Day 3: Focus on the subject matter What do HL teachers need to know and be able to do?
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Transcript of Day 3: Focus on the subject matter What do HL teachers need to know and be able to do?
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Day 3: Focus on the subject matter
What do HL teachers need to know and be
able to do?
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Recap
StudentLearner
AbilitiesBackground
AttitudesGoals for the HL
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Significance:
HL instruction
•Cannot be one-size fits all but must be differentiated according to individual learner needs;
•Must attend to the affective needs of students;
•Must be responsive to students’ goals vis-à-vis the HL
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Goals
In the USa. To communicate with friends and family; b. For professional reasons;
Abroada. To communicate with friends and family
b. To travel c. For professional reasons
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In the US
HLcommunity
Demographics, historyFunctions of the HL in the community
Sociolinguistic characteristics
Linguistic properties
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Abroad…
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In relation to other languages…
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The predicted hierarchy of languages in 2050 (Graddol 1997)
The big languages
Chinese, Hindi/Urdu, English,Spanish, Arabic
Regional lgs (trading blocs);
Arabic, Malay, Chinese, English, Russian, Spanish
National Languages:
French, German, and other 220 languages that serve nation-states.
Local languages:
1000+ languages with varying degrees of official recognition
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Value of this approach
A• Provides another measurement by which to assess the strategic importance of the HL within language programs,the educational system, and the U.S.;
• Offers new perspectives on classroom practices and materials.
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What do we learn from this approach?
The big languages
Chinese, Hindi/Urdu, English,Spanish, Arabic
Regional lgs (trading blocs);
Arabic, Malay, Chinese, English, Russian, Spanish
National Languages:
French, German, and other 220 languages that serve nation-states.
Local languages:
1000+ languages with varying degrees of official recognition
1.
2.
3.
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What do we learn from this approach?
•Many foreign languages currently taught in the U.S. are predicted to decrease in importance among the world languages;
•Four HL’s are predicted to figure among the “big languages” of the future;
•Many HL’s are on their way to becoming trade languages within regional blocks (more English-like)
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What is English like and what can we learn from it?
•Spoken by first, second, and foreign language speakers (second and foreign language speakers outnumber first language speakers);
•Has many different variants (local and international);
•Taught for general and specialized purposes
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What is English like and what can we learn from it? (cont.)Spoken by first,second, and foreign language speakers (second and foreign language speakers outnumber first language speakers);
It is taught differently for each of these populations.
First language; U.S.,U.K.,Canada;
Second language:Malaysia, India, Nigeria, etc.;
Foreign language: France, Greece, Chile.
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Significance for HL teaching:
Different categories of learners have different needs. Differentiate instruction by learner types (tracks).
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What is English like and what can we learn from it? (cont.)
Has many different variants (local and international);
It is spoken differently in different places according to local needs;
It is not “owned” by any one country;
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Significance for HL teaching:.
•Focus on developing inter-dialectal communication;
•Foster tolerance and respect of linguistic variants,including bilingual variants of the HL;
•Teach about dialectal variation, issues of language prejudice, bilingualism. etc.
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What is English like and what can we learn from it? (cont.)
Taught for general and specialized purposes
•English for the professions;
•English as an intermediary language
(e.g. between Vietnamese and Korean speakers in Asia);
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Significance for HL teaching:
Expand curricular offerings to include:
•HL in the professions and across academic disciplines;
•Specialized reading/speaking courses;
•Connections to other languages;
•Certification of competency
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Practices of L1 and L2 instruction:Beyond FLT
•Course work:Beyond literature and linguistics
•Materials:Beyond the textbook
•Methods:Beyond one-size fits all
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Practices of L1 and L2 instruction:Beyond FLT
•Beyond Literature and linguistics: Connect HL learning to what is happening in the community and to the professions, and other academic areas. Make HL learning personally relevant;
•Beyond the textbook;
•Beyond one-size-fits-all
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Practices L1 and L2 instruction:Beyond FLT
•Beyond literature and linguistics;
•Beyond the textbook: Employ a wide range of learning materials - newspapers, movies,YouTube,math books;
•Beyond one-size-fits-all.
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Practices L1 and L2 instruction:Beyond FLT
•Beyond literature and linguistics;
•Beyond the textbook;
•Beyond one-size-fits-all: Differentiate instruction according to abilities, interests, and backgrounds of students.