Sheila Wallace
Ling 611
Webquest & Triadic Scaffolds Blogs
tundrahoop@yahoo.com
Dodge, B. (2008). Some thought about webquests. Website: http://webquest.sdsu.edu/about webquests.html.
Many school are connected to the internet and the numbers of schools with computers have grown in recent years. This article provides the definition for Webquests as being an inquiry based approach an activity that uses the internet to find their quests. There are given steps to learn about webquest. First, the teacher needs to know the resources online, organize the lesson based on what is out there, identify a topic of inquiry, use the template to learn how to navigate through the webquest.
This article is useful to as it pertains to having students use the internet as a source for information gathering through the inquiry process. I will definitely use this resource to implement this approach to my seventh and eighth graders as well as my high school multimedia class. I think the instructions on how to do webquests are easy to follow and it is very teacher friendly.
I was surprised to see all the thinking skills a webquest activity includes. Comparing, classifying, inducing, deducing, analyzing, constructing, abstraction, and analyzing different perspectives are all skills a longterm webquest entails. I can see doing a longterm webquest with my high school student but not with my middle school students. It would be too long for them to complete a long term quest.
Meskill, C. (2005). Triadic scaffolds: tools for teaching English language learners with computers, language learning & technology, pp 46-59, 9
This article describes a teacher’s innovative approach to English language learning that is designed through triadic scaffolding where the teacher uses a verbal strategy with the computer as the contributor as to what the strategy accomplishes. The computer is used as a vehicle for capturing the students’ attention and motivation to anchor their learning through teacher directed language activity. The language forms and functions are learned in a triadic discourse (teacher, learner, computer) .
This article is a hard read due to the high level of vocabulary used. I liked the part that described the research suggesting that the use of computers as a tool increases student motivation and high level of attention is being given to the teacher instruction. In addition, I like the part where the student, John, was an unreachable student who, by this approach did very well and was involved. I can see this approach being used in my school region in the villages where there is language deficiencies in English. Computers in this approach can support their learning and motivate them to become good English learners.
In this approach, the teacher has to be very organized and conscious about the instructional sequence of the activities to lead students to cognitive academic language. I am wondering how teachers with poor organizational skills and technology skills could navigate through this approach. There would seem to be a lot of attention being focused on teacher training and development for it to be successful as it is designed to be.
Monday, July 28, 2008
Tuesday, July 22, 2008
Godwin-Jones blog
Sheila Wallace
Ling 611
Godwin-Jones Blog
Godwin-Jones, R. (2008). Emerging technologies web-writing 2.0: Enabling, documenting, and assessing writing online, 12 (2), 7-13.
After reading Emily and Erin’s blog, I am thinking, I so don’t know how to blog, and keep people smiling and laughing. I think this is what is meant by some of the articles we have read so far. And I promise, I think I can be less anal. Really! But, for the last time let me be anal and write the rest of the summary as I see fit. I promise the next blog won’t be as…let’s see, how Erin puts it…blah, blah, blah, blah. J
This article talks about the trends in technology in recent years and how the internet has influenced the changes in modes and purposes for writing online. New opportunities and incentives for personal writing through blogging have provided social networking. This article also touches on linking formal and academic writing through informal and recreational means for connecting writing with emerging technologies. Language tools and online services have improved writing through automatic assessment of writing prompting students to be more encouraged to participate online.
Tools online such as Web 2.0, Adobe, Photoshop Express, Flickr and Facebook are easily accessed through the Web browser. The recent trend is that there are more free online editors available such as On Text, widgEditor, Xstandard, and Textile. Other emerging text editors include Google Gears/Google Docs, FCK editor, Mleditor, and others that enable participants to share and collaborate on projects.
Assessing online writing through the use of portfolios contributes to learners taking more responsibility for documenting and assessing their language skills. To assess English grammar, Microsoft tools has the capability to take text and automatically make the corrections in the English vernacular. Other editing tools available online are Language Tool (used in 12 languages) which could be used in addition to the tool OpenOffice.
I would like to end this very “so to the article” blog by adding one more to the litany of facts and factoids by saying that we want to make a range of opportunities to improve student writing….and one way to do this is to loosen up, let peers review each other’s writing, and provide feedback. Social networking, as I have witnessed this summer, can be a way to not only provide academic feedback, but to also provide it in a way that is so non-academic (and sometimes even using jargon not found typically in the classroom). I am not typically this loose in my responses, but let’s just say that the stars were aligned and that a Eureka! moment has finally hit!!!
Ling 611
Godwin-Jones Blog
Godwin-Jones, R. (2008). Emerging technologies web-writing 2.0: Enabling, documenting, and assessing writing online, 12 (2), 7-13.
After reading Emily and Erin’s blog, I am thinking, I so don’t know how to blog, and keep people smiling and laughing. I think this is what is meant by some of the articles we have read so far. And I promise, I think I can be less anal. Really! But, for the last time let me be anal and write the rest of the summary as I see fit. I promise the next blog won’t be as…let’s see, how Erin puts it…blah, blah, blah, blah. J
This article talks about the trends in technology in recent years and how the internet has influenced the changes in modes and purposes for writing online. New opportunities and incentives for personal writing through blogging have provided social networking. This article also touches on linking formal and academic writing through informal and recreational means for connecting writing with emerging technologies. Language tools and online services have improved writing through automatic assessment of writing prompting students to be more encouraged to participate online.
Tools online such as Web 2.0, Adobe, Photoshop Express, Flickr and Facebook are easily accessed through the Web browser. The recent trend is that there are more free online editors available such as On Text, widgEditor, Xstandard, and Textile. Other emerging text editors include Google Gears/Google Docs, FCK editor, Mleditor, and others that enable participants to share and collaborate on projects.
Assessing online writing through the use of portfolios contributes to learners taking more responsibility for documenting and assessing their language skills. To assess English grammar, Microsoft tools has the capability to take text and automatically make the corrections in the English vernacular. Other editing tools available online are Language Tool (used in 12 languages) which could be used in addition to the tool OpenOffice.
