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Contextualizing Language Instruction to Address Goals of the Standards for…
Contextualizing Language Instruction to Address Goals of the Standards for learning Languages
The Chronological Development of Language Teaching:
Conceptual Orientation
: Progress in our knowledge of foreign and second language learning and instruction in the U.S. has been significantly influenced by:
Professional standards that define what students should know and be able to do in language learning published at the national level for foreign languages and English as a Second Language, both of which have served as an impetus for contextualized language instruction.
The concept of assessing and teaching for language proficiency.
Context
: the degree to which meaning and situations from the world outside the classroom are present in an instructional approach, method, or classroom activity, thus engaging learners in constructing meaning and in using L2 to communicate and acquire new information.
A Historical view of context in foreign language instruction: Figure 2.1
Contextualized Interaction through Proficiency- Oriented Instruction:
The profession developed foreign language proficiency tests to assess language learning and teaching in the U.S. Proficiency Guidelines describe five main levels of proficiency: Novice, intermediate, advanced, superior, and distinguished.
An Introduction to the World-Readiness Standards for Learning Languages
: Figure 2.3
Organizing Principles: Philosophy, goal areas, standards
Common Core State Standards
The Development Process
21st Century Skills Map for Languages
ACTFL Documents that Support W-RSLL:
Focus on Context: The Weave of Curricular Elements:
In learning a foreign language, students use critical thinking skills as they apply their existing knowledge to new tasks, incorporate new knowledge, and identify and analyze issues to arrive at informed decisions and to propose solutions to problems.
Vocabulary: how extensive and applicable is the language learner's vocabulary?
Communication Strategies: how does the language learner maintain communication and make meaning?
Language Control: how accurate is the language learner's language
Cultural Awareness: how is the language learner's cultural knowledge reflected in language use?
NCSSFL- ACTFL Can-Do Statements:
Figure 2.4 & 2.5
Using the Standards Framework to "Contextualize" the Curriculum:
A Contextualized Approach: a meaning-making approach to language instruction, resists reducing language to word lists, verb conjugations, discrete grammar points, or isolated linguistic elements. Learners are presented with a contextualized text.
Curricular Models: the curriculum is based on some valued principle, goal, or context. Advanced Placement and International Baccalaureate are two curricular models that have a particular appeal to language learners.
Grammar- Based Approach vs. Contextualized Approach: students require multiple occasions for using the target language in ways that engage the students in meaningful communication as defined in the strands.
The Role of the Foreign Language Textbook: These are used by teachers who especially use grammar-based -approach. These texts depend heavily on grammar-driven drill and form-focused activities that lack context and focus meaning.
PREK-12 English Language Proficiency Standards:
The TESOL standards state that English Language Learners:
Communicate for social, intercultural, and instructional purposes within the school setting
Communicate information, ideas, and concepts necessary for academic success in the area of language arts, mathematics, science, and social studies.
English language proficiency is described as level 1 (starting), level 2 (emerging), level 3 (developing), level 4 (expanding), and level 5 (bridging)
