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Language Production & Cooperative Learning Session 7. Enriching Immersion Education: Tips for your Teacher Toolbox Glendale Spanish Immersion Elementary School Nashville, TN August 4-5, 2010. Development of Oral Language Production. Immersion students need to have

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language production cooperative learning session 7

Language Production & Cooperative LearningSession 7

Enriching Immersion Education:

Tips for your Teacher Toolbox

Glendale Spanish Immersion Elementary School

Nashville, TN

August 4-5, 2010

development of oral language production
Development of Oral Language Production
  • Immersion students need to have

time for longer conversation in order to develop the language (Genesse as cited in Punchard, 2002).

development of oral language production1
Development of Oral Language Production
  • Purposeful and meaningful student talk

“A traditional teacher-led question-answer session, such as that frequently found in the classrooms, will not create frequent opportunities for sustained language used, and by extension continuous language development” (Punchard, 2002, p. 2).

development of oral language production2
Development of Oral Language Production
  • Activities that enhance student communication and language use: student-centered and structured.
  • Promote risk taking and increase motivation.
development of oral language production3
Development of Oral Language Production
  • Pair and cooperative learning grouping which has been carefully constructed to promote vocabulary use, content area concepts, and other language structures.
  • Expectation: use of Immersion language
oral language production activities
Oral Language Production Activities

Primary Grades

Punchard, Isabelle (2002) Pair Activities

  • Back-to-Back Info Gap
  • Sequencing Activity
  • Runners and Writers
oral language production activities1
Oral Language Production Activities

Upper Elementary Grades

  • Reconstruct Text
  • Poem Completion
  • Story Sequencing
research
Research

“Type of task has a measurable effect on first and second language use, providing evidence that when the goal of the task includes focusing on the L2, as well as the content, children use the L2 to a greater extent.” (Conclusions section, 3) CARLA Study

cooperative learning
Cooperative Learning

A group of students at

different skill levels who

work together in the

understanding of a topic

or theme.

Each member has a role

and an understanding of

the importance of being

part of a team.

cooperative learning elements
Cooperative Learning Elements
  • Positive Interdependence
  • Face-to-Face Interaction
  • Individual and Group accountability
  • Interpersonal & Small-Group Skills
  • Group processing

(Kagan Publishing & Professional

Development).

cooperative learning tips
Groups based on Heterogeneous abilities

Small teams: 3 or 4 members.

Used consistently. Do not overuse (at least once a week).

Well structure tasks.

Cooperative Learning Tips
cooperative learning activities
Jigsaw

Think-Pair-Share

Three Step Interview

RoundRobin Brainstorming

Three-minute review

Partners

Numbered Heads Together

Team Pair Solo

Cooperative Learning Activities
model lesson activities
Model Lesson Activities

Sra. McBride

  • Dramatic story-telling (weather example)
  • Shapes on the back activity
  • Learning mats for number shapes, etc.

Sra. Nuñez & Sra. Ramos

  • FLIP video
  • Student plays
social language in immersion
Social Language in Immersion

Professional Learning Community

  • Assess students’ needs
  • Benchmark: pre-assessment
  • Create Goal
  • Mini-lessons/Model videos
  • Post-assessment
  • Reflection/next step
teacher resources
Teacher Resources
  • http://carla.acad.umn.edu/
  • http://www.carla.umn.edu/immersion/broner.html

(research on L2 use: three 5th grade students)

  • http://carla.acad.umn.edu/assessment/VAC/resources/index.html (Resources for content area, assessments, language proficiency, etc.)
  • http://carla.acad.umn.edu/cobaltt/lessonplans/search.html

Content based instruction -CBI- integrating

language (some technology) with units and

lessons in SPANISH.

bibliography
Bibliography
  • Punchard, Isabelle. (November, 2002). Improving Immersion students proficiency by fostering the use of extensive discourse. ACIE Newsletter-The Bridge-, 1-8.
  • Cooperative Learning:
    • Dr. Kagan, Spencer. Kagan Publishing & Professional Development

http://edtech.kennesaw.edu/intech/cooperativelearning.htm

    • http://alumni.media.mit.edu/~andyd/mindset/design/

clc_rsch.html