I would like to end this very “so to the article” blog by adding one more to the litany of facts and factoids by saying that we want to make a range of opportunities to improve student writing….and one way to do this is to loosen up, let peers review each other’s writing, and provide feedback. Social networking, as I have witnessed this summer, can be a way to not only provide academic feedback, but to also provide it in a way that is so non-academic (and sometimes even using jargon not found typically in the classroom). I am not typically this loose in my responses, but let’s just say that the stars were aligned and that a Eureka! moment has finally hit!!!
Monday, July 21, 2008
Mcfarlane blog
Sheila Wallace
Ling 611
Laptops are coming
McFarlane, S. (2008). The laptops are coming! The laptops are coming!, Rethinking Schools, 22, 22-26
This article covers some considerations educators should be aware of before adopting the technology on a wide scale and evaluate its potential effectiveness or its downfalls. The author asserts that educators should be aware of ethics and power structures surrounding the use of technology and be able to evaluate and adjust the impact of technology on the development of cognitive, social, and emotional domains of students and teachers.
As discussed in the article, the use of computers and technology changes how students and the general public interact, communicate, and transfer information in this digital age. One negative aspect the author became aware of in her experience with technology in her classroom was the fact that she was spending an enormous amount of time maintaining, responding and updating email, webcasts, attendance, and everyday tasks- much of the student to teacher dialogue was taken away by the digital communicating. She also became aware that there was an imbalance between teaching and monitoring. I can relate to this as I have found that in my own teaching, I realized that students were spending much of their time on tutorials rather building projects and needed to find ways to shorten the amount of time we spent on learning the technology rather than using it.
Another aspect of using technology in the classroom that I became aware of through this article is the possibility of a social stigma attached to the lack of being able to know how to use technology. Students can be stigmatized for not being able to navigate through a plethora of technology devices used today. I have not considered the possibility of the this stigmatism.
Ling 611
Laptops are coming
McFarlane, S. (2008). The laptops are coming! The laptops are coming!, Rethinking Schools, 22, 22-26
This article covers some considerations educators should be aware of before adopting the technology on a wide scale and evaluate its potential effectiveness or its downfalls. The author asserts that educators should be aware of ethics and power structures surrounding the use of technology and be able to evaluate and adjust the impact of technology on the development of cognitive, social, and emotional domains of students and teachers.
As discussed in the article, the use of computers and technology changes how students and the general public interact, communicate, and transfer information in this digital age. One negative aspect the author became aware of in her experience with technology in her classroom was the fact that she was spending an enormous amount of time maintaining, responding and updating email, webcasts, attendance, and everyday tasks- much of the student to teacher dialogue was taken away by the digital communicating. She also became aware that there was an imbalance between teaching and monitoring. I can relate to this as I have found that in my own teaching, I realized that students were spending much of their time on tutorials rather building projects and needed to find ways to shorten the amount of time we spent on learning the technology rather than using it.
Another aspect of using technology in the classroom that I became aware of through this article is the possibility of a social stigma attached to the lack of being able to know how to use technology. Students can be stigmatized for not being able to navigate through a plethora of technology devices used today. I have not considered the possibility of the this stigmatism.
garcia blog
Sheila Wallace
Ling 611
Garcia article blog
Garcia, A. (2008). Rethinking myspace, Rethinking Schools, 22, 27-29
The author, as a teacher, uses MySpace as a school and social networking tool to connect with students. The prolific use of MySpace in today’s youth has prompted this educator to include MySpace as part of his teaching repertoire as a better way to communicate with his students both at school and outside of school. While creating the myspace site, it was initially set up as an outside resource. It has since evolved in connecting students with school, including students who were habitually absent.
The controversy with MySpace in the classroom in today’s society would have to be carefully communicated to parents and monitored for outside negative influence. While the concerns are legitimate, the connection with students with the teacher as a role model has positive influence including keeping them out of trouble. In addition, posting outside school events and activities that positively help shape student life and experience are posted.
Ling 611
Garcia article blog
Garcia, A. (2008). Rethinking myspace, Rethinking Schools, 22, 27-29
The author, as a teacher, uses MySpace as a school and social networking tool to connect with students. The prolific use of MySpace in today’s youth has prompted this educator to include MySpace as part of his teaching repertoire as a better way to communicate with his students both at school and outside of school. While creating the myspace site, it was initially set up as an outside resource. It has since evolved in connecting students with school, including students who were habitually absent.
The controversy with MySpace in the classroom in today’s society would have to be carefully communicated to parents and monitored for outside negative influence. While the concerns are legitimate, the connection with students with the teacher as a role model has positive influence including keeping them out of trouble. In addition, posting outside school events and activities that positively help shape student life and experience are posted.
Sheila Wallace
Ling 611
S.L. Thorne Blog
Thorne, S. (2006). New technologies and additional language learning. CALPER Working Paper Series, 1-26
This article discusses a number of contexts and uses of technologies that are being used in second language and foreign language classes. Three areas were addressed including the use of synchronous computer-mediated communication (chat), internet mediated intercultural L2 education (communicating across language communities/countries), and other internet supported communities such as gaming and fan sites (blogs, wikis). The author also incorporates the study of internet based education with studies on the inter-language process, the negotiation of meaning, the socio-cultural theory, inter-cultural communication and connects this with the changes in pedagogical approaches with the advent of technology.
The connection I have with this article is on many different levels. First, it helps me to focus on the studies connecting theory for support. Second, it helps me to understand the language learning that occurs with the use of online technologies such as chats, my-space webbing, gaming, wikis, blogs, and other affiliative networks. Third, it helps me to understand that online technology can be used as a medium to promote second language acquisition. Fourth, engaging students with other language speakers of the target language through what is fun for them is a powerful way to promote the language use.
Through the interactionist SLA research, the inter-language is promoted through the process of negotiation of meaning where linguistic input increases comprehension through continued feedback and negotiation at all levels of communication discourse. It also supports the metalinguistic process where the second language learner is aware the language learning development. In addition, sociocultural theory supports the notion that human activity promotes higher order thinking and contributes to cognitive development. The use of technology based on internet activities have endless possibilities to promote language learning by connecting people through online conversations in a way that is fun and engaging.
