Category Archives: Teaching Methodology and Research

Vertical Curriculum in World Language Programs

Have you ever found yourself wondering how to ensure your language students have a solid foundation and continue to thrive as they progress through grade levels? Language educators often grapple with this question as they strive to provide the best possible language learning experience for their students. We’re going to explore an effective solution – Vertical Curriculum.

What Exactly is Vertical Curriculum Alignment?

Vertical Curriculum is like building a strong foundation for a language house. Each level adds a layer of skills and knowledge that supports the next. Imagine trying to put on the roof before laying the walls – it just wouldn’t work! This alignment is essential because it ensures students are building on what they’ve learned, continuously building on their skills.

In a well-aligned curriculum, students in lower grades may start with basic vocabulary and sentence structure. As they progress to higher grade levels, they can confidently take on more complex structures and vocabulary, such as discussing literature, culture, and global issues.

Benefits for Students and Teachers

When a curriculum is aligned vertically students benefit from a seamless transition between grade levels, preventing gaps in their language learning. A student who grasps basic conversational skills in middle school can confidently approach more advanced topics, such as discussing literary works when they reach high school.

Teachers also benefit from a well-aligned curriculum. Collaboration across grade levels becomes more accessible as educators share common language around student progress and instructional strategies.

What Is Involved in Vertical Curriculum?

Scope and Sequence

A well-structured scope and sequence act as a roadmap for language learning and acquisition. It defines not only what topics are taught, but also when they are introduced.
At the novice-low level, students may explore basic vocabulary related to greetings and introductions, while at the intermediate-high level, they get into complex topics such as literature analysis.

Language Skills Progression

Language skills, such as listening, speaking, reading, and writing, are interdependent and build upon one another.
Novice-level students may begin with simple listening and speaking activities and gradually progress to reading short texts and writing basic sentences as they advance to the intermediate level.

Vocabulary and Grammar Development

Vocabulary serves as the building blocks of language, while grammar provides the structural framework. Effective vertical curriculum alignment ensures that students learn vocabulary and grammar progressively.
The teaching of common French verbs like “to be” and “to have” at the novice level paves the way for more complex verb conjugations at higher proficiency levels.

How Do We Create a Vertical Curriculum?

Collaboration among Teachers

Collaboration among teachers from various grade levels is a cornerstone of vertical curriculum alignment. Imagine a group of teachers, from elementary to high school, coming together to discuss their teaching strategies. They can identify common challenges, share successful activities, and collectively enhance their curriculum alignment.

Vertical Team Meetings

Vertical team meetings are like a roundtable discussion where educators from different grade levels gather to exchange ideas and experiences. These meetings can be instrumental in streamlining curriculum alignment efforts.

Assessment Consistency

Consistency in assessment methods and criteria is paramount in vertical curriculum alignment. A shared understanding of assessment practices ensures that students are evaluated fairly and accurately across grade levels.
Teachers collaboratively develop rubrics for assessment that outline specific criteria for language elements such as proficiency level text type and vocabulary usage.
With consistent assessment criteria in place, students can track their progress from one year to the next, providing them with a clear sense of their language development.

How Can We Address Some Challenges?

Time and Resources

Aligning curriculum across grade levels can be time-consuming, but there are strategies to streamline the process. For instance, utilizing digital platforms for collaborative lesson planning can save educators significant time. Teachers can collectively design lessons, share resources, and ensure alignment without the need for lengthy meetings and emails.

Resistance to Change

Change can be challenging, but it can also lead to exciting advancements in language education. One way to address resistance to change is to gradually introduce new teaching strategies or technologies.

Action Steps for Language Teachers

Self-Assessment

To begin the journey of vertical curriculum alignment, language teachers can conduct a self-assessment of their existing curriculum. This involves reviewing the curriculum, identifying gaps or misalignments, and highlighting areas that require adjustment or enhancement.

