a framework for teaching mixed classesl2trec.utah.edu/news/utah. second presentation. mixed...

AFrameworkforTeachingMixedclasses

Warmup

• Howmanyofyouteachmixedclasses?• Whataresomeofthemostdifficultaspectsofthisinstructionalcontext?

• Whataresomeadvantages?

Makingmixedclasswork:Thenon-negotiables

Bothstudentpopulationsmatter:

Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning

processØ Thereispositivestudentinterdependence

Nativespeakers?

Positivestudentinterdependence

Students:

Øfacilitateeachothers’effortstoachieveØshareresourcesØexertcoordinatedefforttoachievemutualgoalsØforgecaringandsupportiverelationships

(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)

Makingmixedclasseswork:Essentialstrategiesandtools

Areastoattendto:

Ø Language – Whatstudentscandointhetargetlanguage

Ø Learning – Students’reactivitytoinstruction

Ø Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

Ø Flexiblegrouping– Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)– Homogeneousgroups

(HLL-onlyorL2L-onlygroups)

ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

Let’sstartwiththenon-negotiables

Bothstudentpopulationsmatter:

Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning

processØ Thereispositivestudentinterdependence

Nativespeakers?

RESEARCHONMIXEDCLASSES:LEARNINGFROMFAILURESANDSUCCESSES

Instructionisdesignedsuchthatonlyonepopulationbenefitsfrominstruction

(Nameofbook)doesnotaddresstheneedsofHLbutitdoesagoodjobatthebeginninglevelwherethemajorityofourstudentstakethe(nameoflanguage)asgenerallanguagerequirementandwherewehavelessHL(15%)thanatmoreadvancedlevels(Carreira,2014).

Let’sstartwiththenon-negotiables

Bothstudentpopulationsmatter:

Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning

processØ Thereispositivestudentinterdependence

Studentsseethemselvesasbeinginopposition,notinterdependent

Bothtypesofstudentsfeltill-at-easeinmixedclasses- L2LswereintimidatedbytheoralproficiencyoftheHLLsandtheHLLswereintimidatedbythegrammaticalknowledgeoftheL2Ls(Potowski,2002).

Studentsseethemselvesasbeinginopposition,notinterdependent

.IfeltlikeIhadtoholdbackinordertogethertoparticipate.Shedidn'tunderstandsomeofthewordsthatIwantedtouseandIfeltbadusingwordsthatshewasn'tfamiliarwithsoItriedtokeepitverysimplesoshewouldn'tfeellikethestorywasn'thersjustasmuchasitwasmine(Henshaw,2015,p.262).

IhatedthefactthatIknewmoreSpanish.ItfeltuncomfortablebecauseIthinkImademypartnerfeeluncomfortable (Henshaw,2015,p.262).

Let’sstartwiththenon-negotiables

Bothstudentpopulationsmatter:

Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning

processØ Thereispositivestudentinterdependence

Benefitsgomostlytoonetypeoflearner

AlsoinHenshaw (2015), thelinguisticbenefitsweregreaterforL2LsthanforHLLs(seealsoBlake&Zyzik(2003)andBowles,Adams&Toth (2014).

Note:Benefitsdon’thavetobeequalallthetime.Butoverthelonghaul,theyshouldbebalanced.

Let’sstartwiththenon-negotiables

Bothstudentpopulationsmatter:

Ø Bothlearner-typesbenefitfrominstructionØ Bothlearner-typescontributetothelearning

processØ Thereispositivestudentinterdependence

LEARNINGFROMSUCCESSES

Bothstudentpopulationsmatter

ThelargemajorityofHLLsandL2Lspreferredmixedclassesoverseparate(HLL-onlyorL2L-only)classesRibadeneira (2014).

Ribadeneira (2014) (cont.)

• “Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”

• “BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”

Ribadeneira–NHLRC- 2014

Similarcommentsinotherstudies• “EventhoughIamanativeSpanishspeaker,I'mnotverygoodwithgrammar.MypartnerdidhelpmewithsomegrammaticalerrorsthatIhadandIappreciatedthat”(Henshaw,2015,p.262).

• “Putustogetherandwe'reagreatSpanishteam,aren'twe?”(L2LtoHLL)(Bowles,2011)

• SeealsoPino andPino (2000).

Positivestudentinterdependence

Students:

Øfacilitateeachothers’effortstoachieveØshareresourcesØexertcoordinatedefforttoachievemutualgoalsØforgecaringandsupportiverelationships

(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)

Positivelearnerinterdependence

HLLs

L2Ls

Positivelearnerinterdependence

• Doesn’tjusthappenwhendiversestudentscometogether;

• Theinstructormustcarefullyplanoutinstructiontobringaboutcooperativelearning,sometimesreferredtoascollaborative orreciprocal learning.

Structuringinstructionalactivitiestobringaboutcooperativelearning

• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;

• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.

(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)

Whataboutcompetition?

• Can’titpushlearnerstotryharderandalsobefun?

• Yes,wewilllookatthispointattheendofthispresentation.

• Reminder:(1)Nativespeakers,(2)Competitionandcooperation

Discussion

• Whattypesofactivitieshaveworkedforyoufromthepointofyoucreatingpositivestudentinterdependence?

• Whatkindsofclassroommanagementissuescomeupinrelationtothoseactivities?

DESIGNINGACTIVITIESFORPOSITIVESTUDENTINTERDEPENDENCE

Someelementsofcooperativeteams

• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;

• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.