Ling 611
S.L. Thorne Blog
Thorne, S. (2006). New technologies and additional language learning. CALPER Working Paper Series, 1-26
This article discusses a number of contexts and uses of technologies that are being used in second language and foreign language classes. Three areas were addressed including the use of synchronous computer-mediated communication (chat), internet mediated intercultural L2 education (communicating across language communities/countries), and other internet supported communities such as gaming and fan sites (blogs, wikis). The author also incorporates the study of internet based education with studies on the inter-language process, the negotiation of meaning, the socio-cultural theory, inter-cultural communication and connects this with the changes in pedagogical approaches with the advent of technology.
The connection I have with this article is on many different levels. First, it helps me to focus on the studies connecting theory for support. Second, it helps me to understand the language learning that occurs with the use of online technologies such as chats, my-space webbing, gaming, wikis, blogs, and other affiliative networks. Third, it helps me to understand that online technology can be used as a medium to promote second language acquisition. Fourth, engaging students with other language speakers of the target language through what is fun for them is a powerful way to promote the language use.
Through the interactionist SLA research, the inter-language is promoted through the process of negotiation of meaning where linguistic input increases comprehension through continued feedback and negotiation at all levels of communication discourse. It also supports the metalinguistic process where the second language learner is aware the language learning development. In addition, sociocultural theory supports the notion that human activity promotes higher order thinking and contributes to cognitive development. The use of technology based on internet activities have endless possibilities to promote language learning by connecting people through online conversations in a way that is fun and engaging.
Friday, July 18, 2008
Seale & Slappin prompt 3
Sheila Wallace
Ling 695 Multi-literacies
Seale & Slapin Promp 3
Pages 84-117 and 136-151
1. The poetry touches on features and themes that are similar across the different tribes of indigenous people. For example, the poem “My Precious Little Nephew” talks about the basic value for the love of children and the hope that they may not face prejudice. In this poem, it describes the Indian regalia and then being ridiculed in school for being Indian and the honor that was “taken” away from him. Other poems describe the emphasis placed on dreams and their deep connotations they make to one’s destiny. For example, a poem “Bad Vision” talks about a bad dream that may be ominous to ones future- there is a connection to dreams and reality. These poems touch heavily on emotions both of pride and prejudice both within the Indian community and the outside world. The reviews of poetry touch on themes and portraits of life including a life lived in harmony with society and nature, of pride and prejudice, of stereotypes, of endurance, and the highs and lows of the indigenous people.
2. Aspects of genre include poems and photo-essays. The reviews include what is stereotyped, condescending, or false portrayals and the negative images put on by mainstream society and the education system. The reviews also assess the authenticity and touches on historical accuracy.
3. These reviews are helpful in determining the authenticity of literature across the genres. The reviews are written in a style that not only describes the books but also includes excerpts to get a clearer picture about what the literature conveys emotionally, socially, and psychologically.
Pages 84-103
The poem “The Well-Intentioned Question” by Wendy Rose (Hopi/Miwuk) caught my attention because it describes an Indian woman who is often asked about her Indian name and what it means. She debates whether she should tell the truth about the meaning of her name, which she is herself is wanting to know but doesn’t. She sees herself wanting to know about being Indian, but doesn’t because she does not live among her people and ways of life. She feels a deep yearning to know her Indian self- to prove to her people that she does but there is nothing. It leaves her “forever”. The poem caught my attention because I am constantly asked about my name, and I always have this deep hesitation, because I know they will want me to repeat it over and over- and it makes me uncomfortable because they butcher the pronunciation. Then I would have to explain the meaning of my name which means “a future kiss” and I am always a little shy to say- because it is flirtatious and not noble. The structure of the poem is difficult to follow, as well as the metaphors and connotations, without the background knowledge. I think it was meant to be, because the reader has to dig deep to find the meaning. The person writing the review for this poem has to understand that the loss of identity and language are deep issues. A person writing the review needs to have authentic perspective to understand that the person is living outside of her culture in the mainstream society, such as the author of this poem, she may have unsettling issues about looking Indian, being Indian, but does not know the language and culture.
Ling 695 Multi-literacies
Seale & Slapin Promp 3
Pages 84-117 and 136-151
1. The poetry touches on features and themes that are similar across the different tribes of indigenous people. For example, the poem “My Precious Little Nephew” talks about the basic value for the love of children and the hope that they may not face prejudice. In this poem, it describes the Indian regalia and then being ridiculed in school for being Indian and the honor that was “taken” away from him. Other poems describe the emphasis placed on dreams and their deep connotations they make to one’s destiny. For example, a poem “Bad Vision” talks about a bad dream that may be ominous to ones future- there is a connection to dreams and reality. These poems touch heavily on emotions both of pride and prejudice both within the Indian community and the outside world. The reviews of poetry touch on themes and portraits of life including a life lived in harmony with society and nature, of pride and prejudice, of stereotypes, of endurance, and the highs and lows of the indigenous people.
2. Aspects of genre include poems and photo-essays. The reviews include what is stereotyped, condescending, or false portrayals and the negative images put on by mainstream society and the education system. The reviews also assess the authenticity and touches on historical accuracy.
3. These reviews are helpful in determining the authenticity of literature across the genres. The reviews are written in a style that not only describes the books but also includes excerpts to get a clearer picture about what the literature conveys emotionally, socially, and psychologically.
