summer 2010 keeping it a l2 class

8/9/2019 Summer 2010 Keeping It a L2 Class

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Designing Your TWBI ClassroomDesigning Your TWBI Classroomfor Target Language Productionfor Target Language Production

Mike YamakawaMike YamakawaEl Marino Language SchoolEl Marino Language School

Culver City, CaliforniaCulver City, California

TwoTwo--Way CABE Summer Conference 2009Way CABE Summer Conference 2009

Monterey, CaliforniaMonterey, California


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Immersion Classroom Design

This presentation covers

Key factors that increase the target

language production in immersionclassroom.

Classroom management and instructional

strategies that build the routines for

student L2 production


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Key factors that increase

student L2 production1. Consistent teacher expectation for

students to speak the target language

2. Clear boundary for separation of

languages

3. Instructional routines/strategies designed

to engage students in sustaineddiscourse in the target language


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Key factors that increase

student L2 production

4. Positive student perception of teacher,

classroom environment and the targetlanguage

5. Student motivation


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6/8/2010 CABE Annual Conference 2009Long Beach, California

Immersion Classroom Design

Immersion

Classroom

Design

ClassroomManagement

Strategies

InstructionalStrategies

HeterogeneousGroups

Team Builders

Flag

Group Points/Tickets

Line Up

Motivation/Rationale

Warm Ups

Oral LanguageFront-loading

InteractiveTeacher-frontedInstruction

Review Activities

ApplicationActivities


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What Is Classroom Management?

It is shaping students behaviors in the

classroom according to the expectations andlimits set by the teacher through good

rationale and reinforced by both negative andpositive consequences.


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The Immersionclassroom may demandunique classroommanagement strategiesfor the purpose ofcultivating languagelearning.


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The Challenges Facing

Immersion ClassroomsSwain (1985, 1988, 1991, 1995a) says

Immersion students develop receptivelanguage skills (listening and speaking)

very well

However, they show limited proficiency inproductive skills (speaking and writing)


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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.


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6/8/2010

CABE Annual Conference 2009

Long Beach, California

Classroom ManagementStrategies


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Heterogeneous Groups

Consist of students with various strengthsin 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.)


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Heterogeneous Groups

Leader

Low High

Middle

Low High

Middle

Middle

LowLeader


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The Measure of Successful

Heterogeneous Grouping

Can you see active discussion in the

target language taking placein the group?


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Team Builders

After heterogeneous groups are formed,teachers may do a team-building activity in orderto

Break the ice Empower the leader in the group

Establish the routine of using the target language inthe group

Example: Team Frame


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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


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Group Points

Give point(s) to the groups speakingthe target language.

Encourage, dont punish.

Demonstrate the teachersexpectations on target languageproduction in the classroom.


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Add verbal comments such as Good jobpracticing the language in the classroom!


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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 forlearning the language

Tickets, Group points, Verbal praises


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Rationale

Explicit discussions on Why learnanother language?

Teachers may point out

It is very special to be able to speak morethan one language.

Students in other schools do not have theopportunity to learn another language likeyou do.

Many doors can be opened to you in thefuture because you can speak anotherlanguage.


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Instructional Strategies


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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 toany content area.


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How do they fit into my lessons?Connect To Prior Knowledge

Warm ups

Teacher Input/Model

Oral language frontloading

Interactive teacher-fronted instruction

Application Activity End Project

Review Activities

Definition Relay

Group Check

Find Someone Who


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/8/2010CABE Annual Conference 2009


Successful Structures

Make the activity successful

Build up sufficient skills necessary for the

activity

Considerscaffolding (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


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/8/2010CABE Annual Conference 2009


Warm Ups

Starting the lesson

with a warm up

activity helps build

language-centeredclassroom routines.

Class Bingo

What Am I?

Round Robin


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Warm Up: Class Bingo

T

he warm upactivity should notbe challenging!

Use vocabulary that yourstudents are already

familiar with. Review the sentence

forms the students will beusing before starting theactivity.

Model with one student infront of the class beforethe activity if necessary.


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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 contentobjective.


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Oral Language

Frontloading

Sample Front-loading Procedures:

1. Introduction of new vocabulary with visuals and

TPR

2. Activity Reinforcement (for vocabulary)

Whats Missing?

3. Introduction of sentence patterns using A/B

format4. Activity Reinforcement (for sentence structures)

Ticket Champion


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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, definingmeans, reporting


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Interactive Teacher-fronted

Instruction

The Problem: Teacher-fronted Instruction inthe Language Immersion Classroom

The teacher is the primary speaker of the

target language. Students only listen and write during the

lesson.

Interactive Teacher-fronted Instructionkeeps the students talking in the targetlanguage as the teacher teaches thelesson.


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ChoralResponses

Interactive

Teacher-fronted

Instruction


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ChoralResponses

Quick

PairActivity

AnsweringQuestions

Interactive

Teacher-fronted

Instruction


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ChoralResponses

Quick

PairActivity

AnsweringQuestions

QuickGroup

Activity

Interactive

Teacher-fronted

Instruction


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Review Activities

After teaching the content, the

teacher may implement the review

activity in order to

Check and strengthen studentsunderstanding of concepts

Create content-based

interactions in the target

language


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Find Someone Who

content review version

Find Someone Who

__ knows how static electricity occurs.

(Science)__ can explain the steps for long division.

(Math)

__ describes the personality of the maincharacters in Sarah Plain and Tall.

(Language Arts)


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Group Review

1. The teacher writes a few review questions on

the board.

2. The teacher tells the class that each group will

receive group points if the entire group comesup with the right answer.

3. Students, in their group, work on the questions

and make sure everyone in the group has the

same answer. (Here, students should behelping each other in the target language and

not copying each others answers.)


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Group Review

4. After each group comes up with their

answers, the teacher randomly collects one

students notebook, journal, etc. from each

group.5. Now, the teacher goes over the questions

with the entire class and shows the right

answers.

6. If the selected students answers are

correct, his/her group receives group points.


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Application Activities

At the end of thecontent lesson,students apply their

new knowledge increating somethingmeaningful.

Design an applicationactivity thatincorporates oralinteractions in thetarget language.


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Any questions?Any questions?

summer 2010 keeping it a l2 class

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