1 / 65

Designing Your TWBI Classroom for Target Language Production Mike Yamakawa El Marino Language School Culver City, Calif

garin
Download Presentation

Designing Your TWBI Classroom for Target Language Production Mike Yamakawa El Marino Language School Culver City, Calif

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Designing Your TWBI Classroom for Target Language Production Mike Yamakawa El Marino Language School Culver City, California Two-Way CABE Summer Conference 2009 Monterey, California

    2. 4/8/2012 2-Way CABE Summerl Conference 2009 Activity: Find Someone Who

    3. 4/8/2012 2-Way CABE Summerl Conference 2009 Activity: Find Someone Who Teacher distributes a sheet with questions on the previously learned lesson. Students go around the classroom finding someone who can answer the questions in the target language. The student who answered the question writes his/her initials next to that question. Students try to collect initials on all the questions on the sheet.

    4. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Activity: Find Someone Who Possible Language Functions Used For the questioning student: “Excuse me.” (attention getting) “Can you…” (volitional requesting) “Thank you.” (thanksgiving) For the answering student: “_____ is…” (identifying) “I think the answer is…” (expressing opinion) “I don’t know.” (expressing not knowing) “Sorry.” (apologizing) “You are welcome.” (responding to thanksgiving)

    5. Immersion Classroom Design This presentation covers… Key factors that increase the target language production in immersion classroom. Classroom management and instructional strategies that build the routines for student L2 production

    6. Key factors that increase student L2 production Consistent teacher expectation for students to speak the target language Clear boundary for separation of languages Instructional routines/strategies designed to engage students in sustained discourse in the target language

    7. Key factors that increase student L2 production Positive student perception of teacher, classroom environment and the target language Student motivation

    8. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Immersion Classroom Design

    9. 4/8/2012 CABE Annual Conference 2009 Long Beach, California What Is Classroom Management?

    10. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    11. 4/8/2012 CABE Annual Conference 2009 Long Beach, California The Challenges Facing Immersion Classrooms Swain (1985, 1988, 1991, 1995a) says… Immersion students develop receptive language skills (listening and speaking) very well However, they show limited proficiency in productive skills (speaking and writing)

    12. 4/8/2012 CABE Annual Conference 2009 Long Beach, California The Challenges Facing Immersion Classrooms Longman (1993, emphasis mine) says… Productive skills (speaking and writing) require explicit attention to formal aspects of language output if students are to acquire native-like fluency.

    13. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Classroom Management Strategies

    14. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Heterogeneous Groups Consist of students with various strengths in the target language Leaders should possess… Strong target language skills Good leadership qualities High students possess… Good target language skills Less leadership quality (shy, bossy,etc.)

    15. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Heterogeneous Groups

    16. 4/8/2012 CABE Annual Conference 2009 Long Beach, California The Measure of Successful Heterogeneous Grouping… “Can you see active discussion in the target language taking place in the group?”

    17. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Team Builders After heterogeneous groups are formed, teachers may do a team-building activity in order to… Break the ice Empower the leader in the group Establish the routine of using the target language in the group Example: Team Frame

    18. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Flag A tool to create a clear boundary for speaking the target language A reminder for students to speak the target language both inside and outside of the classroom

    19. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Group Points Give point(s) to the groups speaking the target language on the board. Take away point(s) from the groups speaking English. Encourage, don’t punish. Demonstrate the teacher’s expectations on target language production in the classroom.

    20. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Tickets Give ticket(s) to individual students/groups speaking in the target language. Add verbal comments such as “Good job practicing the language in the classroom!” Students keep the tickets and use them for rewarding activities (class auction, etc.)

    21. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Line Up! Managing students to line up using the target language Count Down Teacher starts to count down After reaching “0”, name a student not in the line and count,”-1”(in the target language) Repeat The Teacher Teacher prompts, “Repeat after me.” Teacher says, “Bob, line up!” The students in line repeat what the teacher says.

    22. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Motivators Intrinsic Motivators Using target language for meaningful purposes Opportunities to speak with native speakers Pen pal letters Experiencing the culture Extrinsic Motivators Immediate and more tangible rewards for learning the language Tickets, Group points, Verbal praises

    23. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Rationale Explicit discussions on “Why learn another language?” Teachers may point out… “It is very special to be able to speak more than one language.” “Students in other schools do not have the opportunity to learn another language like you do.” “Many doors can be opened to you in the future because you can speak another language.”