Pages 84-103
The poem “The Well-Intentioned Question” by Wendy Rose (Hopi/Miwuk) caught my attention because it describes an Indian woman who is often asked about her Indian name and what it means. She debates whether she should tell the truth about the meaning of her name, which she is herself is wanting to know but doesn’t. She sees herself wanting to know about being Indian, but doesn’t because she does not live among her people and ways of life. She feels a deep yearning to know her Indian self- to prove to her people that she does but there is nothing. It leaves her “forever”. The poem caught my attention because I am constantly asked about my name, and I always have this deep hesitation, because I know they will want me to repeat it over and over- and it makes me uncomfortable because they butcher the pronunciation. Then I would have to explain the meaning of my name which means “a future kiss” and I am always a little shy to say- because it is flirtatious and not noble. The structure of the poem is difficult to follow, as well as the metaphors and connotations, without the background knowledge. I think it was meant to be, because the reader has to dig deep to find the meaning. The person writing the review for this poem has to understand that the loss of identity and language are deep issues. A person writing the review needs to have authentic perspective to understand that the person is living outside of her culture in the mainstream society, such as the author of this poem, she may have unsettling issues about looking Indian, being Indian, but does not know the language and culture.
Monday, July 14, 2008
erben and sarieva ch 1 and 2
Sheila Wallace
Ling 611
Erben and Sarieva ch 1-2 pp 13-20
Erben T. (2008). Introduction : CALLing all foreign language teachers. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 1-5). Larchmont, NY: Eyes On Education, Inc.
This section introduces the readers to integrating technology in the language classrooms. It introduces the readers to how this book will provide foreign language teachers with a guide and framework for integrating technology into the classroom. It describes how teachers could become knowledgeable in learning how to integrate an array of technology into the learning practices in a systematic way to infuse technology into the teaching and learning process.
It provided me with the pre-reading update on what the chapter will entail and encouragement to embark on infusing technology in the classroom.
Erben T. (2008). Incorporating computer-assisted language learning. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp.7-12). Larchmont, NY: Eyes On Education, Inc.
This section defines the guiding principles of language teaching within the constructivist framework. It states that standards for second language teaching came about in the 1990’s byt the American Council on the Teaching of Foreign Languages (ACTFL). The 5 C’s- communications, cultures, connections, comparisons, and communities were designed under ACTFL to improve foreign language teaching. In addition to ACTFL International Society for Technology in Education (ISTE) also developed standards in hopes to integrate technology into the language curriculum. This section also ties in the SLA research into second language teaching.
Erben T. (2008). Using technology for foreign language instruction: Creative innovations, research and applications. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 13-20). Larchmont, NY: Eyes On Education, Inc.
This chapter touches on the fact that teachers and educators are often times frustrated by their own lack of technological skills to effectively use technology to teach a second language. It talks about the impact of technology in the classroom practices using authentic material, cooperative learning, student centered learning, learner autonomy and motivation. It also describes some challenges of technology use in foreign language classrooms. The most important information that I gleaned form this chapter is the use of best practices for using technology in the classroom which includes knowing my students learning needs to plant effectively and provide support for technology, choosing material that fits the student’s learning potential, allowing students to work collaboratively with one another, and to provide a more autonomous learning environment for students.
Ling 611
Erben and Sarieva ch 1-2 pp 13-20
Erben T. (2008). Introduction : CALLing all foreign language teachers. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 1-5). Larchmont, NY: Eyes On Education, Inc.
This section introduces the readers to integrating technology in the language classrooms. It introduces the readers to how this book will provide foreign language teachers with a guide and framework for integrating technology into the classroom. It describes how teachers could become knowledgeable in learning how to integrate an array of technology into the learning practices in a systematic way to infuse technology into the teaching and learning process.
It provided me with the pre-reading update on what the chapter will entail and encouragement to embark on infusing technology in the classroom.
Erben T. (2008). Incorporating computer-assisted language learning. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp.7-12). Larchmont, NY: Eyes On Education, Inc.
This section defines the guiding principles of language teaching within the constructivist framework. It states that standards for second language teaching came about in the 1990’s byt the American Council on the Teaching of Foreign Languages (ACTFL). The 5 C’s- communications, cultures, connections, comparisons, and communities were designed under ACTFL to improve foreign language teaching. In addition to ACTFL International Society for Technology in Education (ISTE) also developed standards in hopes to integrate technology into the language curriculum. This section also ties in the SLA research into second language teaching.
Erben T. (2008). Using technology for foreign language instruction: Creative innovations, research and applications. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 13-20). Larchmont, NY: Eyes On Education, Inc.
This chapter touches on the fact that teachers and educators are often times frustrated by their own lack of technological skills to effectively use technology to teach a second language. It talks about the impact of technology in the classroom practices using authentic material, cooperative learning, student centered learning, learner autonomy and motivation. It also describes some challenges of technology use in foreign language classrooms. The most important information that I gleaned form this chapter is the use of best practices for using technology in the classroom which includes knowing my students learning needs to plant effectively and provide support for technology, choosing material that fits the student’s learning potential, allowing students to work collaboratively with one another, and to provide a more autonomous learning environment for students.
week1 and 2 reflect
What I am getting from week one and week two are the different types of syllabuses and that there are ways to combine the 10 different syllabuses when we put our course designs together in terms of language development for Yup'ik High school students in a second language setting.
The curriculum design for language learning is huge undertaking with the process of selecting what will be taught, how will it be taught, what materials will be used, how will the language be assessed, how is the curriculum working to its effectiveness, what will be used to evaluate its effectiveness, how the teachers and students respond to the curriculum, and that there is continued revision and evaluating of the curriculum design.
In putting the language curriculum together, its important to know the audience and the stakeholders and how much contribution each has on the curriculum development.
My question is and always has been, how is the best way to teach an unstudied language in terms of its scope and sequence? English is a language that is studied and professionals put the curriculum together to reflect closer to how English language is learned. What would be the best way to teach Yup'ik as an approach that is developmentally appropriate?
The curriculum design for language learning is huge undertaking with the process of selecting what will be taught, how will it be taught, what materials will be used, how will the language be assessed, how is the curriculum working to its effectiveness, what will be used to evaluate its effectiveness, how the teachers and students respond to the curriculum, and that there is continued revision and evaluating of the curriculum design.
In putting the language curriculum together, its important to know the audience and the stakeholders and how much contribution each has on the curriculum development.
