1. Entry 2 Building Communicative and Cultural Competence

2. The Standards for Entry Two I.Knowledge of Students II.Fairness III.Knowledge of Language IV.Knowledge of Culture V.Knowledge of Language Acquisition VII.Articulation of Curriculum and Instruction VIII.Learning Environment IX.Instructional Resources X.Assessment XI.Reflection as Professional Growth

3. Entry 2 Cultural/Communication Video 15-minute, continuous, unedited videotape Use a variety of authentic materials & realia Actively involve your students in the target language Implement developmentally appropriate activities that demonstrate your knowledge of language acquisition Expand your students’ awareness of the target culture (and understanding of their own)

4. Entry 2 Cultural/Communication Video Provide opportunities for all students to explore connections between the target culture and their own culture Encourage the appreciation of and respect for the products, practices, and perspectives of other cultures

5. Entry 2 Cultural/Communicative Video Enable students to show what they can do in the target language by requiring them to fulfill real world tasks in culturally appropriate ways

6. Entry 2 1. Instructional Context What is your school setting (e.g., middle school, high school, alternative school)? What are the number, age, and grades of the students in the class featured in this entry, the title and subject matter of the class, and the scheduling of the class?

7. Entry 2 Instructional Context What are the relevant characteristics of this class that influenced your instructional strategies for this lesson: ethnic, cultural, and linguistic diversity; the range of abilities of the students; the personality of the class? (See next slide….)

8. Describe the composition of the class. What are the characteristics of the class that made you choose this lesson? Were there any exceptional needs students? Any special physical or social restraints?

9. Entry 2 Instructional Context What are the relevant features of your teaching context that influenced you when teaching this class?

10. Entry 2 2. Planning Instruction What are your goals and objectives for this lesson? How did you use your knowledge of language acquisition to make decisions for instruction? How did you provide opportunities for students to communicate in or to demonstrate comprehension of the target language (presentational, interpretive, and interpersonal modes)

11. The Three Modes of Communication Interpersonal Interpretive Presentational

12. Interpersonal Direct oral (or written) communication between individuals in personal contact Examples: Face-to-face or telephone conversations Everyday transactions Debates or discussions Persuasive speech

13. Interpersonal Cultural Contexts Knowledge of how interactions vary according to perspectives on age, status, etc. Knowledge that different practices are used in communication (gestures) Knowledge that different patterns of interactions occur (formalities)

14. Interpretive Mode Receptive communication of oral or written messages from a creator who is not present Communication via print and non-print materials (articles, graphs, recordings) Concentration on listening and reading skills

15. Interpretive Cultural Context How are cultural perspectives embedded in the product? Assessment of linguistic and cultural differences: compare and contrast (Example: Folk tales--what are the similarities and differences from an example in the target culture to one from the students’ culture?)

16. Presentational Mode Spoken or written communication to an audience One-way communication No immediate personal contact or response

17. Presentational cultural context What are the cultural rules guiding interactions between an audience and a speaker? Can the speaker adapt appropriately to the audience in the target language when presenting information either orally or in a written format?

18. Entry 2 Planning Instruction How did you provide meaningful instruction for your students at their level of development or ability? What opportunities did you provide for students to expand awareness of culture? What authentic materials did you use? Describe them. Why did you select them? How did you encourage students to appreciate the 3 P’s (products, practices, and perspectives)?

19. Planning Instruction Be sure to place the lesson in the instructional sequence: What came before? What happened after? How does this segment connect with the overall lesson or unit? What part of the lesson appears in the video?

20. Analyzing Your Videos As soon as you finish videotaping, make notes about what happened to refer to as you write. Watch the video carefully (several times!) Fifteen minutes/continuous/unedited You may ask your students to analyze it Answer the questions in the portfolio instructions on analyzing your video.

21. Entry 2 3. Videotape Analysis How did your use of the target language help establish a stimulating & supportive environment? What interventions did you use to enhance student communication (paraphrasing, questioning, scaffolding)?

22. Entry 2 3. Videotape Analysis What real-world tasks did you require of students to enable them to show WHAT THEY KNOW & CAN DO in the target language?? How were these tasks culturally appropriate?

23. Videotape Analysis How did you ensure that students were using the target language CREATIVELY to conduct authentic tasks? What methods did you use to monitor student progress (movement, timer, checklist, etc.)?

24. Entry 2 Videotape Analysis Cite examples on the video that evidence: Students engaged in open-ended communication Students using language creatively to undertake real-world task Students thinking critically

25. Entry 2 4. Reflection Were the materials and resources effective in promoting cultural understanding? Were the materials and resources effective in promoting language production? How would you modify them?

26. Entry 2 Reflection What parts of the lesson were effective? Why/How? What elements will you modify the next time you present this lesson? Why?/How?

27. Entry 2 Reflection How does your own language proficiency and knowledge of the target culture affect your teaching practices?

28. Entry 2 Scoring Were all students engaged? Did you build your lesson effectively? Did you use a variety of authentic materials? How did you implement and adjust your teaching strategies to accommodate the learning styles and needs of all learners?

29. Entry 2 TIP #1 The video and documentation should complement each other; there should be a “match” between the two. BOTH are important components. The assessors will grade the entry based on your planning, description and analysis of the video and the lesson, not on your students’ performance !

30. Entry 2 TIP #2 Select your lesson carefully: Choose a lesson that demonstrates developmentally appropriate activities that maximize student interaction and cultural input You do NOT have to present a flashy, spectacular lesson – just an effective & appropriate one.

31. Entry 2 TIP #3 Do NOT conduct the class in ENGLISH!!! Use the target language for instructions, for explanations, for behavior correction – basically for everything possible! ** This does NOT mean you will fail if you use a little English where appropriate.

32. Tip #4 Utilize a variety of student placements to encourage total student engagement Small groups Partners Individual performances

33. Entry 2 TIP #5 Tape multiple classes if possible. When you choose the video segment for your entries, carefully select the 15 minutes you will feature. Consider planning and taping a 20+ minute section appropriate for submission, then choose the best 15 minutes.

34. Entry 2 TIP #6 Use VHS or DVD format Do not start & stop the videotape Explain the purpose of the video to the videographer Make an extra copy PRONTO!! Be sure that students can be heard (& seen).

35. Entry 2 Tip # 7 Film frequently to get students used to the camera in your classroom Don’t worry about interruptions or having the “perfect” classroom; these offer opportunities for you to demonstrate how you deal with “reality.”

36. Entry 2 Entry 2 Documents **These are guidelines only. You may vary from these if you like, but your total # of pages cannot go over!! Instructional Context1 page Planning Instruction6 pages Videotape Analysis5 pages Reflection2 pages 15-minute videotape