High-Level Content with Low-Level Language Instructional Scaffolding and Comprehensible Input— Enabling Our Learners Dr. Tatyana Bystrova-McIntyre STARTALK Russian Academy Kent State University, OH
Today’s Agenda • Overview of STARTALK FLA at Kent State University • Content for novice learners—myth or fact? • TBI, scaffolding, and comprehensible input • Russian alphabet—time to practice (and learn some Russian!) • Scaffolding throughout a program • Sample unit plan on professions and educational background • Time to practice some more! J
Russian Language Academy at KSU • Started—2007 • At first, Russian was sponsored by Ohio Board of Regents • Sponsored by STARTALK as soon as Russian became a STARTALK language
• Summer component (STARTALK): • 4-week immersion program • Students live on campus • Daily schedule: • Lead instructor (more structured): 9 AM – 3 PM • Russian only lunch and dinner (with staff) • Culture instructors and RAs: 6 PM – 9 PM • Study hall (self-study with staff): 9 PM – 11 PM
• AY—Online component sponsored by school districts through PSEO (Post Secondary Enrollment Options) • My journey—from RA to Lead Instructor
Better Than My Words http://fla-russian.ning.com/video/tzhu-final-project-wmv
Myth or Fact? Novice learners learn best with children’s activities, because children seem to have the least trouble learning a language • Children’s stories • Nursery rhymes • Pat-a-cake-type games
Myth or Fact? • May be true for children • Caveat: Adult learners are not children • Also consider this: Do you all know what dance Russian kids (and adults) do near a New Year’s tree (aka Christmas Tree)? Khorovod • Adult learners may not have a sufficient cultural schemata (=background knowledge) for performing target-culture children’s tasks
Stephen Krashen Second language acquisition: - Meaningful interaction in TL - Concern with the message, not form What we need? - Comprehensible input - Low-anxiety environment (tasks, group-work, use of technology, guidance/scaffolding, learner-oriented error correction)
"Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.” Stephen Krashen http://www.sk.com.br/sk-krash.html
Adult Novice Learners: Scaffolding and Comprehensible Input • Truth: We use higher-level content relevant to adults (or highschoolers, in our case) • How to make authentic input comprehensible, especially to novices? • Scaffolding, or guided learning • Peregoy and Boyle (1997: 81): “temporary supports, provided by capable people, that permit learners to participate in the complex process before they are able to do so unassisted.” (cited in Celce-Murcia, 2001: 166)
Scaffolding (For Those Visual Learners in the Audience J)
http://steve-wheeler.blogspot.com/2010/06/ scaffolding-or-no-scaffolding.html
Best Learning Environments Task-based instruction (TBI): - Resembles real world activities transferrable to real life - e.g., filling out a visa application & reviewing visa applications; designing a university brochure
- Ends in an outcome - approved/denied/further review visa applications in TL; real-world audience commenting on a finished university brochure in TL
- Uses authentic materials - application or part; websites; samples of real-world university brochures in TL
- Uses higher order thinking skills - analysis, synthesis, evaluation http://collaboration.wikispaces.com/Lower+and+higher+order+thinking+skills
Components of a Task Pre-task - Start of scaffolding (preparing students; activating background knowledge) - Rule of thumb: If students need to learn a lot of new information (and in different areas— e.g., in terms of content, new linguistic items, cultural details)—modify the task or leave it for later Task - Scaffolding is built into the design of the task - Choice of materials that are authentic and comprehensible Follow-up/Post-task - Doings something else with the newly acquired skills
Group Work: Choosing Authentic Materials What do you think authentic materials for novices should be like? Choose materials with: • cognates • repetitions • graphs • pictures • helpful formatting • gestures (if video) • helpful intonation (if video or audio)
Scaffolding: Motivation Can’t be over-emphasized Wake up students’ curiosity! Motivate the students with the end result and/or process of performing the task - Make business cards; use them to introduce yourself to a real Russian/ Ukrainian who works at the university - See if your predictions about the differences between Russian and American foreign politics are true (by skimming Russian newspapers for foreign country/city names) - Receive feedback from peers and native speakers (e.g., talk with native speakers via skype; have the students vote on the project using GoogleDocs or SurveyMonkey; use cognates for categories) - Win a game and get a small Russian prize - Try a traditional Russian dish
Scaffolding: Modeling Model your task, or a similar task, with an assistant or an extroverted student • Speak slowly, use intonation and pausing, emphasize key words and steps, draw on board—be an actor (as usual J) • If necessary, break the task into more manageable parts and model parts
Show an end product of a task (when applicable); e.g., a university brochure; a class newspaper
From Theory to Practice and Participation • Introductory lesson about the Russian alphabet • Presented on Day 2 at our Russian Language Academy • Main mode of communication: Interpretive • Task for you: Listen to the following presentation and pretend that you are beginning students of Russian
Русский алфавит Школа иностранных языков Кентский государственный университет 2012
Это – русский алфавит
История русского алфавита
Кирилл и Мефодий
Кирилл и Мефодий • Кирилл и Мефодий создали русский алфавит
• Русский алфавит называется Кириллица
Кирилл и Мефодий • Кирилл и Мефодий – братья
• Кирилл и Мефодий жили в 9-ом веке
• Век = 100 лет
Кирилл и Мефодий из Македонии
Македония
Кирилл и Мефодий – монахи
Кирилл и Мефодий жили в монастыре
Русский алфавит • Кирилл и Мефодий создали русский алфавит
• А Б В Г Д Е Ё … = буквы
Русские буквы • Многие русские буквы похожи на греческие буквы. Почему?
Русские (греческие) буквы • Г - gamma • Д - delta • Л - lambda • П – pi • Р - rho • Ф - phi • Х - chi
Что мы узнали? Кто создал русский алфавит? 1. Карл и Клара 2. Борис и Наташа 3. Кирилл и Мефодий
1 – один 2 – два 3 – три
Что мы узнали? 1. Кирилл и Мефодий – монахи. 2. Кирилл и Мефодий создали русский алфавит. 3. Кирилл и Мефодий жили в 20-м веке.
Правда – ДА Неправда – НЕТ
Что мы узнали? Русские буквы похожи на:
1. На арабские буквы 2. На китайские буквы 3. На греческие буквы
1 – один 2 – два 3 – три
Греческие буквы
Что мы узнали? – So, what have we learned? • Можно по-английски J • Мы узнали, что: • Кирилл и Мефодий создали русский алфавит. • Кирилл и Мефодий жили в 9-ом веке. • Русские буквы похожи на греческие буквы.
Group Work (3-5 minutes): What scaffolding strategies were used? 1. Pictures 2. Maps 3. Cognates 4. Repetition 5. Gestures 6. Formatting/layout 7. Intonation 8. Background knowledge (schemata)
Scaffolding As a “Unit +” Structure Scaffold students not only within the task, but throughout the entire lesson, module, and curriculum Technique: Spiraling Up STARTALK summer programs – a perfect medium for it
Lev Vygotsky Go one step above: - Develop new language knowledge within context - Vygotsky’s zone of proximal development
http://en.wikipedia.org/wiki/File:Zone_of_proximal_development.svg
Sample Lesson Plan: Let’s Play! Lesson plan on professions (Handouts) - Go over the sequence of activities Do some of the activities (in English): - Mini-conferences - Mini-presentations - Game: Guess a famous person
Group Work: Design Task Around Technology Website
КОНЕЦ Feel free to contact me with any questions!
[email protected]