My question is and always has been, how is the best way to teach an unstudied language in terms of its scope and sequence? English is a language that is studied and professionals put the curriculum together to reflect closer to how English language is learned. What would be the best way to teach Yup'ik as an approach that is developmentally appropriate?
Richards ch 8 and 9
Sheila Wallace
Ling 611
Richards chapters 8 and 9 reflections
Richards, J.C. 2007. The role and design of instructional materials. In Curriculum development in language teaching (chap. 8). Cambridge: Cambridge University Press.
In most language programs, teaching materials are the main components that serve as an anchor for language input for learners and language output (practice). Instructional materials include printed materials like books, workbooks, worksheets, or readers. Nonprint materials also serve as teaching materials such as cassettes/audio materials, videos, or computer-based materials, and the internet. Other materials might include magazines, newspapers, and t.v. materials.
The role of teaching materials should encourage the spoken and written of a language, provide practice and communicative interactions, teach grammar, vocabulary, pronunciation, provide stimulating activities, provide learning objectives, and give support for teachers to teach a language effectively. The design of instructional materials could be authentic while others may be created . In addition, prepared materials may be in form of textbooks and workbook excersizes.
In curriculum development for language programs in our region, I have found that the biggest aspect that lacks connection between created materials and language development is the fact that Yup’ik is an unstudied language as far as what is generally learned first and the developmental progression of the language thereafter. Often times, especially for Yup’ik as a second language teachers, the created materials are designed for Yup’ik first language learners. Immersion language teachers are constantly revising and editing teaching materials to fit the needs of their learners. Furthermore, much of the materials created by the district office are heavy on primary grades k-3. Beyond those grades, there are less and less materials available for teachers. Many of the Yup’ik first language school sites have Yup’ik in grades k-3 as their primary mode of instruction then beyond those grades, it is more designed to maintain the language with the heavy emphasis on English language development.
Teachers of language are continually creating their materials or adapting what is available to them to fit the learning language needs of their students. It is important then, as materials developers, to keep in mind the language development of Yup’ik through these instructional materials. Often times, instruction can be a choppy process especially when the language development of an unstudied language is being implemented. Furthermore, the use of different modalities may not be found in many sites of our area due to the lack of materials. These may include video, internet, and audio materials. Teachers then have to be creative in terms of meeting the needs of all learners.
Richards, J.C. 2007. Approaches to evaluation. In Curriculum development in language teaching (chap. 9). Cambridge: Cambridge University Press.
Evaluating a language curriculum needs to consider the following aspects of the language program:
a. How is the curriculum achieving its goals
b. How is the curriculum being implemented
c. Is the curriculum satisfactory to teachers, students, administration, and parents
d. How well did the curriculum developers put the curriculum together
e. How does the curriculum compare with others of the similar kind
The major components of evaluating a curriculum centers around program accountability and program development. Accountability examines the language program’s effectiveness to language learners while development oriented evaluation seeks to improve the quality of a program and how well it is being implemented. The purposes for evaluation are referred to as formative, illuminative and summative evaluation. Formative evaluation centers around continued evaluation of language development and improvement. Illuminative evaluation seeks to evaluate how the different aspects of the curriculum are being implemented and ways to provide deeper understanding of the process of teaching and learning. Summative evaluation determines the effectiveness of the language program by evaluating its effectiveness and acceptability.
In our region, Yup’ik language programs are evaluated by student summative tests, not necessarily measuring the language growth and development. These tests are driven by translation of English tests that reflect the state standards. Furthermore, the way that the district measures the Yup’ik language proficiency is also questionable; the proficiency test is a direct translation of the English language proficiency test. The content and concepts in the test often times do not match the language development of the district’s language curriculum. The test is standardized nationally and is designed to identify whether the student is language limited in English. It is a district requirement and each student, whether they are in the English program or the Yup’ik language program are required to take this test.
The other concern that I have with standardized tests for Yup’ik is that the people who are translating the tests are teachers who are not necessarily trained to create these tests. Test makers are a big business and are often developed by people who are trained and educated in that specific field. Furthermore, another concern is that there are many different regional dialects of Yup’ik making a standardized test difficult to all learners from these different dialects. The test takers may not be familiar with the word families used in the test or may not be proficient in another dialect which may skew the results.
Ling 611
Richards chapters 8 and 9 reflections
Richards, J.C. 2007. The role and design of instructional materials. In Curriculum development in language teaching (chap. 8). Cambridge: Cambridge University Press.
In most language programs, teaching materials are the main components that serve as an anchor for language input for learners and language output (practice). Instructional materials include printed materials like books, workbooks, worksheets, or readers. Nonprint materials also serve as teaching materials such as cassettes/audio materials, videos, or computer-based materials, and the internet. Other materials might include magazines, newspapers, and t.v. materials.
The role of teaching materials should encourage the spoken and written of a language, provide practice and communicative interactions, teach grammar, vocabulary, pronunciation, provide stimulating activities, provide learning objectives, and give support for teachers to teach a language effectively. The design of instructional materials could be authentic while others may be created . In addition, prepared materials may be in form of textbooks and workbook excersizes.
In curriculum development for language programs in our region, I have found that the biggest aspect that lacks connection between created materials and language development is the fact that Yup’ik is an unstudied language as far as what is generally learned first and the developmental progression of the language thereafter. Often times, especially for Yup’ik as a second language teachers, the created materials are designed for Yup’ik first language learners. Immersion language teachers are constantly revising and editing teaching materials to fit the needs of their learners. Furthermore, much of the materials created by the district office are heavy on primary grades k-3. Beyond those grades, there are less and less materials available for teachers. Many of the Yup’ik first language school sites have Yup’ik in grades k-3 as their primary mode of instruction then beyond those grades, it is more designed to maintain the language with the heavy emphasis on English language development.
Teachers of language are continually creating their materials or adapting what is available to them to fit the learning language needs of their students. It is important then, as materials developers, to keep in mind the language development of Yup’ik through these instructional materials. Often times, instruction can be a choppy process especially when the language development of an unstudied language is being implemented. Furthermore, the use of different modalities may not be found in many sites of our area due to the lack of materials. These may include video, internet, and audio materials. Teachers then have to be creative in terms of meeting the needs of all learners.