(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)

ACOMPARATIVELOOKATHLLSANDL2LS

HLLslinguisticstrengthsandneedsareafunctionof

• Thecontextoflearning:naturalisticsetting,primarily thehome,à informal,homeregister,perhapsnon-standard

• Thetimingoflearning:earlyyears,diminishedordiscontinueduponstartingschool(withindividualvariation)à similartothelanguageofchildren,withregardtoearly-acquiredfeatures(e.g.phonology,somevocabularyandlinguisticstructures,functionalskills)

• Theamountinput:lessthannativespeakersbutmorethanL2Lsà incompleteknowledgeoftheHL.Missingfeaturesarethoseacquiredbychildrenduringtheschool-ageyearse.g.complexsyntax,semantics,andpragmatics,aswellascommandofdifferentspokenandwrittenregisters)

• Thetypeofinput:oral,informal,spontaneous,à implicitknowledgeoftheHL,aurallanguage

L2Lslinguisticstrengthsandneeds•Thecontextoflearning:school

à formal,standard,academic,rehearsed,controlled•Thetimingoflearning:adolescence,earlyadulthood

à adult-likewithrespecttocertainfeatures(e.g.vocabulary,register)

• Theamountinput:lessthanbothnativespeakersandHLlearnersà incompletewithrespecttofeaturesacquiredearlyinlifee.g.phonology,everydayregisters,etc.

•Thetypeofinput:formal,focusedonform,writtenà explicitknowledgeofrulesandthewrittenlanguage

HLLsandL2Lstendtohavecomplimentaryskillsandneeds

HLLs L2LsThecontextoflearning:primarily,homeàinformal,homeregister,non-standard,spontaneous

Thecontextoflearning: schoolà formal,standard,academic,rehearsed,controlled

Thetimingoflearning:earlyyears,diminished ordiscontinuedupon startingschoolà insomewayssimilartothelanguageofchildren

Thetimingoflearning:adolescence,earlyadulthood

àadult-likewithrespecttocertainfeatures

Theamount input:lessthannativespeakersbutmorethanL2learnersà incompletewithrespecttolate-acquireditems,e.g.relativeclauses

Theamount input:lessthannativespeakersandHLLsàincompletewithrespecttocertainfeatures,e.g.phonology

Thetypeofinput:oral,informal,spontaneousà implicitknowledgeoftheHL

Thetypeofinput: formal, focusedonform

à explicitknowledgeofrules

TwostudiesbyMelissaBowleshighlightthepedagogicalsignificanceofthisinformation

TwostudiesofpairedinteractionsbetweenHLLsandL2Ls(Bowles2011)

• HLLsandL2Lswerematchedforproficiency;

• Theyworkedtogetheronatwo-wayinformationgapactivity(alsocalledjigsaw);

• Intermsoflinguisticbenefits,inthefirststudyL2learnersbenefitedmorefromtheactivitythanHLlearners;

• Inthesecondstudy,bothtypesoflearnersbenefitedequallyfromtheactivity.

Firststudy:L2Lsbenefitedmorefromtheactivity

Secondstudy:Bothlearnersbenefitedfrompairedinteractions

Whatmadethedifference?

Material+task• Material:HLLsaremorefamiliarwithhomevocabulary;L2Ls,ontheotherhand,aremorefamiliarwithacademicvocabulary;

• Task:HLLsarebetterattasksthattapintointuitiveuseoflanguage;L2Ls,ontheotherhand,dobetterattasksthatrequiremeta-linguisticknowledge(explicitknowledgeofrules).

Firststudy:MostlyL2Lsbenefited

Materials:Apictureofakitchen(homevocabulary)Tasks:Informationgapactivityinvolvingonlyoraltasks;

HLLsalreadyknewthis,sotheydidnotgainmuchnewknowledge.L2LsbenefittedfromHLLs’expertise.OnlyL2LswereintheirZPD.

Secondstudy:BothHLLsandL2Lsbenefited

Materials:Apictureofaschoolcafeteria(generalvocabulary)Tasks:Informationgapactivityinvolvingoralandwrittentasks;

Vocabularywasunknowntobothlearnertypes,sobothbenefitted.Oral taskbenefittedL2Ls.WrittentaskbenefittedHLLs.BothlearnerswereintheirZPD

TakehomelessonfromBowles(2011)aboutmixeddyads

• TakeadvantageofthecomplimentarystrengthsandneedsofHLLsandL2Ls;

• Whendesigningactivities,includetasksthat:

1. arechallengingforL2LsandthatHLLscanhelpwith,and

2. arechallengingforHLLsandL2Lscanhelpwith.

Butthisisnotenough…

• Youhavetoassignthehardertasktoeachlearner;

• Holdbothstudentsaccountableforcontributingtotheactivitybyusingtheirexpertisetohelptheotherlearner;

• Andpre-teachthelanguageandskillsneededtoengageincooperativelearning.

EXAMPLESOFACTIVITIES

Clozeactivity:HL-L2learnergroupingsMygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.

Sayit Writeit

Othercommonactivities

• Discussingfamilytraditionsinsmallgroups• Watchingamusicvideo

• Whattypeoflearnerwillbemostchallenged?• Canyouthinkofanaddonfortheotherlearner?