Small-Scale Alignment

Language teachers can start small by selecting a single unit or theme and ensuring it aligns seamlessly across grade levels.
For example, if 7th-grade students study family members, teachers can ensure that 8th-grade students can build on that foundation by discussing family relationships more extensively in the following year.
This approach allows educators to focus on refining specific aspects of the curriculum without feeling overwhelmed by the prospect of a complete overhaul.

Conclusion…and Then It’s Your Turn

Vertical curriculum alignment in world language classes is an effective way to support students’ language proficiency. It creates a structured and cohesive progression of skills and knowledge, benefiting both students and teachers. By embracing collaboration, consistent assessment practices, and a growth mindset, language teachers can create a strong foundation for their students’ language learning journey.

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Posted in Classroom Procedures, Teaching Methodology and Research

Tagged ACTFL, ACTFL Core Practices, alignment, collaboration, french, french teacher, language, language acquisition, language learning, language teacher, Second Language Acquisition, spanish, spanish teacher, teacher, vertical curriculum

Strategies for Effective Error Correction in the Language Classroom

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In the communicative language classroom, nurturing effective communication and language proficiency takes precedence. While linguistic accuracy plays a role, the primary objective is conveying meaning and facilitating genuine interactions. Let’s look at some strategies for providing constructive error correction, focusing on meaningful communication. We’ll address different proficiency levels, from novice to intermediate, and provide examples.

Selective Correction

Prioritize corrections that hinder comprehension or effective communication.

Novice Level (French):

Student: “Je aller à l’école hier.”
Feedback: “C’est bien que tu parles du passé, mais il faut dire ‘Je suis allé(e) à l’école hier.’ Bon travail!”

Intermediate Level (Spanish):

Student: “Yo vio una película anoche.”
Feedback: “Es genial que estés usando el pasado, pero recuerda decir ‘Yo vi una película anoche.’ Sigue así.”

Recasting

Rephrase errors without explicitly pointing them out, allowing students to self-correct.

Novice Level (French):

Student: “Je mangé pizza hier.”
Recasting (French): “Ah, tu as mangé de la pizza hier?”
Student’s Self-correction: “Oui, j’ai mangé de la pizza hier.”

Intermediate Level (Spanish):

Student: “Nosotros ir a la playa el fin de semana pasado.”
Recasting (Spanish): “¿Ustedes fueron a la playa el fin de semana pasado?”
Student’s Self-correction: “Sí, nosotros fuimos a la playa el fin de semana pasado.”

Error Logs

Encourage students to maintain error logs, promoting self-awareness and self-correction.

Novice Level (French):

Student: Repeatedly forgets to use articles (e.g., “J’aime manger pizza.”)
Error Log Entry: “Oublié les articles. Je dois dire ‘J’aime manger de la pizza.'”

Intermediate Level (Spanish):

Student: Confuses verb tenses (e.g., “Hoy yo comió pescado.”)
Error Log Entry: “Confundí los tiempos verbales. Debo decir ‘Hoy yo comí pescado.'”

Delayed Correction

Provide feedback after speaking activities, allowing students to focus on communication during the task.

Novice Level (French):

Activity: Role-play at a restaurant where students take on the roles of server and customer.
Feedback (after activity): “Bravo! Vous avez bien communiqué vos commandes. Maintenant, faisons une petite correction. ‘Je voudrais une salade’ est la phrase correcte.”

Intermediate Level (Spanish):

Activity: Group discussion about vacation plans.
Feedback (after activity): “Excelente discusión. Han utilizado bien el pretérito perfecto compuesto. Ahora, algunas correcciones: ‘Voy a visitar a mi familia’ es la frase correcta.”

Effective error correction in the communicative language classroom revolves around balancing meaningful communication and linguistic accuracy. By applying these strategies tailored to students’ proficiency levels, teachers can empower their students to communicate confidently while continually improving their language skills.