    24. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Instructional Strategies

    25. 4/8/2012 CABE Annual Conference 2009 Long Beach, California What are instructional strategies? Teaching methods and activities designed to increase students’ oral production in the target language These are usually generic enough to apply to any content area.

    26. 4/8/2012 CABE Annual Conference 2009 Long Beach, California How do they fit into my lessons?

    27. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Successful Structures Make the activity successful Build up sufficient skills necessary for the activity Consider scaffolding (pair up the students, putting visuals etc.) Keep the activity exciting Stop the activity before the excitement fades Avoid continuous use which leads to boredom

    28. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Warm Ups Starting the lesson with a warm up activity helps build language-centered classroom routines. Class Bingo What Am I? Round Robin

    29. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Warm Up: Class Bingo

    30. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Warm Up: Class Bingo The warm up activity should not be challenging! Use vocabulary that your students are already familiar with. Review the sentence forms the students will be using before starting the activity. Model with one student in front of the class before the activity if necessary.

    31. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Frontloading” Before teaching a content lesson, the teacher can “front-load” vocabulary and sentence structures that are going to be used. “Front-loading” increases students’ oral production during the lesson as well as their comprehension of the content objective.

    32. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Frontloading” “Sample” Front-loading Procedures: 1. Introduction of new vocabulary with visuals and TPR 2. Activity Reinforcement (for vocabulary) “What’s Missing?” 3. Introduction of sentence patterns using A/B format 4. Activity Reinforcement (for sentence structures) Ticket Champion

    33. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    34. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Frontloading” Introducing New Vocabulary Introduce the vocabulary with visuals. Students orally repeat the words. The teacher shows the gesture for each word. Students imitate the gestures. The teacher says the words. Students show the gestures. The teacher shows the gestures. Students say the words. Reinforcement Activity

    35. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Frontloading” New Vocabulary Reinforcement Activity: Gesture Game The teacher says the word and gestures. If the teacher’s gesture matches the word, the students also gesture and say the word (mimic the teacher). If the teacher’s gesture does not match the word, the students should not move at all ( Do not mimic the teacher). If a student moves when the teacher’s word and gesture do not match, he/she sits down. He/she is out of the game. The speed of the gesture game gets faster and faster. (originally developed by Cliff and Ellen Walker)

    36. Karuta Game Listening comprehension activity (Teacher prepares sets of picture cards that match the vocabulary words) Teacher distributes picture cards to the group of 3-4 students. A monitor in each group places all the cards face up, evenly spread out on the table. On teacher’s cue (1-2-3-4), every student puts his/her hand in use over his/her heart while waiting for teacher’s next signal. Teacher then calls out a word from the vocabulary words.

    37. CARLA/CAL Immersion Conference 2008 Students then try to find the picture card that matches the word called out. The first student to place his/her hand on the correct card keeps the card. If a student places his/her hand on the wrong card, he/she raises his/her hand and loses the next turn. Teacher calls out all the vocabulary words, the students repeat steps 5-7. The student who gains the most cards at the end wins. (optional) The winners may rotate to another group and play the game again.

    38. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Front-loading” Introducing Sentence Structures Possible Sentence Structures for Content Lessons Identifying, showing existence, describing (color, size, shape, weight, taste, etc.), classifying, comparing/contrasting, showing cause/effect, predicting, showing possibility, showing change of state, sequencing, showing ability, defining means, reporting

    39. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    40. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    41. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    42. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    43. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    44. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Front-loading” Introducing Sentence Structures The teacher (T) slowly reads the sentence structure. Students (Ss) repeat the sentences. T and Ss read the sentences together. T reads A; Ss read B. Switch the parts. Divide the class in half. One group read A and the other group read B. Switch the parts.

    45. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Front-loading” Introducing Sentence Structures Pick a capable student. T reads A, and the student reads B. Have the rest of the class repeat after A and B parts. Pick another student. Pick 2 capable students. One student reads A and the other reads B. Have the rest of the class repeat after A and B parts. Switch the parts. Pair up all the students as A and B. Have them practice the sentences in pairs, switching their parts. Do the reinforcement activity.