Adaptationsformixedgroups

Basic activity

Linguisticknowledgeneededtocompletethe

basicactivityandlearnercomparison

Add-onstocreatelearner

interdependence

Discussing familytraditionsinsmallgroups

Homelanguage;EasierforHLLs/challengingforL2Ls

Writingacomparisonofthedifferenttraditionsofthegroupmembers;EasierforL2Ls/challengingforHLLs

Watchingamusicvideo

Intuitive,spontaneouslanguage;EasierforHLLs/challengingforL2Ls

Aform-focusedactivitysuchasanalyzingtheverbformsof thepiece,transcribingortranslatingaportion ofit, orwritingasummaryforaTVguide;EasierforL2Ls/challengingforHLLs

Youcanalsogetalotofideasfromyourstudents…

RecallthesequotesfromRibadeneira (2014)

• “Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”

• “BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”

Ribadeneira–NHLRC- 2014

Basic activity

Linguisticknowledgeneededtocompletethebasicactivityandlearnercomparison

Add-onstocreatelearnerinterdependence.

Readinganessayonconservation.

Academiclanguage;EasierforL2Ls/challenging forHLLs.

Creatinganadcampaignfor youngchildren(informallanguage);EasierforHLLs/challenging forL2Ls.

“Theadvantageswasthecombinationofdialect,formal,informaland[slang]usedinallthedifferentformsandallowedforsecondlanguagelearnerstoseethemoreinformalspeakingwhilehelpingotherstolearnthemoreformalspeaking.”

Basic activity

Linguisticknowledgeneededtocompletethebasicactivityandlearnercomparison

Add-onstocreatelearnerinterdependence.

Readingagrammarexplanationfromatextbookandcompletinga basicpracticeexercise.

Explicitknowledgeofthe rules;EasierforL2Ls/challenging forHLLs.

Pickingoutinstancesofthegrammarpointinspontaneouslanguage;i.e.movie,TVshow.EasierforHLLs/challenging forL2Ls.

“BeinganativespeakerIdonotfocusongrammaticalrules.Itisgoodtobeexposedtoanenvironmentwhereotherscanhelpmefocusontheserules.”

Butevenwithallofthis…

• Henshaw (2015)remindsusthat“evenwhenthetaskincludesawritingcomponent,HLlearnersmaynotbenefitasmuchfromtheinteractionasL2learners”(p.266).

• HypothesisandsolutionofferedbyHenshaw:Hypothesis:HLLsmightnottrusttheL2Ls’assistance;Solution:Tomaximize learningopportunitiesforbothlearnerstheinstructorcouldprovideguidanceregardingthevalueoffeedback.

Thisrelatestoanearlierpoint• Youhavetoassignthehardertasktoeachlearner;

• Holdbothstudentsaccountableforcontributingtotheactivitybyusingtheirexpertisetohelptheotherlearner;

• Andpre-teachthelanguageandskillsneededtoengageincooperativelearning.

Recapping

ØMixedclassessucceedwhenthereispositiveinterdependence betweenHLLsandL2Ls;

ØTocreatepositiveinterdependencethinkintermsofdesigningactivitiesthattakeadvantageofHLLs’andL2Ls’complimentaryknowledgeandskills.

However,keepinmind…• Itisimportanttorememberthat“manyofthegapsinheritagelearners’morphosyntacticknowledgearealsoproblemareasforL2learnersofSpanish”(Bowles,2011,p.34).

• ThismeansthatHLLsandL2Lswon’talwayshavecomplimentaryneedsandstrengths.Insomecases,theywillhavesimilarlinguisticneeds.Inthesecases,bothtypesoflearnerswillneedinstructiononthesametopics,thoughtheymayneeddifferenttypesofinstructionalinterventions.

L2vs.HLexplanations…(adaptedfromBeaudrie,Ducar,&Potowski,2011)

L2Explanation

Toformtheimperfect,lookattheinfinitive,takeofftheending,and

(1)ifit’san–ar verb,add-aba,-abas,-aba,ábamos,-aban

(2)ifit’san–er oran-irverbadd,-ía,-ías,-ía,-íamos, -ían

HLExplanation

Tofigureoutifapasttenseverbisintheimperfect,decideifitsoundsbetterin(1)or(2).If(2),it’sprobablyaimperfectverb.

(1)Una solavez____________(onlyonce__________)

(2)Cuando podía _______(wheneverhe/shecould________)

Whereweare:

Areastoattendto:

ü Language – Whatstudentscandointhetargetlanguage

Ø Learning – Students’reactivitytoinstruction

Ø Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

Ø Flexiblegroupingü Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)– Homogeneousgroups

(HLL-onlyorL2L-onlygroups)

ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

UPNEXT:LEARNINGANDHOMOGENEOUSGROUPS

MakingMixedClassesWork

Areastoattendto:

ü Language – Whatstudentscandointhetargetlanguage

Ø Learning – Students’reactivitytoinstruction

Ø Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

Ø Flexiblegroupingü Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)– Homogeneousgroups

(HLL-onlyorL2L-onlygroups)

ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

Howmanytimeshasthishappenedtoyou?

• Youwanttopracticethepasttense…

• Youaskstudents…Whatdidyoudolastnight?

• TheL2Lanswers…Istudied, Ihaddinner,Italkedtomymom…

• TheHLLanswers…Oh,Idon’tknow– notmuch,I’malwaystiredintheevening. Iprefertoworkearlyinthemorning.

