1. Kapi’olani Community College
TESOL 2009
A Framework for Developing Internet-Based Curricula and Course Materials
Kapi’olani Community College

2. Puzzle One
How to infuse language development into a content-based curriculum?
Are we testing what we want the students to learn?

3. CONTENT
LANGUAGE

4. Opportunities Model
Crabbe D. (2003) The quality of language learning opportunities. TESOL Quarterly.

5. Language Acquisition
In order to acquire a language and to develop true competency in a language you need to:
Receive input
Produce output
Participate in interactions
Get feedback

6. In order to acquire a language and to develop true competency in a language you need to:
Rehearse
Understand about language
Understand about learning

7. OUTPUT mirrors INPUT
output
input

8. Ignored students and situations
output
input
STUDENT/LEARNER
outtake
uptake

9. Language Development Framework – Opportunities Model
INPUT
OUTPUT
OUTTAKE
UPTAKE
REHEARSAL
FEEDBACK
LANGUAGE DEVELOPMENT

10. Main Idea - Issues

11. Generic Comprehension
“Every reader who comprehends is going beyond the given text to understand it in a truly unique manner. Although a culture tends to share common meanings and any text usually has accepted or bottom-line interpretations, readers also have their own unique remembered images and interpretations of the world and they bring these to their reading.”
Pinnell, G.S. (2002) The guided reading lesson – Explaining, supporting, and prompting for comprehension. In (C.C. Block, L. Gambrell, M. Pressley, (Eds.) Improving Comprehension Instruction (pp.111.San Francisco, CA: Jossey-Bass.

12. Main Idea Critical View:
The main idea is simply one possible meaning available to a reader, usually an officially sanctioned interpretation of a particular text.
O’Neill, M. (1993). Teaching literature as cultural criticism. English Quarterly, 25,

13. Puzzle What is comprehension?
We need students to converge on similar ideas in order to start the language lesson.

14. Purposeful Reading

15. Reading Comprehension Literature
Reading purpose plays a critical role in the comprehension process.
Pichet J.A., & Anderson, R.C. (1977). Taking perspectives on a story. Journal of Educational Psychology, 69,

16. Purposeful Reading
They reported on the influence that reading purpose had on the inferences that readers made when reading.
Narvaez, D., van den Broek P., & Ruiz, A.B. (1999). Reading purpose, types of text and their influence on think-alouds and comprehension measure. Journal of Educational Psychology, 91 (3),

17. Purposeful Reading
Having a purpose means having a reason to read and approaching a text with a particular goal in mind, whether that goal involves learning or entertainment. In both real-world and classroom situations, purpose affects the reader's motivation, interest, and manner of reading.
Elizabeth K. Knutson, (1998). Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom. Center for Applied Linguistics:Online Resources: Digests. EDO-FL

18. Developing Language for Outtake Grammar for comprehension
Vocabulary for expression
Explicit content and language objectives
Vocabulary for Comprehension
Purposefulness
Scaffolding
Writing and Oral activities for feedback
Grammar for accuracy or content output
Comprehensive review of key vocabulary and key concepts – all skills used.
Review and assessment of content and language objectives.
INPUT
UPTAKE
OUTTAKE
OUTPUT
FEEDBACK - REHEARSAL
LANGUAGE DEVELOPMENT

19. a language development plan.
INPUT
INTAKE
OUT-TAKE
OUTPUT
FEEDBACK
ASSESSMENT
Awareness
Identification
Modification
Assessment
Reading:
1-Variation in Language
2-Sociolinguistic Rules of Speaking
3-Child Language Acquisition: Phonology
4-Brain Development and learning a Second Language
5- Language Acquisition: The Early Years
(Making Connections:Pakenham
Capstone
Present
a language development plan.
Films
Podcasts
Videocasts
Short Readings
Writing
Savvy
Language
Learner
Seminars
Poster Sessions

20. Puzzle - Materials
In order for curriculum to be driven by purposefulness, the instructor in choosing materials needs more flexibility than textbooks offer.
How can we provide this flexibility in materials?
OpenCourseWare Project

21. Curriculum Design

22. Curriculum Design
Theme
Topic
Category
Length
Materials

23. Themes
Overarching, universal concepts that impact the human condition:
Environment
Education
Food
Health Care
Immigration
Language

24. Topics
General content-area perspectives, similar to academic subject areas:
Business
Health
History
Politics
Science
Sociology

25. Categories Modes / types of information delivery: Activity Blog
Modes / types of information delivery:
Activity
Blog
Podcast
Reading
Videocast
Visual
Web site

26. Length
 Long
Medium
Short
Number of words (readings, blogs), minutes (podcasts, videocasts) or expected time investment (activities, visuals, web sites):

27. The items with which students will interact
Materials
The items with which students will interact

28. Database

29. Online Database Application
Three main features / operations:
Add item to database
Search / sort database items
Update database

30. Add Item to Database

31. Add Item Details

32. Add Title & URL

33. Add Theme, Topic, Category, Length

34. Add Description & Comments

35. Search / Sort Database

36. Search / Sort Database

37. Search / Sort Results

38. Update Database

39. Course Management

40. Instructor Login

41. Create Course

42. Add Module

43. Add Links to Module

44. View New Course

45. Puzzle - Activities
How can activities that support the content objectives as well as the language development be easily created?

46. Making Materials Comprehensible
Practice and Application
Interaction
Activities Development Framework
Strategies/Lesson Delivery
Review and Assessment
Making Materials Comprehensible
Building Background
INPUT
OUTPUT
OUTTAKE
UPTAKE
REHEARSAL
FEEDBACK
LANGUAGE DEVELOPMENT

49. Making Materials Comprehensible
Practice and Application
Interaction
ACTIVITIES DEVELOPMENT FRAMEWORK
Strategies/Lesson Delivery
Review and Assessment
Making Materials Comprehensible
Building Background
Comprehensive review of key vocabulary and key concepts – all skills used.
Review and assessment of content and language objectives.
Writing and Oral activities for feedback
Grammar for accuracy or content output
Explicit content and language objectives
Explicit links to students past knowledge and learning
Vocabulary for Comprehension
Developing Language for Outtake
Grammar for comprehension
Vocabulary for expression
Purposefulness
Scaffolding
OUTTAKE
UPTAKE
FEEDBACK - REHEARSAL
INPUT
OUTPUT
FEEDBACK - REHEARSAL
LANGUAGE DEVELOPMENT

50. Future Development

51. Future Development of CourseWare
Modular: Materials will be stored as individual modules as well as entire courses
Collaborative:   
Courses and modules will be shared among instructors within our program
In the near future, we hope to share the site with another community college and begin to explore the collaboration piece
Open: open courseware web-based publishing venture 
Exploratory: We would like to be able to build an on-line community to explore the puzzles of the classroom

52. Current Puzzle – Feedback/Rehearsal
What kind of activities lend themselves to feedback?
What kind of feedback would facilitate student rehearsal?
How can feedback be given to facilitate student rehearsal?

53. Next Step
Assessment
Affective dimension: Why do or don’t students take up the opportunities given to them?

54.
Frank Noji Anthony Silva Kapiolani Community College