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Posted in Classroom Procedures, Speaking, Teaching Methodology and Research, Writing

Tagged ACTFL, ACTFL Core Practices, error, error correction, feedback, french, french teacher, language, language acquisition, language learning, language teacher, Second Language Acquisition, spanish, spanish teacher, strategies, teacher

Input and Output in the Language Classroom

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Language acquisition is a multifaceted process, shaped by various factors and methodologies. The ideas of input and output often play a significant role in any discussion of how language is acquired. Let’s look at the intricate interplay between input and output, drawing insights from the book “Common Ground” by Florencia Henshaw and Maris Hawkins.

How is Language Acquired?

At its core, language acquisition is an implicit process, unconsciously constructing a linguistic system by connecting form and meaning based on the input we receive. It’s the subconscious work that takes place while we’re immersed in comprehending messages, operating beyond our conscious control. Language acquisition thrives on grasping the portions of input that assist in decoding the intended message, as opposed to consciously dissecting language rules.

Communication, conversely, revolves around the deliberate interpretation and expression of meaning. Our focal point on communication hinges on two pivotal questions: What information or content is being conveyed? And what will the audience do with this information? These inquiries form the bedrock of meaningful interaction and exchange.

The Role of Input

Input serves as the cornerstone of language acquisition since understanding must precede the establishment of form-meaning connections.

The Role of Comprehensible Input

Krashen’s Input Hypothesis introduces the concept that learners progress in language when they comprehend input that is slightly beyond their current proficiency level, often referred to as “i+1.” While Krashen’s ideas have evolved and faced criticism, a consensus remains regarding the importance of comprehensible input. Crafting such input involves a combination of strategies:

Ensuring that the topic and text type align with students’ proficiency levels.
Employing visual cues, body language, and target language equivalents.
Utilizing examples that relate to common associations and cognates.
Gradually delivering content and simplifying language.
Embracing circumlocution to convey intended meaning.
Incorporating authentic resources to provide genuine context.
Implementing comprehension checks to maintain communication-driven interactions.

While explicit instruction isn’t deemed necessary for acquisition, directing learners’ attention to grammatical forms during meaningful communication can be beneficial in strengthening form-meaning connections.

The Role of Output

Output, defined as the production of the target language to convey meaning, plays an essential but distinct role in language development. Merrill Swain’s Output Hypothesis suggests that pushing learners to produce accurate and meaningful messages facilitates language development by prompting them to pay closer attention to linguistic form. Output assists learners in recognizing their gaps in knowledge and affords opportunities for testing hypotheses. However, Hawkins and Henshaw contend that output doesn’t construct the linguistic system; its primary function lies in helping learners identify their input needs.

While there is often a significant emphasis on input, the role of output remains paramount, particularly in communicative language teaching. Traditional teaching methods tend to prioritize output, associating communication primarily with speaking and writing. However, the equilibrium between input and output isn’t dictated by a fixed ratio. Instead, it is essential to provide ample communicative input and grant the linguistic system the time it requires to develop organically, particularly at the novice level.

You can also listen to episode 63 of the World Language Classroom Podcast where I go in-depth on the topic of input and output.

In Conclusion

The journey of language acquisition involves a delicate dance between input and output. Both are integral components, each contributing uniquely to the development of linguistic competence. By understanding their roles and finding a harmonious equilibrium, educators can guide learners towards achieving language proficiency and effective communication.

Reference:

Henshaw, Florencia Gilio, and Maris Hawkins. Common Ground Second Language Acquisition Theory Goes to the Classroom. Focus, an Imprint of Hackett Publishing Company, 2022.