HLLsandL2Lsapproachlearningtasksinverydifferentways(Torres,2013)

HLLsareorientedprimarilytothecontentofthetask– i.e.areconcernedwithinterpretingthemeaningofthepromptsratherthanlearninglanguage(grammar).

L2Lsfocusonform.Inthisparticularstudy,theyrecognizedthatthetaskpresentedcontrastingformsofthesubjunctiveandindicative.

“HLLs’processedtheinputprovidedbythetaskasauthenticcontentratherthandirectingtheirattentiontoestablishingnewform-meaningconnections”(Torres,2013).

Theessenceoftheproblem

Whythismatters

HLLs’orientationtocontentoverform,reducestheirreactivitytoform-focusedinstruction,particularlyascomparedtoL2Ls.

ThereisalsotheissueofDisciplinaryliteracy

• Theknowledgeandskillsassociatedwithparticularschoolsubjects(Moje 2008;Shanahan&Shanahan2008).

• Intheforeignlanguages,disciplinaryliteracyincludesknowledgeofgrammaticalterminologyandrules,aswellastheabilitytoderivebenefitfromcommonpedagogicalinterventions suchastask-basedactivitiesandgrammarexplanationsanddrills.

Disciplinaryliteracyalsoconnectswithreactivitytoinstruction

“MyFrenchforeignlanguagestudentsknowgrammarbetterthanmyheritagespeakerstudents.Onexams,theycanalwaysfillinthecorrectformsofthesubjunctive ortheimperfect,buttheheritagespeakerscannot”(Beaudrie,Ducar,&Potowski,2014,p.157)(emphasisadded)

Disciplinaryliteracyinmixedclasses

• L2LshavemoreofitthanHLLs…becauseL2Lstendtohavemoreexperiencewiththetargetlanguageinaformalcontext.

• ThisputsHLLsatadisadvantage,relativetoL2Ls.ThisdisadvantageiscompoundedbyHLLs’lackofattentiontoform-functioninstruction.

Whythismatters• Researchindicatesthatform-focusedinstructionandexplicitgrammarinstructionisbeneficialtoHLLs(aswellasbeingbeneficialtoL2Ls).Song,O’Grady,Cho,&Lee,1997;Songetal.1997;Potowski,Jegerski,&MorganShort,2009;Montrul &Bowles,2009

• Theseskillsareessentialtoperforminginclassexamsandotherassessments.

Recall:

“MyFrenchforeignlanguagestudentsknowgrammarbetterthanmyheritagespeakerstudents.Onexams,theycanalwaysfillinthecorrectformsofthesubjunctive ortheimperfect,buttheheritagespeakerscannot”(Beaudrie,Ducar,&Potowski,2014,p.157)(emphasisadded)

TomakemixedclassesworkforHLLs

Weneedtoaddressthesetwoareasoflearningorreactivitytoinstruction:

– Orientationtocontentoverform(JulioTorres,2013)

– Disciplinaryliteracy(grammatical terminology&routinesandstrategiesoflanguagelearning)

THISBRINGSUSTOANOTHERGROUPINGSTRATEGY

MakingMixedClassesWork

Areastoattendto:

ü Language – Whatstudentscandointhetargetlanguage

ü Learning – Students’reactivitytoinstruction

Ø Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

Ø Flexiblegroupingü Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)– Homogeneousgroups

(HLL-onlyorL2L-onlygroups)

ØMini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

Thegeneralidea

ü Heterogeneous/mixedgroupsforcooperativeteachingandlearning;

ØHomogeneousgroups(HLL-onlyandL2L-only)tocreatetheconditionsforbothtypesoflearnerstoparticipateinandderivebenefitfromallinstructionalactivities.Inparticular,topreparethemtoengageincooperativelearningtasks.

Goingbacktotwoexamples

• Thepasttenseactivity;

• Theclozetest

Thepasttenseactivity

• Youwanttopracticethepasttense…

• Youaskstudents…Whatdidyoudolastnight?

• TheL2Lanswers…Istudied, Ihaddinner,Italkedtomymom…

• TheHLLanswers…Oh,Idon’tknow– notmuch,I’malwaystiredintheevening. Iprefertoworkearlyinthemorning.

Clozeactivity:HL-L2learnergroupingsMygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.

Sayit Writeit

Inshort,toensurethatHLLsareonboard

weneedtofocustheirattentionontheinstructionalobjectivesandgivethemthebackgroundknowledgetheywillneedtoparticipateintheactivitiesoftheclass.

Thetool:Themini-lesson

Theteachermeetswithapartoftheclasstoprovidetargetedinstructionandpractice.

Whatwouldgointoamini-lessonforHLLs?

• RecallfromPotowski (2002)HLLswereintimidatedbythegrammaticalknowledgeoftheL2Ls.

• RecallfromTorres(2013)thatHLLsarenotorientedtowardform-focusedinstruction.

• Usethemini-lessontoteachgrammaticalterminologyandprovideotherbackgroundknowledgethatHLLsneedtoparticipateintheactivities,andtodrawHLLs’attentiontoform-focusedinstruction.

Fordisciplinaryliteracy:Teachgrammaticalterminology

Two waysoftalkingabout

thepast

Preterit(comí,

hablé,viví)

Imperfect(comía,

hablaba,vivía)

Recall:L2vs.HLexplanations…(adaptedfromBeaudrie,Ducar,&Potowski,2011)

L2Explanation

Toformtheimperfect,lookattheinfinitive,takeofftheending,and

(1)ifit’san–ar verb,add-aba,-abas,-aba,ábamos,-aban

(2)ifit’san–er oran-irverbadd,-ía,-ías,-ía,-íamos, -ían

HLExplanation

Tofigureoutifapasttenseverbisintheimperfect,decideifitsoundsbetterin(1)or(2).If(2),it’sprobablyaimperfectverb.