Richards, J.C. 2007. Approaches to evaluation. In Curriculum development in language teaching (chap. 9). Cambridge: Cambridge University Press.
Evaluating a language curriculum needs to consider the following aspects of the language program:
a. How is the curriculum achieving its goals
b. How is the curriculum being implemented
c. Is the curriculum satisfactory to teachers, students, administration, and parents
d. How well did the curriculum developers put the curriculum together
e. How does the curriculum compare with others of the similar kind
The major components of evaluating a curriculum centers around program accountability and program development. Accountability examines the language program’s effectiveness to language learners while development oriented evaluation seeks to improve the quality of a program and how well it is being implemented. The purposes for evaluation are referred to as formative, illuminative and summative evaluation. Formative evaluation centers around continued evaluation of language development and improvement. Illuminative evaluation seeks to evaluate how the different aspects of the curriculum are being implemented and ways to provide deeper understanding of the process of teaching and learning. Summative evaluation determines the effectiveness of the language program by evaluating its effectiveness and acceptability.
In our region, Yup’ik language programs are evaluated by student summative tests, not necessarily measuring the language growth and development. These tests are driven by translation of English tests that reflect the state standards. Furthermore, the way that the district measures the Yup’ik language proficiency is also questionable; the proficiency test is a direct translation of the English language proficiency test. The content and concepts in the test often times do not match the language development of the district’s language curriculum. The test is standardized nationally and is designed to identify whether the student is language limited in English. It is a district requirement and each student, whether they are in the English program or the Yup’ik language program are required to take this test.
The other concern that I have with standardized tests for Yup’ik is that the people who are translating the tests are teachers who are not necessarily trained to create these tests. Test makers are a big business and are often developed by people who are trained and educated in that specific field. Furthermore, another concern is that there are many different regional dialects of Yup’ik making a standardized test difficult to all learners from these different dialects. The test takers may not be familiar with the word families used in the test or may not be proficient in another dialect which may skew the results.
Sunday, July 13, 2008
Richards chapter 6 syllabus
Sheila Wallace
Ling 611
Richards Ch6 page 153-165
Syllabus
Grammatical- This type of syllabus is a structural syllabus that centers around grammar typically used for general language courses for beginning level learners. The positive aspect this type of syllabus addresses the sufficient time needed to support the teaching time available and arranges items in sequence to help learning. In addition, it addresses the productive range of grammatical items that supports the development of basic communication skills. The negative aspect to this type of syllabus is that it only addresses partial dimensions of the target language, does not follow a naturalistic language acquisition, focuses on sentences rather than the natural discourse, focus is on form rather than meaning and does not address communicative skills. This syllabus is not similar to my course design as grammar is not the focus of the general course outline.
Lexical- this type of syllabus attempts to increase the learner’s vocabulary acquisition designed in different levels. The positive aspect to this type of syllabus addresses the lexical levels of the target language and attempts to put vocabulary development into levels from and elementary level to advanced levels. Today, this type of syllabus is one strand of a more comprehensive syllabus. A form of this is included in my course design as it addresses the lexical development of language learners but is not a central focus.
Functional- this type of syllabus centers around communicative functions (requesting, complaining, suggesting, agreeing). It is believed that language competence is increased as students mastery increases in individual language functions. This type of syllabus is well known for its comprehensive approach to language teaching (communication) rather than focused on grammar. This type of syllabus can be used concurrently with other content types (vocabulary, grammar) and is well known for its domains on developing skills in listening and speaking. This type of syllabus matches my course design as the focus is developing language functions in different authentic situations (public service announcements, podcasts, etc.). The negative aspects identified for this type of syllabus includes its lack of criteria for selecting or grading language functions, it fails to identify the processes of communication at a higher level, breaks down language ability into components that are generally taught separately, uses a phrase book approach, and learners often have considerable gaps in language development .
Situational- this syllabus centers around language needs for different settings such as the airport, store, hotel, etc. Its course design is arranged around language that is needed for specific situations or settings. The positive aspect to language teaching in this style allows for immediate use of the language in different functions and its use is practical in nature. This style of language learning is criticized for it is too specific in its situation making it difficult to use what is learned in other situations, it lacks fluidity to transfer to other situations, often phrase books are used, and grammatical gaps often occur. I use this approach somewhat when I prepare my students to present specific language functions such as speaking to inform about a specific topic.
Content based- this syllabus focuses on topics and themes is heavily based on content rather than grammar, functions, or situations. The positive aspect to this syllabus is that several different strands of syllabus can be incorporated whether it is focused on situations, language functions, or grammar. This approach incorporates its content to given situations and the language needed for that function. This form encourages comprehension, is meaningful, uses content for specific skills, addresses student needs and provides motivation through the use of authentic material while using the four skills. This approach to language teaching is what I use often times as content is what drives what language is needed for different situations/functions. Issues that arise with this type of teaching is centered around how themes, topics, and content are decided, the balance between content and grammar is not clear, teachers need to be competent to teach a content based style, and the basis for assessment is not clear.
Competency based- this syllabus is specific to situations and activities. Essential skills, knowledge, and attitudes for particular tasks and activities are required for effective performance of the language needed in that setting. This type of approach is advantages in social survival situations and work environment. The disadvantages for this type of learning is that it is limited to specific situations where the given language function is needed and does not transfer to other language situations. This type is used in my classroom to a degree. For example, school survival language is taught (asking to go to the office, bathroom, sharpening a pencil, using the telephone and etc.).
Skills syllabus- this approach is used for the purposes such as reading, writing, listening, and speaking where mastery of specific skills (and sub-skills) are required for specific tasks or activities. The advantage to this is that it is focused on the needed performance to the specific tasks which provides the necessary framework for designing courses and teaching materials. This approach identifies language skills needed for specific outcome. The disadvantage includes the lack of a serious basis for determining language skills and does not develop skills needed on a more global and integrated level. I use aspects of this approach in such task as public service announcement through the radio or newspaper.
