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Kapi’olani Community College
TESOL 2009 A Framework for Developing Internet-Based Curricula and Course Materials Kapi’olani Community College
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Puzzle One How to infuse language development into a content-based curriculum? Are we testing what we want the students to learn?
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CONTENT LANGUAGE
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Opportunities Model Crabbe D. (2003) The quality of language learning opportunities. TESOL Quarterly.
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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
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In order to acquire a language and to develop true competency in a language you need to:
Rehearse Understand about language Understand about learning
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OUTPUT mirrors INPUT output input
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Ignored students and situations
output input STUDENT/LEARNER outtake uptake
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Language Development Framework – Opportunities Model
INPUT OUTPUT OUTTAKE UPTAKE REHEARSAL FEEDBACK LANGUAGE DEVELOPMENT
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Main Idea - Issues
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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.
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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,
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Puzzle What is comprehension?
We need students to converge on similar ideas in order to start the language lesson.
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Purposeful Reading
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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,
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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),
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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
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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
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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
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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
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Curriculum Design
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Curriculum Design Theme Topic Category Length Materials
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Themes Overarching, universal concepts that impact the human condition: Environment Education Food Health Care Immigration Language
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Topics General content-area perspectives, similar to academic subject areas: Business Health History Politics Science Sociology
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Categories Modes / types of information delivery: Activity Blog
Modes / types of information delivery: Activity Blog Podcast Reading Videocast Visual Web site
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Length Long Medium Short Number of words (readings, blogs), minutes (podcasts, videocasts) or expected time investment (activities, visuals, web sites):
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The items with which students will interact
Materials The items with which students will interact
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Database
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Online Database Application
Three main features / operations: Add item to database Search / sort database items Update database
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Add Item to Database
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Add Item Details
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Add Title & URL
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Add Theme, Topic, Category, Length
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Add Description & Comments
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Search / Sort Database
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Search / Sort Database
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Search / Sort Results
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Update Database
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Course Management
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Instructor Login
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Create Course
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Add Module
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Add Links to Module
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View New Course
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Puzzle - Activities How can activities that support the content objectives as well as the language development be easily created?
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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
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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
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Future Development
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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
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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?
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Next Step Assessment Affective dimension: Why do or don’t students take up the opportunities given to them?
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Frank Noji Anthony Silva Kapiolani Community College
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