Curtain & Dahlberg (Chapter 11)

The Connections Standard

This chapter discusses content-related teaching. To understand this idea, it's important to understand the distinction between language learning and learning to learn.

This "C" is focused on using language to "extend and enrich" learning in all content area. More specifically, this standard supports language learning as a means to gain knowledge and insight that is only available through the target language--this is why language learning is essential!

Content-related instruction can be a good source of cognitively engaging activities as language can be used as a bridge to other content areas that might be interesting to students. Finally it pushes language learning beyond the classroom. I can see the students in my teacher's class interested when he and I engage in conversation in French--it shows them that we can use what they are learning to actually carry on a conversation.

Curtain & Dahlberg (Chapter 7)

Integrated Thematic Planning for Curriculum, Unit and Lesson Design

Meaning is necessary for effective language learning. This chapter talks about the way it which thematic planning and instruction fosters meaning-contingent learning which activates the pattern-making functions of the brain. Thematic instruction allows for narrative structure and task-based organization of content. This is effective in part because of the way in which the brain is structured: narratives are used to organize memory and to order task-based learning.

Relevance = motivation factor. This is clear as I observe my teacher at Monticello High School. It's amazing to see how much more motivated, on-task and generally attentive they are when their teacher relates something relevant to them.

Some things I'll take away from this reading:

• avoid isolated grammar structures
• narrative = important "cognitive tool" (natural way brain organizes our experiences and related to emotions!
  
• use prediction to focus attention
• work toward a performance or product (visual display, book...) to give PURPOSE to unit
• Kiergan Egan Frameworks: organizing "Story Form Framework"
• Story Form Frameworks: mythic layer (younger grades) and romantic layer (older grades)
• balance of routine and variety--each lesson should have a balance of active and quiet, large and small group, one- and two-way communication
  
• interactive homework
  

Richard-Amato (Participatory Language Teaching)

Chapter 4

In this chapter, Richard-Amato discusses how reading is integrated to develop different skills (including literacy and writing) within a whole language approach framework. He talks about how processes which are inherently "interactional"--reading and writing--from the many components of which meaning is created. He notes the role of other readers, other texts (written and oral) among others. This statement made me consider literature circles, something we talked about in EDIS571: Reading in the Content Area. To take a text that is read and add more aspects to it can help students attach more meaning to it. Further, revision in writing offers an opportunity to internalize correct forms if they are effectively modeled by the teacher or by indirect correction. As someone who dislikes taking my time with revisions, I do have to acknowledge their merit, especially in a foreign language classroom for writers at all levels.

"When are they going to say 'it' right?"

Brooks, Donato, McGlone


This study explored the role of metatalk, metacognition, use of English and whispering self in collaborative activities, specifically missing information tasks, like the jigsaw activities used in this study, from a sociocultural perspective. The implications of their findings suggest that collaborive activiteis require refelctions upon the task at hand, and language is involved in this problem-solving process. Moreover, English is sometimes necessary to sustain the activity (as the target language may not be well-developed enough to allow for the metacognitive strategies the student might need). Hearing English might be bothersome for a foreign language instructor, but these findings seem logical, and I am glad to read this study to remind me that at beginning levels of language, it can sometimes be necessary to rely on English at some points.

Another point to take away from this study is the fact that self-regulation in L2 can grow from regular exposure to collaborative problem-solving activities. Increased opportunities for these types of collaborative activities can lead to less metatalk, less English, less talk about task (metacognition) and for students to perform tasks in L2.

Curtain & Dahlberg (Chapter 5)

Literacy in the Language Classroom

What was interesting to me in this chapter was the shift in the perception of the importance of literacy between the 1960s and today. Whereas before it was considered an "obstacle" to oral communication, today it is encouraged as soon as is possible.

I can see some connections between this and what I have been studying in my Reading Development class (the importance of visual supports and other explanations to understand text especially at the lower proficiency levels). Another idea that is raised is LEA: Language Experience Approach. It is encouraged for reading as children as beginning to learn to read, and accordingly it is relevant in a foreign language classroom. Curtain and Dahlberg recommend LEA because it requires all communication skills--reading, speaking, listening.. In this way, it seems even more pertinent to a foreign language classroom.

Johnson & Johnson

An Overview of Cooperative Learning

In this article, Roger T. and David W. Johnson outline the ways in which cooperative learning must be utilized to be effective. I found the end of the article most interesting; the conclusion that charts the outcomes of cooperative learning strategies, supported by research, and their relationships with each other. The outcomes, including accuracy of perspective taking, interpersonal relationship skills, are not isolated. In fact one outcome might support and foster another one, all of which reinforces the efficacy of cooperative learning.