    46. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Oral Language “Front-loading” Procedures: Reinforcement (Sentence Structures) Activity: Ticket Champion 1. The teacher (T) gives students (Ss) 2-3 tickets. 2. Ss roam in the classroom. 3. At T’s prompt, Ss make pairs and ask each other the target question using the previous sentence structures. Switch the parts. 4. When Ss finish questioning each other, they do “rock-paper-scissors” in their pairs. 5. The winner receives a ticket from their partner. 6. Then, Ss pair up with other partners and go through steps 3-5 again. 7. If a student loses all his tickets, he comes to the teacher to receive more tickets.

    47. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Interactive Teacher-fronted Instruction The Problem: Teacher-fronted Instruction in the Language Immersion Classroom The teacher is the primary speaker of the target language. Students only listen and write during the lesson. Interactive Teacher-fronted Instruction keeps the students talking in the target language as the teacher teaches the lesson.

    48. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Content: Polygons (math)

    49. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    50. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Interactive Teacher-fronted Instruction Choral Response a. Students simply repeat what teacher says (new vocabulary, sentences, etc). b. Students answer the questions that the teacher posed in unison. (Need think time for at least most students to process)

    51. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    52. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Interactive Teacher-fronted Instruction 2. Answering Questions Teacher asks a question. Students repeat the question. Think time Teacher calls on one student. The student answers the question. Teacher asks all students, “Was he right?” “Who had the same answer?”

    53. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    54. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Interactive Teacher-fronted Instruction Quick Pair Activity (Students can be heterogeneously paired) Teacher asks a question. The student A (stronger in the language) repeats the question to the student B (weaker). Student B answers. Teacher fields the answers. Or a. The pairs whisper the answer to each other.

    55. 4/8/2012 CABE Annual Conference 2009 Long Beach, California

    56. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Interactive Teacher-fronted Instruction Quick Group Activity Teacher asks a question. Think time Students check their answers in their groups. Teacher calls on one student from one group to answer the question.

    57. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Review Activities After teaching the content, the teacher may implement the review activity in order to… Check and strengthen students’ understanding of concepts Create content-based interactions in the target language

    58. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Review Activities Activity: Definition Relay The teacher distributes a series of cards with one answer and question (See sample in packet). The teacher chooses one student to read the question on his card. The other students look at the answer written on their cards to see if they have the answer to the question. If he/she does, he/she says the answer aloud. It is now his/her turn to read the question on his/her card. Students try to complete the relay within the time limit that the teacher sets.

    59. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Find Someone Who content review version

    60. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Group Review The teacher writes a few review questions on the board. The teacher tells the class that each group will receive group points if the entire group comes up with the right answer. Students, in their group, work on the questions and make sure everyone in the group has the same answer. (Here, students should be helping each other in the target language and not copying each other’s answers.)

    61. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Group Review After each group comes up with their answers, the teacher randomly collects one student’s notebook, journal, etc. from each group. Now, the teacher goes over the questions with the entire class and shows the right answers. 6. If the selected student’s answers are correct, his/her group receives group points.

    62. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Application Activities At the end of the content lesson, students apply their new knowledge in creating something meaningful. Design an application activity that incorporates oral interactions in the target language.

    63. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Application Activities Activity: Poster Project Students, in groups of 4-5, create posters that demonstrate their understanding of previous lesson(s). The evaluation rubric can include such scoring categories as: attractive layout, organization, good language skills, teamwork, timeliness, etc. This should give students a clear idea of what the teacher expects. 3. The poster should be written in the target language. Also, groups will receive group points when they are speaking the target language while working together.

    64. 4/8/2012 CABE Annual Conference 2009 Long Beach, California Application Activities Activity: Stayers and Strayers After finishing the poster project, all groups put up their posters in the classroom. 2. Half of the group members will become “stayers”. They will stay with their poster and present it to others. 3. The other half will become “strayers”. They will go to other groups and listen to their presentations. 4. After awhile, the teacher will signal, and now the stayers and strayers switch their parts. 5. All presentations must be in the target language.

    65. Any questions?

More Related