CONTENT, LANGUAGE, CULTUREWhich concept(s) do these activities address?

Students listen as authentic products are explained.

Students view a known work of art from the target culture and select the statements that explain the story behind the painting.

Students learn about animals using the target language.

Students role-play a typical restaurant exchange that might take place where the language is spoken.

Language Culture Content

Integrating Culture, Content and Language

2015 STARTALK Spring Conference

Workshop Facilitators:Gabriela Nik. IlievaIran Arbabi AminCourtesy by Thomas Sauer

ENDURING UNDERSTANDINGS

Integrating culture, content and language is possible in all daily lessons.

Integrating culture, content and language, is possible at all proficiency levels.

By the end of this workshop, attendees will be able to:LEARNING OBJECTIVES

I CANidentify the elements of an integrated unit/lesson.

define the elements of an integrated unit/lesson.

analyze lessons that integrate language, culture & content.

modify lessons in order to integrate language, culture & content.

plan lessons that integrate language, culture & content.

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Workshop’s RoadmapYou will:o  Do a sponge activity.o Familiarize yourself with the objectives of the workshop.o Identify (think pair share) a personal experience.o Define the three principles/components.o Evaluate a segment of a family topic-based video using two checklists and generate ideas to revise it.o Design a task using the family graphic organizer.o Review a lesson plan on food and revise it using the graphic organizer.o Share an idea you would take away for your program from the STARTALK ICCL video. Watch the STARTALK ICCL video and share one idea you would take away for your program. o Conceptualize a lesson plan on animals and focus on stage 1 and stage 2.o If time permits, you will watch a Global Village Academy video and reconstruct the CanDos for each principle/ component.

STARTALK MISSION STARTALK’s mission is to increase the number of Americans learning, speaking, and teaching strategically important world languages by offering students (K–16) and teachers of these languages creative and engaging summer experiences that strive to exemplify best practices in language education and in language teacher development, forming an extensive community of practice that seeks continuous improvement in such criteria as outcomes-driven program design, standards-based curriculum planning, learner-centered approaches, excellence in selection and development of materials, and meaningful assessment of outcomes.

STARTALK CURRICULUM TEMPLATE

What will students know, understand and be able to do in the target language and culture?

Identify what students will do in terms of the standards. Ideally, all standards will be addressed, but there may be exceptions depending on the type of program that is being offered.

Standards & Expected Outcomes

THINK :: PAIR :: SHARE

Describe a real-life situation that required you to use content and

cultural knowledge to communicate effectively in a target language.

CONNECTED CURRICULUM

CultureLanguage

ContentLanguage ContentCulture

How can we recreate those experiences in

STARTALK Programs?

Language

CultureContent

CultureContent

Language

DEFINITIONS

LanguageLearners effectively use language in the three

modes of communication to function in a variety of

situations and for multiple purposes.

DEFINITIONS

CultureLearners use the language to

identify, discuss, explain, compare, investigate and reflect on the relationship

among the products, practices and perspectives

of the cultures studied.

DEFINITIONS

ContentLearners build, reinforce,

and expand their knowledge of other

disciplines while using the language.

VIDEO ANALYSIS

Do authentic resources guarantee culture?

Is the target language being used for communicative purposes?

How does this lesson allow for the integration of language, culture & content?

Are students using language to learn content?

Source: https://startalk.umd.edu/teacher-development/videos/2009/Kent-Hindi

EVALUATING A LESSON

LANGUAGEAre students using language to engage in meaningful conversation (interpersonal), to understand and interpret spoken language and written text (interpretive), and to present information, concepts, and ideas (presentational)?

CULTUREAre students gaining an understanding of the products, practices and perspectives of other cultures and compare the language and cultures learned with their own?

CONTENT Are students using language to learn content from other disciplines, develop new content and to practice and apply academic skills and processes?

Culture

Language

Content

MeaningfulCommunication

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REVISITING “Family”

https://startalk.umd.edu/teacher-development/videos/2009/Kent-Hindi

Examine lookfors handout

Use lookfors as an observation checklist

•  Culture and content-related instruction is designed to allow learners to make meaningful connections to the world around them.

•  Language performance tasks are transferable to real-world tasks.  

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PLANNING

•  Linguistically and culturally authentic language is used by the teacher and made comprehensible.   •  Students gain understanding of the perspectives of native speakers of the language. Authentic products and practices give meaning and context to the learning experiences.•  Content from other disciplines is used to provide meaningful and engaging contexts for learning.  •  Culture, content and language are integrated in ways that allow for meaningful communication in the target language. •  Learners use the target language as they work with the content and cultural goals of the lesson.8

LEARNING EXPERIENCES

Language growth is assessed as learners process culture and content topics.

 

ASSESSMENT

Family

Art : Paintings depicting families

Social Studies: nuclear,

extended, single parent-,

alternative families

Culture: Hierarchy

Culture: Naming traditions;

kinship terms and address

forms

Literature and Poetry: Stories

and poems about families

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Meaningful Communication

Suggestions?

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Imagine that you are part of an exchange program spending a semester in India.