Task-based- The second language acquisition process is driven by tasks or activities with a given outcome or goal. This type of syllabus is designed around specific tasks to facilitate second language acquisition. Grammar teaching is not a central focus and the tasks are designed to motivate learners though meaningful activities. Some criticism with this approach is that some task tend to be too broad, the design and selection of task are unclear, and fluency is overemphasized over accuracy. I would like to know more about this type of approach as it seems to encourage language learning through meaningful activities and the assessment of what is being learned is through the final product.
Text based- this approach is centered on texts and extended discourse and is an integrated approach by combining different types of syllabuses. It builds on a five part cycle that includes building the context, modeling and deconstructing, joint construction, independent construction, and linking related texts. The disadvantages are that it may be impractical in may situations and that too much emphasis is place on specific skills rather than on proficiency. I don’t use this approach.
Integrated syllabus- This syllabus combines several different syllabus strands. Several different levels are used (like grammar and skills linked to task and topics) where they are integrated. I use a form of this syllabus in my class where different topics and subtopics are integrated (listening, reading, writing, and speaking). While the advantages for this approach includes an integrated approach, the disadvantages are that skills and subskills can be further narrowed, and the complex goals of the program need to be clear on the types of instructional content to be used. I use a form of this approach but am not entirely competent in the developmental aspect of language teaching through an integrated approach.
Ling 611
Richards Ch6 page 153-165
Syllabus
Grammatical- This type of syllabus is a structural syllabus that centers around grammar typically used for general language courses for beginning level learners. The positive aspect this type of syllabus addresses the sufficient time needed to support the teaching time available and arranges items in sequence to help learning. In addition, it addresses the productive range of grammatical items that supports the development of basic communication skills. The negative aspect to this type of syllabus is that it only addresses partial dimensions of the target language, does not follow a naturalistic language acquisition, focuses on sentences rather than the natural discourse, focus is on form rather than meaning and does not address communicative skills. This syllabus is not similar to my course design as grammar is not the focus of the general course outline.
Lexical- this type of syllabus attempts to increase the learner’s vocabulary acquisition designed in different levels. The positive aspect to this type of syllabus addresses the lexical levels of the target language and attempts to put vocabulary development into levels from and elementary level to advanced levels. Today, this type of syllabus is one strand of a more comprehensive syllabus. A form of this is included in my course design as it addresses the lexical development of language learners but is not a central focus.
Functional- this type of syllabus centers around communicative functions (requesting, complaining, suggesting, agreeing). It is believed that language competence is increased as students mastery increases in individual language functions. This type of syllabus is well known for its comprehensive approach to language teaching (communication) rather than focused on grammar. This type of syllabus can be used concurrently with other content types (vocabulary, grammar) and is well known for its domains on developing skills in listening and speaking. This type of syllabus matches my course design as the focus is developing language functions in different authentic situations (public service announcements, podcasts, etc.). The negative aspects identified for this type of syllabus includes its lack of criteria for selecting or grading language functions, it fails to identify the processes of communication at a higher level, breaks down language ability into components that are generally taught separately, uses a phrase book approach, and learners often have considerable gaps in language development .
Situational- this syllabus centers around language needs for different settings such as the airport, store, hotel, etc. Its course design is arranged around language that is needed for specific situations or settings. The positive aspect to language teaching in this style allows for immediate use of the language in different functions and its use is practical in nature. This style of language learning is criticized for it is too specific in its situation making it difficult to use what is learned in other situations, it lacks fluidity to transfer to other situations, often phrase books are used, and grammatical gaps often occur. I use this approach somewhat when I prepare my students to present specific language functions such as speaking to inform about a specific topic.
Content based- this syllabus focuses on topics and themes is heavily based on content rather than grammar, functions, or situations. The positive aspect to this syllabus is that several different strands of syllabus can be incorporated whether it is focused on situations, language functions, or grammar. This approach incorporates its content to given situations and the language needed for that function. This form encourages comprehension, is meaningful, uses content for specific skills, addresses student needs and provides motivation through the use of authentic material while using the four skills. This approach to language teaching is what I use often times as content is what drives what language is needed for different situations/functions. Issues that arise with this type of teaching is centered around how themes, topics, and content are decided, the balance between content and grammar is not clear, teachers need to be competent to teach a content based style, and the basis for assessment is not clear.
Competency based- this syllabus is specific to situations and activities. Essential skills, knowledge, and attitudes for particular tasks and activities are required for effective performance of the language needed in that setting. This type of approach is advantages in social survival situations and work environment. The disadvantages for this type of learning is that it is limited to specific situations where the given language function is needed and does not transfer to other language situations. This type is used in my classroom to a degree. For example, school survival language is taught (asking to go to the office, bathroom, sharpening a pencil, using the telephone and etc.).
Skills syllabus- this approach is used for the purposes such as reading, writing, listening, and speaking where mastery of specific skills (and sub-skills) are required for specific tasks or activities. The advantage to this is that it is focused on the needed performance to the specific tasks which provides the necessary framework for designing courses and teaching materials. This approach identifies language skills needed for specific outcome. The disadvantage includes the lack of a serious basis for determining language skills and does not develop skills needed on a more global and integrated level. I use aspects of this approach in such task as public service announcement through the radio or newspaper.
Task-based- The second language acquisition process is driven by tasks or activities with a given outcome or goal. This type of syllabus is designed around specific tasks to facilitate second language acquisition. Grammar teaching is not a central focus and the tasks are designed to motivate learners though meaningful activities. Some criticism with this approach is that some task tend to be too broad, the design and selection of task are unclear, and fluency is overemphasized over accuracy. I would like to know more about this type of approach as it seems to encourage language learning through meaningful activities and the assessment of what is being learned is through the final product.