Sales, Antonia De. “The Output Hypothesis and its Influence in Second language Learning/Teaching: An interview with Merrill Swain.” Interfaces Brasil/Canadá, vol. 20, 2020, pp. 1–12,

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Posted in Classroom Procedures, Teaching Methodology and Research, Unknown

Tagged ACTFL, ACTFL Core Practices, common ground, Comprehensible Input, florencia henshaw, french, french teacher, input, input hypothesis, language, language acquisition, language learning, language teacher, merril swain, output, Second Language Acquisition, spanish, spanish teacher, stephen Krahsen, teacher

95: Curriculum and Structure in the CI Classroom with Adriana Ramirez

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What does curriculum look like in a classroom that puts comprehensible input at the center of the language acquisition experience? Is it possible, in fact, to follow a curriculum, in either a traditional or reinvented way? In this episode, we look at this very question with Adriana Ramirez, a Spanish teacher in Canada. Adriana helps us to see what curriculum looks like in her classroom as she implements a CI approach to language teaching and learning.

Topics in this Episode:

the key aspects of a CI (Comprehensible Input) classroom that are a departure from some more legacy approaches
“curriculum” in a CI classroom and how do we plan for and document the learning
the structure of a lesson and the student experience
why CI is ultimately more beneficial than a vocabulary and grammar-focused curriculum
some misconceptions and critiques about CI

Connect with Adriana Ramirez:

Blog: drianaramirez.ca
YouTube: Teaching Spanish with Stories
Twitter: @veganadri
Intagram: @veganadri

Work with Joshua either in person or remotely.

Follow wherever you listen to podcasts.

Teachers want to hear from you and what you are proud of in your classroom.
Join me on the podcast.
We record conversations remotely, so you can be anywhere.

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Posted in Classroom Procedures, Podcast Episodes, Teaching Methodology and Research

Tagged ACTFL, ACTFL Core Practices, Adriana Ramirez, ci, Comprehensible Input, Curriculum, french, french teacher, language, language acquisition, language learning, language teacher, Second Language Acquisition, spanish, spanish teacher, teacher

Reflecting on Our Language Teaching

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How often do we stop to reflect on our language teaching? Hopefully we take the time and opportunity to do it regularly so that we are teaching our students as effectively as possible.

Let’s look at how we can think about our work as language teachers using Reflective Practice. I know, this all sounds way up there in the theory world. I promise you it’s not and that it’s fairly simple. Stick with me you’ll be looking at your teaching in ways that help to confirm what you are doing as beneficial and successful, along with some ways to perhaps modify, enhance or improve.

Lesson Reflection

One of the things I appreciate the most about the language teaching community is how much teachers want to be effective with students. The ethos of the group seems to be an openness and willingness to engage in reflective practice.

Why Reflect?

Reflection can help you to be more creative and try new things. It’s very easy to get stuck in a rut and it can be helpful to think about what you are doing and why you are doing it. This can help to spark new ideas and ways of thinking.

Reflective Practice for language teachers

Here’s a simple way to look closely on how we are teaching and find those opportunities to confirm what you are doing as beneficial and successful, while also finding ways to modify, enhance or improve.

Teach
Assess the effect your teaching has on learning
Consider what can improve the quality of teaching and learning
Try the new ideas
Reflect on effectiveness
Repeat

Number 3 is where the opportunity to modify, enhance or improve lies.

Success Criteria

Success Criteria helps to make this reflective process possible. These concepts are from The Success Criteria Playbook by John T. Almarode, Douglas Fisher, Kateri Thunder, Nancy Frey (2021). I spoke with Tim Eagan on Episode 60 of the podcast if you want to go really deep with Success Criteria.

But to put it simply:

Success Criteria are essentially statements that specify the evidence to show whether or not you have met the learning intention, such as “I can” statements.
“what you want students to know and be able to do by the end of one or more lessons.”
Without learning intentions and success criteria, they write, “lessons wander and students become confused and frustrated.

The important and simple questions:

What will be learned?
Why is it going to be learned?
How will I know that it has been learned?
What will I do with what I learned?

Use the these Success Criteria questions to inform our Can Do Statements and to reflect on that important #3 in the reflective process above.

Consider what can improve the quality of teaching and learning

Put this together with the Success Criteria questions to determine the success or breakdown in what was learned?

