Joyhanna Yoo Garza (CSU Long Beach) Rodolfo Mata (UC San Diego) - PowerPoint PPT Presentation

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Joyhanna Yoo Garza (CSU Long Beach) Rodolfo Mata (UC San Diego)

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  1. Career-based Unit for Novice-high/Intermediate-low Heritage Learners of Spanishin a Mixed HL/L2 Classroom JoyhannaYoo Garza (CSU Long Beach) Rodolfo Mata (UC San Diego)

  2. Learner Profile • Heritage speaker of Spanish • In a mixed L2 + HL class • With other broad HL as well as L2 • Proficiency: novice high to intermediate low • Motivations: personal and curriculum requirement

  3. Learner Objectives • Linguistic Employment and work-related vocabulary Nominalized actions Past tenses (preterite and imperfect) Writing and translating as sociolinguistic tools • Social Register and interpersonal skills Use of persuasive language • Cultural Learning about a multilingual community Working in a multilingual community in the Heritage Language

  4. Learner’s Strengths and Needs • Strengths Implicit knowledge of the past tenses (form, conjugations) Linguistic Use of informal register Sociolinguistic Ample use of present tense Linguistic Speaking about self Social Members of the community Sociocultural • Needs Macro-approach to the past tenses Linguistic (use in an authentic task & communicative context) More practice of formal register Sociolinguistic Speaking about others Social Working and participating in the Heritage community Sociocultural

  5. Three-day Unit Career-based project: Jobs, Resumes, and the Job Interview Pedagogic Outcomes: Analysis Students will be able to  analyze the content and format of a resume  analyze the content and format of a job posting  transcribe simple passages from a video job interview  analyze a job interview Production Students will be able to  produce their own resume in the correct format  communicate to a friend news of a job posting  write a simple email expressing interest in a job  prepare simple job interview questions  respond to simple job interview questions

  6. Three-day Unit Agenda: Day 1: ___ Resume template ___ Note card with job candidate notes (attendance for day 1) Day 2: ___ Turned in own resume ___ Turned in transcription (attendance for day 2) Day 3: ___ Send e-mail to instructor with short composition (homework) ___ Peer-editing of letter of interest ___ Checklist (3 job interviews) ___ send letter to winning candidate (homework)

  7. Day 1. Who should get this job? Pre-activity: text-to-self connection • Activity 1: Three Candidates for One Job Three mini-resumes. Vary in vocabulary, format, and content. (semi-authentic text) Task: Content analysis. What information goes in a resume? Work in pairs/small groups. Fill out a template for a resume: Contact information Work experience Education… Formative assessment: students discuss, share, and turn in for a 

  8. Day 1. Who should get this job? • Activity 2: We Have a Job! Students receive a job posting from a local community center (semi-authentic text). Analysis of the text Group task: What does this job require? Why is ability to speak Spanish important to the job? Linguistic/Cultural: Does the resume use verbs or nouns? Individual task: Write on a note card which of the three candidates from Activity 1 is best suited for the job. Then share results with the rest of the class. Differentiation: HLs write down on the note card L2s report back to class Formative assessment: students turn in note card for attendance

  9. Day 1. Who should get this job? • Homework Keeping in mind the job posting that they read and the resumes that were analyzed today, students are instructed to create their own simple resumes paying special attention to: Format Content Cultural/Linguistic: Use of nominative gerunds to describe work history Students will bring 3 copies of their resume to distribute to team mates. Exit card: (1) Write down 3 – 5 vocabulary words that are new to you and that you learned today. (2) What did you learn about resumes in Spanish that you did not know prior to today?

  10. Day 2. Our Resumes. Their Interview. Pre-Activity: text to self connection. What challenges did you encounter? Activity 1: Let’s Workshop Your Resumes Task: Students receive a checklist based on template from Day 1. Do resumes follow the format, content, linguistic guidelines?  Students give back checklist with feedback, if any. Students check off item on the agenda if they turned in a resume

  11. Day 2. Our Resumes. Their Interview. Activity 2: Watching a Video of a Job Interview(authentic text) Pre-Activity: Questions while watching the video: Who the participants are, what job is being applied for, etc. Task: Watching the video(1st time) Visual check for understanding (using cards): True/False questions Task: Completing guided audio transcript Watching video (2nd time). Students complete a semi-completed transcript in pairs/small groups. Differentiation: L2 listen and dictate. HL write down. Tiered activity: Changing the genre: from video to text

  12. Day 2. Our Resumes. Their Interview. • Homework (1) Finish up a partially-completed resume for the interviewee in the video. (authentic task) (2) Email your friend (the instructor) an informal email suggesting another friend (the interviewee) for a job. Attach the resume you created in (1) above. Use informal register since you are writing to a friend. (authentic task) Outcomes: Use of persuasive language Speak about someone else Vocabulary

  13. Day 3. Your Interview. Your Job. • Activity 1: A Job in your Community! Instructor provides job posting for a real, local Community Center. Job requires ability in Spanish and knowledge of the community. (semi-authentic text) Task: Apply for the job. Work in pairs. Write a brief (one paragraph) letter of interest for the job that student will attach to his/her resume. Differentiation: Peer-editing . HL and L2 check for content and vocabulary. HL check for natural language. L2 check for accurate grammar. Formative assessment: students earns a  upon completion

  14. Day 3. Your Interview. Your Job. • Activity 2: Job Fair and Job Interviews Students prepare questions for a job interview and interview each other. (authentic task) Task: Prepare Interview Questions. Role-Play: Work in pairs. Students write three (3) questions that they will ask during the job interview about the candidate’s job history and education. Linguistic task: proper use of the past tenses (preterite/imperfect) in a communicative context. Differentiation: HL check for correct use of aspect. L2 check for accurate conjugation. (mixed-class scenario)

  15. Day 3. Your Interview. Your Job. • Activity 2: Job Fair and Job Interviews Task: The Job Interviews (authentic task) Role-Play: Half the class pretends to be employers and the other half pretends to be job applicants. Interview applicants bring their own resume to interview and hand it to employer. Employer has a checklist for each applicant. (changing the genre) All employers must briefly interview three (3) applicants and complete a checklist. Roles reverse after 15 minutes. Linguistic tasks: Proper use of the pasttenses (preterite/imperfect) in a communicative context to talk about self/to ask about others. Pragmatic task: Use of formal register during the interview.

  16. Day 3. Your Interview. Your Job. • Homework Notify the Winning Candidate (authentic task) Task: Email Student reviews the checklist and chooses ONE of the three (3) candidates that he or she interviewed for the job. Student composes an email (from the resume) to the winning candidate informing him/her that he or she has been awarded the job and pointing out what about the resume/interview was outstanding. Student CCs the hiring manager (the instructor). Linguistic tasks: Proper use of the pasttenses (preterite/imperfect) in a communicative context to talk about about others. Pragmatic task: Use of formal register for the letter.

  17. ¡Gracias! Thank you!