Prior to the trip, you learned about different aspects of India. Recently you focused on the

Nehru family and identified family-related vocabulary through their family tree. Your new classmates in India are interested in learning

about typical American families and their similarities and differences with their own

family. First construct a family tree for your family, or for an imaginary American family.

Remember to label each family member as you saw in the Nehru family tree. Then get together

with one of your classmates to identify and highlight the similarities and differences

between typical American and Indian families, using a Venn diagram. Finally, take turns with

your partner to share your Diagramwith the rest of the class.

 

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Imagine that you are part of an exchange program spending a semester in India.

Prior to the trip, you learned about different aspects of India. Recently you focused on the

Nehru Dynasty. Your new classmates would like to interview you about the similarities and differences between the Nehru family and a similar one in the U.S and the interview will be published in their newsletter. Read the short passages that

your teacher has provided to gain more information about the topic. Then use the information to

compare the Nehru family and an American family, highlighting their similarities and differences.

Once you are done, you will pair up with another student and both of you will perform an interview skit, one of you as the interviewee and one as a

reporter conducting the interview. You will then pair up with another student

and switch roles.

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Imagine that you are spending a semester in India. Currently you are

studying the history of India since its independence, with a special focus on the Nehru Dynasty. The course’s culminating activity consists of a comparative study

that would highlight similarities and differences between the Nehru Dynasty

and a particularly influential family in the U.S. Conduct research, using print and

non-print resources, to gain more information about the topic. You may use a medium of your choice, i.e., PowerPoint presentation, poster, scrapbook, etc. to

show the result of your research findings and present it to the class. Be

prepared to answer questions by your teacher and your

classmates at the end of your presentation.

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FOOD LESSON PLAN: BREAKFAST

Task:Review the lesson (handout).

Evaluate it based on the checklist (handout). Think of ways to integrate the missing part/s.

Use the graphic organizers and share what you would you use for your program and why (consider time, age,

proficiency level)

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Breakfast

Literature & Poetry: Poems or

short stories about

breakfast/food

Health Education:

Calories and Diet

Culture: Typical foods and drinks;Table manners;

Workday vs. weekend;

Geography: Time zones;Hemispheres

Math: Graph showing what students have for breakfast

Climate and food choices

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Watch this STARTALK ICCL video and think of one idea that you would take away from it that would enhance your program

INTEGRATED CURRICULUM

Content Culture

Language

Meaningful Communication

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EXAMPLE: Global Village Academy

startalk.umd.edu/teacher-development/workshops/2009/GVA/content/instruction/delivering-the-lesson.html

EXAMPLE: Global Village Academy

CultureContent

Language

EXAMPLE: Global Village Academy

Content1. Students can sort animals

according to their movements.

2. Students can name animals that can move in more than one way.

EXAMPLE: Global Village Academy

Content1.  Students can sort animals

according to their movements.

2.  Students can name animals that can move in more than one way.

Culture1.  Students can identify and

describe the twelve animals in the Chinese zodiac.

EXAMPLE: Global Village Academy

Content1.  Students can sort animals

according to their movements.

2.  Students can name animals that can move in more than one way.

Culture1.  Students can identify and

describe the twelve animals in the Chinese zodiac.

Language1. Students can name animals

and how they move. 2. Students can answer

answer simple “yes” or “no” questions.

3. Students can complete sentences “A cow can. . .”, using the proper verbs of motion.

CONTENT • Students can sort animals according to their movements.• Students can name animals that can move in more than one way.

LANGUAGE• Students can name animals and how they move. (pig, lizard, kangaroo, fish, bird, walk, crawl, hop, swim, fly.) • Students can comprehend and answer simple “yes” or “no” questions, such as “Can a cow fly?” • Students can complete sentences “A cow can. . .”, using the proper verbs of motion. (walk, crawl, hop, swim, fly)

CULTURE• The twelve animals in the Chinese zodiac.

EXAMPLE: Global Village Academy

Purposeful Communication

Meaningful Communication

EXAMPLE: Global Village Academy

World-Readiness Standards

ACTFL: www.actfl.org

Learning Scenarios

RESOURCES

STARTALK Resources

STARTALK: startalk.umd.edu/resources/

Model Curricula, Lesson Plans, Video Classroom Collection, Online Workshops, etc.

RESOURCES

RESOURCES

Peace Corps: http://rpcvmadison.org/weall.php

WE ALL HAVE GLOBAL NEEDSWe all need peaceWe all need energyWe all need a homeWe all need good healthWe all need friendsWe all need water

RESOURCESAP Themes

Personal& Public Identities:• Alienation & Assimilation• Beliefs & Values• Gender & Sexuality• Language & Identity• Multiculturalism• Nationalism & Patriotism

RESOURCES

United Nations: http://www.humanrightseducation.info/play-and-learn/videos/246.html

Human RightsFor Children:• Identity• Education• Family• Freedom from Discrimination

Students listen as authentic products are explained.

Students view a known work of art from the target culture and select the statements that explain the story behind the painting.

Students learn about animals using the target language.

Students role-play a typical restaurant exchange that might take place where the language is spoken.

LANGUAGE, CULTURE, CONTENTWhich concept(s) do these activities address?

Language Culture Content