miraron fijamente y Bartolomé sorprendió la incredulidad en sus ojos. Vio que seprodujounpequeñoconsejo,yesperóconfiado,nosinciertodesdén.
Dos horas después el corazón de fray Bartolomé Arrazola chorreaba su sangre vehemente sobre lapiedradelossacrificios(brillantebajolaopacaluzdeunsoleclipsado),mientrasunodelosindígenasrecitabasinningunainflexióndevoz,sinprisa,unaporuna,lasinfinitasfechasenqueseproduciríaneclipsessolaresylunares,quelosastrónomosdelacomunidadmayahabíanprevistoyanotadoensuscódicessinlavaliosaayudadeAristóteles.
Example:Shortfilm
Yotbtq
Preparestudentsthroughreceptiveandproductivestrategies• Receptivestrategiestopreparelearnersto
understandthemainunittext
• Productivestrategiestopreparestudentstocarryoutunit-finalproject.
HOWdoesContraseñaincorporateauthenticcontent?
UNIT18:Interpretingidentitythroughthespokenword:Readaloudandanalyzeapoemthatexpressesanaspectofthepoet's
culturalidentity.
Examplereceptivestrategy
Unit16:Exploringtheroleoftechnologyinpersonalrelationships:Createadialoguethatcanleadtomisinterpretation.
Anothersampleperceptionstrategy
Unit2:Gettingtoknowothers:InterviewaSpanishspeaker.
Sampleproductionstrategy
Unit2:Gettingtoknowothers:InterviewaSpanishspeaker.
3)Focusonoutcomes
• Clearlyarticulatedunit-levelgoals• Adaptiveinterfacetoemphasizemastery-basedlearningandassessment
• Projectbasedassessmentfocusesonwhatstudentslearn,notwhattheyhaven’t
• TenetsofBACKWARDDESIGNè
èVisiblelearning• Carefullysequencedmodulestofacilitatetheacquisitionofabroadrangeoflanguage,communicativeandcontentlearningoutcomes
• Summativeportfolioactivityforeachunit:applicationofunit’slinguistic,communicative,culturalandcontent-relatedlearningtotherealizationofameaningfultask• Portfoliosofferformativeandsummativeassessmentopportunitiesthatarecriticalforclosingtheassessmentloop
• Allowsustotestthewayweteach
4)Makemaximaluseoftime
• Outofclass:timeisspentinpreparation• Inclass:timeisspentincommunication• Noartificialdivisionbetweenpresenting,practicing,usingandassessinglanguage
Practiceismeaningful,notbusy-work!
OUTOFCLASS1:Preparar
OUTOFCLASS2:Aplicar
OUTOFCLASS3:Comprobar
INCLASS:Conversar
NEWAPPROACHINACTION(Pilotstudyoutcomes,Spring2019)
ParticipantsA.UniversityofFloridaBeginningSpanish1• Controlgroup
– N=46– Regulartextbook,onlineplatform– Standardsyllabus
• Experimentalgroup– N=23– Contraseñalearningmaterials– Modifiedsyllabus
B.UniversityofKansas• BeginningSpanish1(SPAN104)
– N=26– Contraseñalearningmaterials– Fullyflippedimplementation
• BeginningSpanish2(SPAN111)– N=56firsttimeenrollees,N=24students
whocompleted1stsemesterwithContraseña
– Contraseñalearningmaterials– Modifiedsyllabus
Datasources
• Can-DoStatements– 20“Can-Do”StatementsbasedonACTFL’sproficiencyguidelines– ParticipantsratedonaLikertscaleof1-7
• AttitudeSurvey– 18statementsaboutattitudestowardsclass,Spanish,ability/interestinlearningSpanish
– ParticipantsratedonaLikertscaleof1-7• General“Proficiency”Assessment
– 100multiple-choiceitems– Coveringgrammarandvocabularytopicsfromfirst4semesters
• BackEndAnalysis– Howmanyminutesstudentsspendinout-of-classwork
• ClassroomObservations– Talktime– UseofSpanish/English
Sameinstrumentsforpre-test(week1)andpost-test(week16)
Can-DoStatements:Totalscore(summingallresponses)
77.76
115.90
83.38
112.26
20.00
40.00
60.00
80.00
100.00
120.00
140.00
EXPPREAVG EXPPOSTAVG CONPREAVG CONPOSTAVG
Can-Do(totalscore)
OrdinalmixedeffectsmodelfoundsignificantinteractionofGroup*Time,suggestinglargerchangesinratinglikelihood(towardhigherratings)forExperimentalthanControl(p<.001)
Can-DoStatements:Byitem
Experimentalgrouppost-semesterhigherthancontrol:#9:Icanexpressmyownpreferencesorfeelingsandreacttothoseofothers.#15:Icanexpressmypreferencesoneverydaytopicsofinterest.#16:IcancompareculturalproductsandpracticesfrommycultureandthoseofSpanishspeakingcultures.#17:IcanconversewithSpanish-speakersinfamiliarsituationsatschool,work,orplay.#18:IcanshowinterestinbasicculturalsimilaritiesanddifferenceswhenconversingwithSpanishspeakers.#19:Icanrecognizethatsignificantdifferencesinbehaviorsexistamongcultures.#20:Icanuseculturallyappropriatebehaviorsandavoidmajorsocialblunders.