(1)Una solavez____________(onlyonce__________)

(2)Cuando podía _______(wheneverhe/shecould________)

TogetHLLstofocusonform:Givethemamapoflearning

• Inthisunit,youshouldfocusonthepasttense(preteritandimperfect).

• Inparticular,youwillneedtoknowhowto(1)conjugate irregular verbs,(2)spelltheverbsonthelist,and(3)understandtherulesthatgoverntheuseofthepreteritandtheimperfect,and(4)beabletousethetwoverbforms.

Usethemini-lessontogiveHLLsamapoflearningandgrammatical terminologybeforetheyworkwithL2Ls

Mygreat-grandmother.I______likedtohaveknownher,awild,horseofawoman,sowildshe________marry.Untilmygreat-grandfather_________asackoverherheadand________heroff.Justlikethat,asifshe________afancychandelier.That'sthewayhedidit.Andthestorygoessheneverforgavehim.She_________outthewindowherwholelife,thewaysomanywomensittheirsadnessonanelbow.Iwonderifshe_______thebestwithwhatshegotorwasshesorrybecauseshe________beallthethingsshewantedtobe.

Sayit Writeit

ALSO,USETHEMINI-LESSONTOPREPARESTUDENTSTOOPERATEEFFECTIVELYINGROUPS

Recall• Henshaw (2015)remindsusthat“evenwhenthetaskincludesawritingcomponent,HLlearnersmaynotbenefitasmuchfromtheinteractionasL2learners”(p.266).

• HypothesisandsolutionofferedbyHenshaw:Hypothesis:HLLsmightnottrusttheL2Ls’assistance;Solution:Tomaximize learningopportunitiesforbothlearnerstheinstructorcouldprovideguidanceregardingthevalueoffeedback.

Thisinvolves…

• The"basic"rationaleforgroupworkinthesubject(eg.whygroupworkisrequiredinthissubject)

• Whatthegroupassignmentwillinvolve(eg.whatthedeliverablesare)

• Thelearningoutcomesofgroupwork(eg.whatknowledge,skillsandabilitiesthestudentwillbeexpectedtolearnthroughgroupwork).

• Howmemberswillbeselectedintogroupsandwhy

From:Preparingstudentsforgroupwork,http://www.iml.uts.edu.au/learn-teach/groupwork/unit2.html

Recall:Someelementsofcooperativeteams

• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem;

• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations.

(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)

Inshort,pre-teach

ToprepareHLLstoworkwithL2Ls

LanguageandSkillsforGroupWork

DisciplinaryLiteracy

MapofLearning

WHATABOUTAMINI-LESSONFORL2LS?

Recall:Studentsseethemselvesasbeinginopposition

.IfeltlikeIhadtoholdbackinordertogethertoparticipate.Shedidn'tunderstandsomeofthewordsthatIwantedtouseandIfeltbadusingwordsthatshewasn'tfamiliarwithsoItriedtokeepitverysimplesoshewouldn'tfeellikethestorywasn'thersjustasmuchasitwasmine.(Henshaw,2015,p.262)

Ilikedhavingsomeonetoworkwith,butmypartnerhadamuchbettervocabularythanIdid.Ifeltunhelpful (Henshaw,2015,p.262).

A mini-lessonforL2Ls

ToprepareL2Lsforsemi-authentic,communicateactivities.UsetheminilessontogivethemtheknowledgeandskillstheywillneedtoworkalongsideHLLs,e.g.pre-teach:• vocabularyandusefulexpressions;

• backgroundknowledgeofthetargetculture.

Inshort,pre-teach

ToprepareL2LstoworkwithHLLs

LanguageandSkillsforGroupWork

BackgroundKnowledge

VocabularyandUsefulExpressions

Insum:Twodifferentpreparationprocesses

ToprepareHLLstoworkwithL2Ls

ToprepareL2LstoworkwithHLLs

CooperativeLearning

LanguageandSkillsforGroupWork

DisciplinaryLiteracy

MapofLearning

CooperativeLearning

LanguageandSkillsforGroupWork

BackgroundKnowledge

VocabularyandUsefulExpressions

Theideabehindhomogeneousgroupsis

Ø Usethemtocreatetheconditionsforbothtypesoflearnerstoparticipateinandderivebenefitfrominstruction,eitherincooperativelearninggroupsorwhole-classformat;

Ø Minilessonsareausefultool.(Wewillexploreothertools.)

Recapping

Areastoattendto:

ü Language – Whatstudentscandointhetargetlanguage

ü Learning – Students’reactivitytoinstruction

Ø Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

Ø Flexiblegroupingü Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)ü Homogeneousgroups

(HLL-onlyorL2L-onlygroups)

ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

UPNEXT:ISSUESPERTAININGTOGROUPMEMBERSHIP

Makingmixedclasseswork

Areastoattendto:

ü Language – Whatstudentscandointhetargetlanguage

ü Learning – Students’reactivitytoinstruction

Ø Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

Ø Flexiblegroupingü Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)ü Homogeneousgroups

(HLL-onlyorL2L-onlygroups)

ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

Whatwemeanbygroupmembership

Affect,motivation,andculture:

Identity,familyrelations,communitybelonging,navigating twoculturesandlanguages,aspirations,culturalpracticesandperspectives,culturewithabigC,etc.

