the nhlrc model of pre- program hl teacher preparation · maria m. carreira, ph.d. co-director,...
TRANSCRIPT
![Page 1: The NHLRC Model of Pre- program HL Teacher Preparation · Maria M. Carreira, PH.D. Co-Director, National Heritage Language Resource Center, UCLA STARTALK Fall Conference October 19-20,](https://reader034.vdocuments.us/reader034/viewer/2022042413/5f2dde986289d079b2197a25/html5/thumbnails/1.jpg)
The NHLRC Model of Pre-
program HL Teacher PreparationMaria M. Carreira, PH.D.
Co-Director, National Heritage Language Resource Center, UCLA
STARTALK Fall Conference
October 19-20, 2018
Houston, TX
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• A Language Resource Center (1 of 16) funded by the U.S. Department of Education
• Located at UCLA
• Mission: To develop effective pedagogical approaches to teaching HL learners
HL learner: An individual
“raised in a home where
a non-English language is
spoken, who speaks or at
least understands the
language, and who is to
some degree bilingual in
that language and
English”
(Valdés, 2001, p. 38).
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OUR TEACHER
TRAINING
PROGRAM
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Program goals
• To present the foundational principles and best practices of heritage language (HL) teaching (declarative knowledge – the “what” of teaching);
• Engage teachers in processing and applying those principles (procedural knowledge – the “how” of teaching).
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• Participants
– Pre K-16
– All STARTALK languages except Dari and Swahili
• Structure and timeframe
– Three weeks online (NHLRC/STARTALK Modules)
–One week face-to-face
– 70-80 hrs, June
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A MONTH (70-80 HOURS)
MAY SEEM LIKE A LOT, BUT…
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The program participants present a wide
range of needs and strengths
• All levels of instruction and different program types
• Different language-specific issues to contend with
• Different levels of expertise and experience in HL teaching
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The program goals are very ambitious
• Declarative knowledge: The foundational
principles and best practices of HL teaching
• Procedural knowledge: Applying and
adapting those principles and practices
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Declarative knowledge
HL-specific instructional topics Grammar
Culture
The four skills
The three modes of communication
Pedagogical Frameworks
Macro-based instruction
The Gradual Release of Responsibility Model
Differentiated teaching (Growth Mindset)
Backward Design
Project-based learning
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Procedural knowledge
• How to teach HL-specific grammar and
cultural topics, as well as skills (e.g. reading,
writing)
• How to design instructional units that follow
a macro-based approach and that build on HL
learners’ functional skills
• How to differentiate instruction by learner
needs in HL-only and mixed classes
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This is a lot of material
But that’s not the only problem:
�The material feels a bit piecemeal.
We want participants to be able to integrate the
material to provide coherent instruction.
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HOW CAN ALL OF THIS POSSIBLY BE
ACCOMPLISHED?
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Our journey: Three inflection points
• 1st point: Extending contact hours through an online
component
• 2nd point: Using project-based learning (PBL) to
integrate the concepts and skills
• 3rd point: Framing learning in terms of the acquire-
process-apply-reflect paradigm.
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1. Extending contact hours through an
online component
Step 1 Step 2
Claire, I need a picture of
the Modules
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Our journey: Three inflection points
• 1st point: Extending contact hours through an online
component
• 2nd point: Using project-based learning (PBL) to
integrate the concepts and skills
• 3rd point: Framing learning in terms of the acquire-
process-apply-reflect paradigm.
![Page 16: The NHLRC Model of Pre- program HL Teacher Preparation · Maria M. Carreira, PH.D. Co-Director, National Heritage Language Resource Center, UCLA STARTALK Fall Conference October 19-20,](https://reader034.vdocuments.us/reader034/viewer/2022042413/5f2dde986289d079b2197a25/html5/thumbnails/16.jpg)
2. Using project-based learning (PBL)
to integrate the concepts and skills
What is PBL?
A pedagogical approach in which students apply
problem-solving skills to address a real-life
challenge and where they communicate their
learning through the development of a public
product.
Example: The medical glossary
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PBL supports best practices in HL
teaching
Building on skills that HL learners bring
to the classroom
✔
Connecting learning to the real-world ✔
Integrating all skills ✔
Responding to HL learners’ socio-
affective needs and their goals
✔
Facilitating differentiation ✔
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Our journey: Three inflection points
• 1st point: Extending contact hours through an online
component
• 2nd point: Using project-based learning (PBL) to
integrate the concepts and skills
• 3rd point: Framing learning in terms of the acquire-
process-apply-reflect paradigm.
![Page 19: The NHLRC Model of Pre- program HL Teacher Preparation · Maria M. Carreira, PH.D. Co-Director, National Heritage Language Resource Center, UCLA STARTALK Fall Conference October 19-20,](https://reader034.vdocuments.us/reader034/viewer/2022042413/5f2dde986289d079b2197a25/html5/thumbnails/19.jpg)
3. Framing learning in terms of the
acquire-process-apply-reflect paradigm
• Acquire: Gaining new knowledge and skills
through input;
• Process: Building personal understanding of
new knowledge and skills;
• Apply: Using new knowledge and skills in a
laboratory setting;
• Reflect: Explore way to use new knowledge
and skills.
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More strategic use of the blended
formatBefore
– The online component was conceived of as a way to
extend contact hours
– A linear view of the relationship between the online
and face-to-face components
Now
– Online component � Acquire and process (also to
start forming the community of learners)
– Face-to-face component � Apply and reflect
� PBL
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Summarizing: Lessons we have learned
Tension:
Depth v. breadth of coverage
Declarative (what) v. procedural (how)
knowledge
Our program’s approach:
Making strategic use of the online and face-to-
face components (acquire-process-apply- reflect);
Using PBL to integrate the “what” and “how” of
HL teaching.
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The results
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Next on our journey
• Going deeper into differentiation
• This means adding more material and skills
– ACTFL Performance Descriptors
– Can-do Statements
• The approach outlined here is a promising way forward
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Thank you!