What will be learned?
- Was what students were learning clear or unclear?
Why is it going to be learned?
- Was the reason why students were learning the materia clear or unclear?
How will I know that it has been learned?
- Were students able to demonstrate mastery?
What will I do with what I learned?
- Were students able to do something with what they learned?

Then, revisit the Can Do’s for next time and modify as needed.

Reflective Practice for Language Teachers in a nutshell:

Plan and Teach using success criteria
Assess the effect your teaching has on learning
Consider what can improve the quality of teaching and learning (success or breakdown on the success criteria)
Try the new ideas
Reflect on effectiveness
Repeat

You can also listen to episode 77 of the podcast where I break down this reflective process.

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Posted in Classroom Procedures, Teaching Methodology and Research

Tagged ACTFL, ACTFL Core Practices, Assessment, french, french teacher, language, language acquisition, language learning, language teacher, Reflective Practice, Second Language Acquisition, spanish, spanish teacher, success criteria, teacher, Tim Eagan

Compelling Input and Output in the Language Classroom

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It is essential that language be comprehensible so that that students can make form-meaning connections, however it also has to be of interest and compelling to learners. This is what motivates them to engage and make meaning. But, what about how students use the language they are acquiring? That also needs to be compelling to students. Let’s look at how to make input compelling along with output activities that are of particular interest to learners as well.

Comprehensible Input Hypothesis:

Language acquisition occurs when learners are exposed to messages that are slightly beyond their current level of language competence
Learners acquire language subconsciously, through their own natural processing abilities, rather than through direct instruction or explicit grammar rules.

Compelling Input Hypothesis:

Learners are more likely to acquire language when they are exposed to messages that are interesting, engaging, and personally relevant to them.
Compelling input captures learners’ attention and motivates them to engage with the language, which can lead to more effective language acquisition.

Making Input Compelling:

Incorporate authentic materials, such as news articles, podcasts, videos, and TV shows, that are interesting and relevant to your students’ interests and cultural background. The format can be as compelling as the topic.
What movies, TV shows, books, games, sports events or local events are happening? School related activities?
Use exit tickets to figure out what the interests are? Use Card Talk Drawings.
Focus on meaningful communication instead of grammar rules. Research has shown that language acquisition is more effective when students are focused on meaning rather than form.
at their age and proficiency level

Making Output Compelling:

Provide students with opportunities to use the language in authentic situations, such as role-playing scenarios, mock interviews, and real-life simulations.
Give students choice and autonomy in their learning by allowing them to select their own topics and projects.
Provide feedback that is specific, actionable, and focuses on both form and meaning.
Use the same formats for making input compelling to provide opportunities for compelling output.

Podcast episode on this topic:

References:

Krashen, S. D. (1985). The Input Hypothesis: Issues and Implication.
Krashen, S. D. (2011). The Compelling (not just interesting) Input Hypothesis

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Posted in Classroom Procedures, Listening, Speaking, Teaching Methodology and Research

Tagged ACTFL, ACTFL Core Practices, Comprehensible Input, french, french teacher, input, input hypothesis, language, language acquisition, language learning, language teacher, output, Second Language Acquisition, spanish, spanish teacher, stephen Krahsen, teacher

83: Supporting Students with Learning Disabilities with Danja Mahoney

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How do you, your department or school support and integrate students with learning disabilities into your language program? In this episode, we are talking about teaching all students, with a particular focus on students with learning disabilities. I’m joined by Danja Mahoney, a Latin and Spanish teacher in Massachusetts, who has done extensive research on this topic. She is here to speak about her doctoral research with actionable tips and advice for all of us.

Topics in this episode:

Can every student succeed in a language class?
Are there students whose disability prevents them from learning a language?
The research on the success of students with disabilities learning a language.
What teachers can do to build the type of engagement necessary for students with learning disabilities to learn language.
Examples of accommodations and modifications that teachers can implement to support all students in their language classes.

Connect withe Danja Mahoney:

Work with Joshua either in person or remotely.