TheseissuesareveryimportantforHLLs• AccordingtoHe(2006)identityis“thecenterpieceratherthanthebackgroundofHLdevelopment”(7).

• CarreiraandKagan,2011:TopthreereasonswhyHLLsstudytheirHL:– Findingidentity– CommunicatingwithfamilyandfriendsintheU.S.– CommunicatingwithspeakersoftheHLoutsidethe

U.S.

Seealso:Feuerverger (1991),Schwarzer andPetrón (2005),Beaudrie,Ducar,andRelaño-Pastor(2009)

InhighschoolIwasoneofveryfewLatinos.MyfriendandIwerecalledthe"Mexicankids".ThiswasalwaysfunnytomebecausemyDad'sfamilyalwaystoldmeIwasAmerican.InschoolIwaslabeledMexican,buttotheMexicans,IamanAmerican.Iampartofeach,butnotfullyacceptedbyeither.Inhighschool,IwasconsideredMexicanbecauseIspokeSpanishbutIwasconsidered"Pocho"bymyDad'sfamilybecausemySpanishwasnotuptotheirstandard.It'sthisweirddualityinwhichyouarestuckinthemiddle.LatinosareoftentoldthattheyarenotAmericansbutalsothattheyarenotconnectedtotheirheritage.Youtakeprideinbothculturesandlearntodealwiththerejection.Youmayneverbefullyembracedbyeitherside.That'swhyyouseekoutotherpeoplelikeyourself.Socializingwithpeoplewhoshareacommonexperiencehelpsyoudealwiththisexperience.

(CarreiraandBeeman,2014,p.88)

However

thesetypesofissuesarenotgivenenoughprominenceinHLcourses(Beaudrie,2011).

ThisalertsusanotherreasonforseparatingHLLs

ØTogivethemaforumtoaddressissuesrelatingtogroupmembership(i.e.affect,motivation,culture,etc.)amongthemselves.

Briefreview

• WhatweresomeofthethemesidentifiedearlierthataremostengagingtoHLlearners?;

LeveragingDifferences

• DoesthismeanthatweshouldalwaysseparateHLLsandL2Lswhenissuesofthistypeareinvolved?

• No,thiswouldsquanderoneofthemostvaluableresourcesofmixedclasses→thevarietyofperspectives.

One thing I have noticed is that Latino parentsusually don't have American friends andAmerican parents, don't have Latino friends.Because these two groups don't get together,they don't get to know each other. My parentsare very protective of me… The funny thing is thatmy parents didn't even realize that they werestrict. They just thought that that was the normalway of being. This is because they only talked toother Latino parents who acted the same. Theyknew nothing about how American parentsviewed things or behaved.

I had a friend Gabriela whose parents my friendshad known for over ten years. One day, I askedthem if I could sleep over at her house and theysaid "no". Another time, a friend named Karenasked to sleep over at our house. Karen just pickedup her phone called her mom. Just like that, themom said it was fine. My parents asked me whenKaren's parents would be calling to talk to them.They became confused when I told them that theywere not going to call. I told them that theyalready knew, because Karen had told them.

Still confused, my dad insisted: But don't theywant to talk to us briefly to get to know us or tocheck that their daughter is not misleadingthem? Karen asked me what was going on and Itold her. I don't remember her exact words butshe said something to the effect that my familywas a little weird. That's when I realized that myparents don't understand how they look toAmerican parents. I realize that my parents didwhat they did to protect me. But Americansdon't view this behavior as an act of caring. Theyview it as worrying about insignificant things.(Carreira and Beeman, 2014, p. 95)

Howdoesthisrelatetomixedclasses?

Thesekindsofreflectionsalertustooneofthegreatestbenefitsofmixedclasses:

thevarietyofperspectivescangreatlyenrichlanguagelearninginwaysthatgowellbeyondwhattypicallyhappensinanL2class.

TOOLSANDSTRATEGIESFORFACILITATINGTHEEXCHANGEOFPERSPECTIVES

Activity

• Gettogetherbylanguage;• Withinthesamelanguage,separateintotwogroups,onerepresentingHLlearners,andtheotherL2learners.

• TheHLlearnersdiscussthepromptamongthemselves;

• TheL2learnersdiscussthepromptamongthemselves;

WhataresomestereotypesabouttheUSandthetargetcultureregardingchild

rearing,etc.?

• HLlearners • L2learners

Step1:Separatethetwogroupsforafirstpassoverprompt

HLLsPurposeofthisgroupingstrategy:

HLLsgettodiscusstheissuesamongthemselvesinawaythatismeaningfultothem,addressestheirlivedexperiences,andrespondstotheiruniqueaffectiveneeds.

L2LsPurposeofthisgroupingstrategy:

L2LsgettopreviewandpracticethelanguagetheywillneedtoparticipateindiscussionsalongsideHLLs.

Purposeofthisstep

TocreatetheconditionsforcooperativelearningbetweenHLLsandL2Ls:

1. GiveL2Lsnecessarylanguage;

2. GiveHLLstheopportunitytoaddresstheiraffectiveneeds.

Activity

• Gettogetherbylanguage;• TheHLlearnersandL2learnersdiscusstheprompttogether;

• TheyfilloutaY-chart.