Text based- this approach is centered on texts and extended discourse and is an integrated approach by combining different types of syllabuses. It builds on a five part cycle that includes building the context, modeling and deconstructing, joint construction, independent construction, and linking related texts. The disadvantages are that it may be impractical in may situations and that too much emphasis is place on specific skills rather than on proficiency. I don’t use this approach.
Integrated syllabus- This syllabus combines several different syllabus strands. Several different levels are used (like grammar and skills linked to task and topics) where they are integrated. I use a form of this syllabus in my class where different topics and subtopics are integrated (listening, reading, writing, and speaking). While the advantages for this approach includes an integrated approach, the disadvantages are that skills and subskills can be further narrowed, and the complex goals of the program need to be clear on the types of instructional content to be used. I use a form of this approach but am not entirely competent in the developmental aspect of language teaching through an integrated approach.
Wednesday, July 9, 2008
ch 5 and 6 richards
Sheila Wallace
Ling 611
Chapter 5 blog
Summer 2008
Richards, J.C. 2007. Planning goals and learning outcomes. In Curriculum development in language teaching (chap. 5). Cambridge: Cambridge University Press.
Chapter 5 discusses the learning outcomes and goals in curriculum planning. Key assumptions that summarizes the approach to educational planning states that people are generally interested in meeting educational goals, that teaching goals improves teacher performance and effectiveness, clearly described goals are generally effective when they are clearly defined. The author states that the nature of a language curriculum generally surrounds takes into the following consideration: academic rationalism, social and economic efficiency, learner-centeredness, social re-constructionism, and cultural pluralism.
I especially enjoyed reading the characteristics of language objectives and goals. Writing language objectives has always been a difficult one for me for several reasons. One, I don’t understand enough about the language development in Yup’ik second language to feel confident about developing a scope and sequence. Two, without a scope and sequence, I feel that I do not effectively teach Yup’ik – I feel that the language program should build on acquired language. Three, I have a difficult time attaching lessons to the specific language building objectives.
In writing my curriculum for LKSD, I will use this chapter when writing language objectives. I like how the author puts different perspectives on curriculum building. I also appreciate the distinction he makes between course aim, course objectives, and talks about the criticisms of using objectives.
Richards, J.C. 2007. Course planning and syllabus design. In Curriculum development in language teaching (chap. 6). Cambridge: Cambridge University Press.
Chapter 6 discusses the course planning and syllabus design. The chapter covers the different dimensions of course development including a course rationale, describes entry and exit levels, choosing course content, sequencing course content, planning the course content, and preparing the scope and sequence plan. This chapter also examines how to develop instructional materials both in course planning and materials design.
What is helpful to me as a language curriculum planner is how the rationale attempts to give specifics about what the course is for, what the course is about, and what kind of teaching and learning will take place in the course. The rationale will also explain the beliefs, values and goals that drive the curriculum. When writing my rationale, I will remember to use the rationale as a guide for planning the components of the curriculum, describe the kinds of teaching and learning that will occur, and how the course values and goals will be used to provide consistency.
The other helpful reading from this chapter also talks about the scope and sequence of the curriculum. This scope and sequence attempts to answer what range of content will be covered as well as to what extent each topic should be studied. I also appreciate that the auth distinguishes between the meaning between scope and the word sequence. Scope is concerned with the depth and breadth each item in the course while the sequence covers the chronological aspects of the language development (simple to complex, need, prerequisites, whole to part or part to whole, and spiral sequencing). I am excited that this chapter is going to be useful for my curriculum planning since this area is what I consider to be my weakness.
Ling 611
Chapter 5 blog
Summer 2008
Richards, J.C. 2007. Planning goals and learning outcomes. In Curriculum development in language teaching (chap. 5). Cambridge: Cambridge University Press.
Chapter 5 discusses the learning outcomes and goals in curriculum planning. Key assumptions that summarizes the approach to educational planning states that people are generally interested in meeting educational goals, that teaching goals improves teacher performance and effectiveness, clearly described goals are generally effective when they are clearly defined. The author states that the nature of a language curriculum generally surrounds takes into the following consideration: academic rationalism, social and economic efficiency, learner-centeredness, social re-constructionism, and cultural pluralism.
I especially enjoyed reading the characteristics of language objectives and goals. Writing language objectives has always been a difficult one for me for several reasons. One, I don’t understand enough about the language development in Yup’ik second language to feel confident about developing a scope and sequence. Two, without a scope and sequence, I feel that I do not effectively teach Yup’ik – I feel that the language program should build on acquired language. Three, I have a difficult time attaching lessons to the specific language building objectives.
In writing my curriculum for LKSD, I will use this chapter when writing language objectives. I like how the author puts different perspectives on curriculum building. I also appreciate the distinction he makes between course aim, course objectives, and talks about the criticisms of using objectives.
Richards, J.C. 2007. Course planning and syllabus design. In Curriculum development in language teaching (chap. 6). Cambridge: Cambridge University Press.
Chapter 6 discusses the course planning and syllabus design. The chapter covers the different dimensions of course development including a course rationale, describes entry and exit levels, choosing course content, sequencing course content, planning the course content, and preparing the scope and sequence plan. This chapter also examines how to develop instructional materials both in course planning and materials design.
What is helpful to me as a language curriculum planner is how the rationale attempts to give specifics about what the course is for, what the course is about, and what kind of teaching and learning will take place in the course. The rationale will also explain the beliefs, values and goals that drive the curriculum. When writing my rationale, I will remember to use the rationale as a guide for planning the components of the curriculum, describe the kinds of teaching and learning that will occur, and how the course values and goals will be used to provide consistency.
The other helpful reading from this chapter also talks about the scope and sequence of the curriculum. This scope and sequence attempts to answer what range of content will be covered as well as to what extent each topic should be studied. I also appreciate that the auth distinguishes between the meaning between scope and the word sequence. Scope is concerned with the depth and breadth each item in the course while the sequence covers the chronological aspects of the language development (simple to complex, need, prerequisites, whole to part or part to whole, and spiral sequencing). I am excited that this chapter is going to be useful for my curriculum planning since this area is what I consider to be my weakness.
Tuesday, July 8, 2008
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