Something to take away: "What children can do together today, they can do alone tomorrow" (Let Vygotsky, 1962). Johnson and Johnson not that students should be ready to complete tasks alone after working on those tasks in their cooperative group.

Kagan and Cooperative Learning

Cooperative learning can be very advantageous, and Kagan lists the many pros, which include increased academic achievement across content areas, among grades and students. So what's to lose? Kagan qualifies his argument by including some "pitfalls", including the risk of poorly formed cooperative groups, the question of creating will among students, the issue of dependence and dealing with the avoidance of failure.

Within a foreign language classroom setting, the advantages of cooperative learning are certainly relevant. Consider, for example, Kagan's point of increased participation with cooperative groups. I can see how properly structured cooperative groups, where every student has a role to ensure individual accountability, can allow all students the opportunity to interact and produce output. The points that Kagan makes that resonate most with me are two advantages: social orientation and learning orientation. Cooperative learning can lead to a new way of perceiving assignments and thus learning, as well as one's role in achieving a shared goal.

The Role of Interaction (Richard-Amato)

A discussion of Vygotsky's theory of the "Zone of Proximal Development" opens this chapter, where his belief that "learning itself is a dynamic social process though which the teacher iin a disalogue with a sutdent can foucs on emergin gskills and abilities". This seems especailly relevent to second language instruction where simply from the dialogue, learning is occuring. (See the influence in i + 1 [Krashen].)

At one piont , Richard-Amato notes the way in which in first LA, any utterance is reason for celebration. Similary in L2 acquisition, correction of content and not form is the emphasis. I think this can go a long way in providing correction without necesarily influencing the learner's affective filter, helping him or her build confidence. The learner is still recieving useful input, in hearing the teacher correctly model the phrase or sentence.

Again, in this chapter, we see the focus on communication as the means by which the learner acquires grammar understanding. A hypothetical conversation illustrates the way in which the teacher simultaneously stretches (i + 1/ZPD) and scaffolds the learner.

GROUPS! Curtain & Dahlberg

Chapter 6: In this chapter, the role of interaction is explored in practical terms. How does one go about dividing a class into groups appropriately sized to foster language learning?

Some of the methods suggested for diving up a class were a bit questionable in my opinion. I had a seminar in college where a new (!) way to divide into groups proved complicated and ultimately a waste of time. Still, I recognize there are opportunities to incorporate culture (pair up according to city and country, etc.) or language (pose questions to find your partner).

I am personally a fan of the count-off method. It is good because it can vary groups randomly (as friends might tend to sit next to one another in a class were seating is not assigned). Also, the activity, in my opinion should be engaging enough to redirect the students attention following the division into groups.

(I realize I have spent a lot of time reflecting on this matter, but Curtain & Dahlberg discuss it at length!)

Briefly, diving in to pairs or small groups allows students a chance to produce output! A smaller setting can lower a student's affective filter, giving them a greater opportunity to produce language. Yes!

Curtain & Dahlberg (Chapter 4)

One-way communication: The interpretive and the presentational modes

Here we are considering the last two standards under the communication standard.

In the interpretive mode, the students "understand and interpret written and spoken language on a variety of topics". This can be done in forms of listening, specifically storytelling (here they emphaize the importance of a highly predictable or familiar story, repetition in the story, pantomime or other kinds of visuals). Reading for interpetive communication. It is helpful

In terms of prsentational mode of communication, it is defined as where "students present information, concepts and ideas to an audience of listeners or readers on a variety of topics". In the domain of speaking, skits are suggested as a way to develop speaking skills. I espeically like the idea of a video or audiotape of commercial for a product, real or made-up. For writing, they discuss writing using individual words (this could be tied to a little lesson on that French poet whose poems take forms based on the subject, his name escapes me at the moment!)

Also noted! Reading aloud combines both interpretive and presentational communication. In my Reading Development class we talk about the way in which reading can help children develop phonological awareness, I imagine similarly this can help with SLA.

Curtain & Dahlberg (Chapter 3 cont'd)

Here we continue to explore communication, or more specifically person-to-person communication. In discussing games, Curtain and Dahlberg insist on the usefulness of working with chunks of language instead of single responses. This makes sense, as games often include much repetition, why not incorporate more language?

Toward the end of the chapter, they comment on direct teaching of speaking, offering specific tips:
1. Teacher repetition
2. Modeling (They encourage modeling natural speed and intonation and not slowing it down, something I found very insightful.)
3. Backward building (This is something I did not quite grasp. It was hard for me to imagine using this strategy, but I guess I need to learn more about it.)
4. Where the answer precedes the question (It is so logical!)

Finally, Curtain and Dahlberg discuss writing and interpersonal mode. They suggest dialogue journals, but note that they work best when the teacher can return the journals in a timely manner. I love the concept, but I do wonder about putting it into practice. I hope it is something I can try.