HLandL2learnersfilloutaY-chart

Prompt:WhataresomestereotypesabouttheUSandthetargetcultureregardingchildrearing,etc.?

Intargetculture InUSculture

Similarities

YChart

Step2:HLLsandL2Lscometogether

• HLLsandL2Lsdiscusstheissuestogether(eitherasawholeclassorinsmallmixedgroups)

• AY-chartiscompleted,drawingontheinsightsofeachtypeoflearner.

Intargetculture InUSculture

Similarities

YChart

PurposeofStep2

Tocreatepositivestudentinterdependence:

Studentsbenefitfromeachothers’expertiseandperspectives.

NotethatthiswouldnothappenunlessL2Lsaregiventheopportunitytoworkseparatelyaheadoftime.RecallfromPotowski (2002)thatL2LswereintimidatedbytheoralproficiencyoftheHLLs.

Step3:Theexitcard

Prompt:

Explainoneideathatyoufoundparticularlyinterestingorvaluablefromthediscussion.

TheideabehindStep3

• Promotespositiveinterdependence;Allowsforgroupprocessing (Whatdidweaccomplishbyworkingtogether?Howcouldwedoevenbetter?);

• Givesfeedbacktotheinstructorthatcanhelpfine-tuneinstruction.

Inshort,thisactivityexemplifieskeyelementsofcooperativeteams

• Activitiesaredesignedinsuchawaythatgroupmembersneedeachothertocompletethem,e.g.theYchart;

• Membersuseinterpersonalandsmallgroupskillsthatleadtoachievingtheirgoalsandmaintainingeffectiveworkingrelations;theexitcardpromotesthis.

(Johnson, D.,Johnson,R.andSmith,K.(1991).CooperativeLearning:IncreasingCollegeFacultyInstructionalProductivity.ASHE-ERICHigherEducationReportNo.4)

TOREITERATETHETHREESTEPS

Step1:Separatethetwogroupsforafirstpassoverprompt

HLLsPurposeofthisgroupingstrategy:

HLLsgettodiscusstheissuesamongthemselvesinawaythatismeaningfultothem,addressestheirlivedexperiences,andrespondstotheiruniqueaffectiveneeds.

L2LsPurposeofthisgroupingstrategy:

L2LsgettopreviewandpracticethelanguagetheywillneedtoparticipateindiscussionsalongsideHLLs.

Step2:HLLsandL2Lscometogether

• HLLsandL2Lsdiscusstheissuestogether(eitherasawholeclassorinsmallmixedgroups)

• AY-chartiscompleted,drawingontheinsightsofeachtypeoflearner.

Intargetculture InUSculture

Similarities

YChart

Step3:Reflection(Theexitcard)

Prompt:Explainoneideathatyoufoundparticularlyinterestingorvaluablefromthediscussion.• Promotespositiveinterdependence;

Allowsforgroupprocessing(Whatdidweaccomplishbyworkingtogether?Howcouldwedoevenbetter?);

• Givesfeedbacktotheinstructorthatcanhelpfine-tuneinstruction.

Note:Whatmakesthisactivityworkis

thatstudentsarepreparedtoengageincooperativelearning.Preparationtakesplaceinhomogeneousgroups(HLLonlyandL2Lonly)priortotheteamactivity.

Insum…Thesequenceis:

(1) SeparateHLLsandL2Ls,asneededtogivethemwhatevertheyneedstobenefit fromandcontribute totheactivitiesoftheclass.

(2) Bringthetwotypesoflearnerstogetherforcooperativelearningtasks,wherebothtypesoflearnerscancontributetoandbenefitfromthetask.

Beforeclosingthisdiscussion…

• UsingHLLsasculturalexperts;

UsingHLLsasculturalexperts

Positives:PositionsHLLsasculturalexperts,improvesselfesteem,highlightsmultiplicityofperspectivesandexperiencesofHLLs.

Negatives(1) SinglesoutHLLs:

Myteacherwouldalwayscallonme:“HowdoesYOURfamilycallthis?DoesYOURgrandmakillchickens,too?WhatdoYOUdoondía demuertos[dayofthedead]?”IstartedtofeellikeaHispanicposterchild.Ijustwantedtobeleftalone.(Beaudrie,Ducar,Potowski,2014)

(2)LeavesoutL2Ls:

Recallthatincooperativelearningtasksbothtypesoflearnersshouldcontributeandbenefitfromthetask.

Abetterapproach:Compareandcontrast

• Acompare-and-contrastapproachbetweenthetargetcultureandtheUSculturegivesBOTHtypesoflearnerstheopportunitytogiveinputtothediscussion.

• Aparticularkindofcompareandcontrast–namelyoneinvolvingstereotypes– canbeveryenlightening.

• Thiscreatesatemplateforthedesignofculturalactivities.