AttitudeSurvey:Totalscore(summingallresponses)
87.83 91.9086.55 88.11
18.00
38.00
58.00
78.00
98.00
118.00
EXPPREAVG EXPPOSTAVG CONPREAVG CONPOSTAVG
Attitudes(totalscore)
OrdinalmixedeffectsmodelfoundsignificantinteractionofGroup*Time,suggestinglargerchangesinratinglikelihood(towardhigherratings)forExperimentalthanControl(p<.001)
AttitudeSurvey:Byitem
Experimentalgrouppost-semesterhigherthancontrol:#4:IlookforwardtotakingSPN1131inthefuture.#8:IliketheatmosphereofmySpanishclasses.#15:IalwayslookforwardtoSpanishclasses.#16:StudyingSpanishcanbeimportantformebecauseIthinkI'llneeditforfurtherstudieswithinmymajor/fieldofinterest.#18:IreallyenjoylearningSpanish.Experimentalgrouppost-semesterlowerthancontrol:#11:getnervousandconfusedwhenIamspeakinginmySpanishclass.
Results:General“Proficiency”Test
9.89%
4.97%
0.00% 2.00% 4.00% 6.00% 8.00% 10.00% 12.00%
Experimental
Control
Pre-toPost-IMPROVEMENT
PRE POST CHANGE
Experimental 48.00% 57.89% +9.89%Control 59.41% 64.38% +4.97%
Results:TimeSpentonClassPreparation
Aplicar=InputàOutputInstructionalSequenceComprobar=Discourse-levelsummative“quiz”oversamematerial
Results:Classroominteractions[analysisunderway]
• Preliminaryanalysis:– Increasedstudenttalktime– Decreasedteachertalktime– IncreaseduseofSpanish
CONCLUSION
Thesedigitally-
basedmaterials…
u wereinformedbySLAresearchandprofessionalguidance
• MLA2007report• SLAresearch• EducationalTechnologyresearch• ExperienceaseducatorsandLPDs
Thesedigitally-
basedmaterials…
u wereinformedbySLAresearchandprofessionalguidance
u takeadvantageofwhatdigitalcandothatprintcannot
• Multimodalinstruction,practice,projects• Authentictextsindifferentgenres• Culturalcollaborators• Developmentof21stcenturyskills
Thesedigitally-
basedmaterials…
u wereinformedbySLAresearchandprofessionalguidance
u takeadvantageofwhatdigitalcandothatprintcannot
u provideameaningfulandengagingfoundationalexperience
• Focusoncontent,contextualizationandlanguageuse
• Classtimeforrealcommunication• Evidenceofstudentengagement
Thesedigitally-
basedmaterials…
u wereinformedbySLAresearchandprofessionalguidance
u takeadvantageofwhatdigitalcandothatprintcannot
u provideameaningfulandengagingfoundationalexperience
u empowerteacherstotestthewaytheyteach
• Portfolioofproject-basedassessments• Studentsshowcasewhattheyknow• Canbeexportedforevidenceoflearning
Thesedigitally-
basedmaterials…
u wereinformedbySLAresearchandprofessionalguidance
u takeadvantageofwhatdigitalcandothatprintcannot
u provideameaningfulandengagingfoundationalexperience
u empowerteacherstotestthewaytheyteach
u preparestudentstousethelanguage
• Unitstructuredtoprepareforproject• Providereallanguagepractice
Thesedigitally-
basedmaterials…
u wereinformedbySLAresearchandprofessionalguidance
u takeadvantageofwhatdigitalcandothatprintcannot
u provideameaningfulandengagingfoundationalexperience
u empowerteacherstotestthewaytheyteach
u preparestudentstousethelanguageu addressissuesofaffordabilityand
access • Digitaldeliverylowerscost• Adaptiveplatform• Easy,frequentupdatesandfixes
Proyecto2:¿Quiénerestú?UsingConversacionesenlauniversidadasamodel,youwillwritequestionsandtheninterviewaSpanishspeaker.-Phil,Retiree,ContinuingEducationOnline
