Day Eight - Wednesday Review of last class Teaching Across Proficiency Levels (Brown, Ch. 7) How to teach Fingerspelling 1/3 of students to give their Mock Teaching Project presentations

Chapter 7: Teaching Across Proficiency Levels Homework: View Dr. Raychelle Harris’ Video Presentation in Blackboard

Proficiency Levels Beginner Intermediate Advanced In ASL? What do these levels look like? How many signs would a beginner know?

American Council on the Teaching of Foreign Languages (ACTFL)

ACTFL Proficiency Guidelines Brief history about ACTFL, OPI, SLPI ASL and ASLPI Not attached to only one language Useful checkpoints for assessment, curriculum development and revision

Beginners Most challenging The teacher becomes central for students Language growth is most visible Student’s ability to retain new words, structures and concepts is limited

Beginners, Intermediate & Advanced Student Characteristics Cognitive Learning Role of Teacher Teacher Talk Authenticity of Language Fluency and Accuracy Student Creativity Techniques Listening and Speaking Goals Grammar

Beginners Students’ cognitive learning processes Role of Teacher * Plenty of repetition to help transfer from focal to peripheral processing Role of Teacher Highly dependent on teacher, yet still can be student-centered Teacher Talk Clearly articulated, somewhat slower. Use of native language restricted

Beginners 4) Authenticity of language 5) Fluency and accuracy May feel artificial. Keep authentic yet manageable. 5) Fluency and accuracy Emphasis on phonology only for short utterances Allow students to practice freely and openly without fear Correction important (“no news is good news”) 6) Student Creativity Beginners will innovate more when they have more language development.

Beginners 7) Techniques 8) Listening and Speaking Goals 9) Grammar Repetition and drilling dominate this level. Group and pair work. Variation important. 8) Listening and Speaking Goals Functional, meaningful and authentic communication tasks are limited for grammar, vocabulary and length of utterance. 9) Grammar Simple to complex grammar sequence is crucial. Overt and inductive (more effective) grammar instruction.

Intermediate Students’ cognitive learning processes Role of Teacher Automatic processing increases, as teacher facilitates this process Role of Teacher Less dependent on teacher. Students should be asking more questions and making comments. More student interaction. More student-centered cooperative activities. Teacher Talk More natural pace, yet clear. Students should be talking more. Much less native language at this level.

Intermediate 4) Authenticity of language 5) Fluency and accuracy Students may become overly concerned about grammar- keep focus on authenticity. 5) Fluency and accuracy Students divide in two groups: 1) overly concerned about accuracy and 2) being in a self-satisfied rut. Pacing/flow important, without either #1 or #2. 6) Student Creativity Creativity seen through inter-language errors- recognize this as a positive language development

Intermediate 7) Techniques 8) Listening and Speaking Goals 9) Grammar Complex techniques including chain stories, surveys, polls, paired interviews, group problem solving, role plays and/or storytelling. 8) Listening and Speaking Goals Function may not be more complex, but forms are. 9) Grammar Occasional overt grammar teaching for “sore spots” can be helpful, but should not dominate teaching

Advanced Students’ cognitive learning processes Role of Teacher Automatic processing almost complete, teacher role is in minor corrections. Role of Teacher Job may seem easier, but no. Students at this level will take over & keep talk in their “comfort level”. As teacher, must create effective and yet challenging learning opportunities. Teacher Talk Natural language at natural speed is a must. Challenge students with more advanced vocabulary and linguistic features. Students need to produce language so teacher adheres to their role as a provider of feedback.

Advanced 4) Authenticity of language 5) Fluency and accuracy Authentic language material should be challenging for this level. 5) Fluency and accuracy Most of students’ signings should be fluent and accurate at this level. Feedback from teacher & peers will be helpful. 6) Student Creativity Students can now apply more creativity to their performances.

Advanced 7) Techniques 8) Listening and Speaking Goals 9) Grammar Even more complex techniques include group debates and argumentation. Focus at this level is in using language for specific purposes with specific audiences 8) Listening and Speaking Goals Fine-tuning production and comprehension, especially in pragmatic/cultural conditions (e.g. turn-taking, topic change/termination, etc.) 9) Grammar Linguistic meta-language skills more useful now.

Review and Questions & Answers

Assignments and Readings Assignment: * Mock Teaching Project FINAL (2/3 of student presentations) due on Thursday Readings: Brown, Chapter 8 View Dr. Raychelle Harris’ Chapter 8 Video Presentation in Blackboard