Recapping

Areastoattendto:

ü Language – Whatstudentscandointhetargetlanguage

ü Learning – Students’reactivitytoinstruction

ü Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

ü Flexiblegrouping– Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)– Homogeneousgroups

(HLL-onlyorL2L-onlygroups)– Wholeclass

ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

UPNEXT:TOOLSFORMANAGINGFLEXIBLEGROUPING

Makingmixedclasseswork

Areastoattendto:

ü Language – Whatstudentscandointhetargetlanguage

ü Learning – Students’reactivitytoinstruction

ü Groupmembership–Affect,aspirations,andculture

Strategiesandtools:

ü Flexiblegrouping– Heterogeneous/mixedgroups

(groupswithHLLsandL2Ls)– Homogeneousgroups

(HLL-onlyorL2L-onlygroups)– Wholeclass

ü Mini-lessonsØ AgendasØ AnchoringactivitiesØ Centers

Classroommanagement

Incurriculumandinstructionaretheheartandlimbsofsoundteaching,thenclassroommanagementisthecentralnervoussystem.Withouttheheartthereisnotlife,butwithoutthenervoussystemthereisnofunction.

(CarolAnnTomlinson,TheDifferentiatedClassroom:Respondingtotheneedsofalllearners.)

Withoutthepropertools…

Whatcanhappenwhileyou’regivingamini-lessontoagroupofstudents…?

Toolsandstrategiesthatsupportmini-lessons

• Tools:

AgendasAnchoringactivitiesLearningCenters

• Thestrategy:

Studentswhoarenotengagedinamini-lessonworkontheiragendaoranchoringactivityoratacenter.

Agendas

• Whatitis:Ato-dolist

• Whatitdoes:Supportmini-lessons/flexiblegroupingMakeitpossibletovarypacing

Sampleagendafrommyclass(anHLclass)

Datedue:(usuallyin1-2weeks)Worktobecompleted:

•Workbook#7,8,9,10(HOMEWORK)•Textbook,read“Mi nombre” andanswerquestions1-7.Useaspellcheck.(HOMEWORK)

•Preparea“Sumitup” cardforthisunit.(HOMEWORK)

•Blackboard,#1,2.Mustbecompletedwithagradeof90%orbetter.(ONLINEEXERCISES,CENTER)

Agendas

• Whatitis:Ato-dolist

• Whatitdoes:Supportmini-lessons/flexiblegroupingMakeitpossibletovarypacing

Toolsformanagingmini-lessons

• Agendas• Anchoringactivities• LearningCenters

Anchoringactivities

• Whatitis:Amulti-stepprojectorassignmentthatstudentsworkonoveraperiodoftime,individuallyorinsmallgroups.

• Whatitdoes:Supportminilessons/flexiblegroupingRespondtolearnerinterest.

Sampleanchoringactivities

• Silentreading

• Journaling

• Along-termproject,e.g.creatingaplayorskit;writinganessay;preparingforapresentation;researchingatopic,etc.

Anchoringactivities

• Whatitis:Amulti-stepprojectorassignmentthatstudentsworkonoveraperiodoftime,individuallyorinsmallgroups.

• Whatitdoes:Supportminilessons/flexiblegroupingRespondtolearnerinterest.

Toolsformanagingmini-lessons

• Agendas• Anchoringactivities• LearningCenters

LearningCenters• Whatitis:Aspace,eitherphysicalorvirtual,offeringavarietyofactivitiesandmaterialsforstudentstoworkindependentlyorwithotherstudentstoreviewandexpandonthematerialpresentedintheclassroom.• Whatitdoes:Differentiateprocess byprovidingany numberofadditionalresources.Supportminilessons/flexiblegrouping

ComponentsofaLearningCenter

•Activitiesthatpracticeparticularpoints

•Authenticmaterials•Oldtests•Samplesofstudentwork

LearningCenters• Whatitis:Aspace,eitherphysicalorvirtual,offeringavarietyofactivitiesandmaterialsforstudentstoworkindependentlyorwithotherstudentstoreviewandexpandonthematerialpresentedintheclassroom.• Whatitdoes:Differentiateprocess byprovidingany numberofadditionalresources.Supportminilessons/flexiblegrouping

Summarizing

• Thegreatestpromiseofmixedclasses:Cooperativelearning

• Thegreatestthreattotheirsuccess:DifferencesbetweenHLLsandL2Lsintheareasoflanguage,learning,andgroupmembership thatpreventbothtypesoflearnersfromfully participatingintheactivitiesoftheclass,includinggroupwork.

Summarizing(cont.)• Tocontendwiththesedifferences:separatelearners,i.e formHLL-onlyandL2L-onlygroups.Thinkintermsofgivingeachtypeoflearnerwhattheywillneedto(a)fullyparticipateinandbenefitfrominstructionand(b)workinacooperativelearningtask.

• Toolsthatsupportthetwogroupingstrategies,andmorebroadlythegeneralvisionoutlinedhere,include:mini-lessons,agendas,anchoringactivities,learningcenters,exitcards.

Recall:Outstandingissues

(1)Nativespeakers:Whatcanwedowiththem?

(2)Competitionandcooperation:When/howtoincorporateeach.

References• Bowles,M.(2011).Exploringtheroleofmodality:L2-

heritagelearnerinteractionsintheSpanishLanguageClassroom. TheHeritageLanguageJournal,8,1,30-65.

• Carreira,M.(inpress).SupportingHeritageLanguageLearnersThroughMacro-basedapproaches.InS.BeaudrieandM.Fairclough (eds.) InnovativeApproachesinHLPedagogy:FromResearchtoPractice.GeorgetownUniversityPress.

• Carreira,M.(inpress).ApproachesandstrategiesforTeachingHeritageLanguageLearners:Focusonmixedclasses.InD.Pascual yCabo (Ed.)AdvancesinSpanishasaHeritageLanguage. JohnBenjamins [StudiesinBilingualismSeries].