Reflection #3 - SPPT 5999

Understanding the Multiliteracies Framework

·      Summary –

o   The overarching theme of this chapter is the multiliteracies approach to learning, essentially a method of teaching that is socially and culturally conscious of the student’s perspectives and the variety of perspectives present in the world. It aims to bring these world perspectives to a smaller and more tangible environment for many: the classroom. It first introduces Meaning Design as a means of interpreting texts, whether that is audio, visual, or written texts, and then transforming these texts which will vary between each student because all bring their own perspective to the classroom. The article the discusses the “what” of Multiliteracies Approach through the type of texts one can use and different ways to analyze these texts.

·      Key Concepts –

o   Meaning design

§  This type of design incorporates in all aspects of learning and therefore can appeal to all kinds of students whether they are visual or oral or auditive communicators. It also emphasizes the integration of culture and our own cultural experiences, which are important to take into account as they may color the way we learn or how we learn best. Finally, it encourages people to problem-solve and collaborate, meaning that it is not an individual act (communicating that is,) but requires others.

o   Conventions

§  This concept does not only touch the linguistic norms of a culture/person but also the interpretation and creation of meanings/norms. Conventions will influence how one interacts with the world and are dictated by the culture in which he/she lives. This is important, specifically for me as a teacher, because my students come to class with a set of conventions, perhaps all different, that I try to expand upon and reveal other sets of conventions in the world through a foreign language.

·      Reaction –

o   I enjoyed this part of the chapter as it gave concrete words for things, I have already experienced in the classroom such as conventions or attempts I’ve (unknowingly) made to try these methods of teaching. By giving me more explicit definitions and examples of these methods, I can bring this knowledge to lesson planning and incorporate in new or more stretching activities for my students that would challenge them to express themselves. I also appreciated the discussion on how texts can come in a variety of forms, especially since everyone learns slightly differently and I cannot rely on just one means of teaching and hope all my students understand 100%.

·      Discussion Questions –

o    In what ways can I bring the Meaning Design to my classroom? As in, how can I allow students to come to their own conclusions or creations without taking too much time or having too many different creations in the classroom?

o   Are there other ways to develop my personal pedagogy without actually teaching?

Authentic Materials Myths

·      Summary –

o   This short chapter discusses what authentic texts are and their importance in a variety of contexts and teaching methods. Types of authentic texts and discussed, as well as the rich, cultural perspective that they bring to class. Many are motivated by authentic texts, one reason because they bring these new real, cultural perspectives to the classroom that did not exist prior. However, a warning is given to teachers about practical problems such as the time-consuming nature of finding authentic texts or the timeliness of these texts for example.

·      Key Concepts –

o   Authentic text

§  These are important because it communicates real messages to audiences, rather than being fabricated for the sake of a textbook. Authentic texts help with understanding texts that can be found in the real world, away from a FL classroom.

o   Task-input phase

§  It provides a context and situation in which students interact with authentic texts and practice using their skills in a more real-world situation while inside the confines of a classroom where the teacher/other classmates can help each other.

·      Reaction –

o   This definitely encouraged me to try and find or incorporate in more authentic texts into my classroom! All texts used on exams are authentic, so practicing with these types of texts during a normal week could aid students in understanding the language (even if for the sake of doing well on their exams) and possibly even motivate them to continue learning Spanish in the future!

·      Discussion Questions –

o   Where can I find authentic texts that are too difficult to understand for my students?

o   How should I present authentic texts that may present conflicting linguistic uses? (There are many Spanish-speaking countries, each with their own dialect and manner of speaking/writing which is what I am referring to.)

Reflection #2 - SPPT 5999

Providing Oral Corrective Feedback to Improve Learner Proficiency

·      Summary –

o   This chapter focuses on a variety of ways to giving corrective feedback to students, the differences between these ways, and how to present them to students. The chapter then goes over considerations to think about regarding context factors, learner factors, and CF strategies in order to give CF to students.

·      Key Concepts –

o   Uptake

§  This article focuses on corrective feedback and this concept is important for how students interpret and use the feedback given to them.

o   Scaffolding

§  This is what I practice in my classroom everyday: me, being a proficient Spanish learner, assisting and guiding the learning of less proficient learners. This is critical for less proficient learners to learn more and learn well.

·      Reaction –

o   This chapter seems quite intuitive after going over feedback in class last week. However, I did appreciate it going over the different types of CF and clearly defining them as well as the table showing where on the spectrum of implicitness/explicitness and prompts/reformulations the CFs fell.

·      Discussion Questions –

o   Has research shown that one or two types of CF are more effective?

o   How should I correct a student, if at all, if his/her error is beyond his/her ZPD?

Oral Corrective Feedback in Second Language Classrooms

·      Summary –

o   The article first presents previous research on CF, the types of CF, and issues with CF. However, effectiveness is also covered, which highlights the differences between teacher-student relationship and student-student relationships and how CF fits into these both. Overall, what is shown is that a variety of CF should be used, it is better to use CF than no CF, and students have a stronger preference for CF than teachers do.

·      Key Concepts –

o   Target

§  This is what we want students to aim for and achieve. It also will help improve a student’s language abilities if (linguistic) targets are met. It also gives a reference point for students and teachers to aim for.

o   Recasting

§  Repeating what the student said, but with the correct grammar/vocab/etc. was shown to have a positive effect on students, specifically when it focused on just one (or very few) consistent error.

·      Reaction –

o   I thought this study was interesting, helping answer a previous question of mine (effectiveness of different types for CFs). It also encourages me as a professor to include more CF when talking with students because studies have shown that students want more CF! Finally, I enjoyed that a variety of linguistic targets were looked at for CF and it reminds me that CF doesn’t just have to be for grammar but can encompass more aspects of a language.

·      Discussion Questions –

o   What are practical ways I can practice CF in my classroom that encompasses more linguistic targets?

o   Is there a type of CF that lends itself to more contexts than others? How does the context of CF affect how it is received?

Developing Oral and Written Interpersonal Communication

·      Summary –

o   This chapter goes over the ACTFL guidelines for proficiency, which flows into discussing different classroom activities (hopefully all improving the proficiency of the students.) Each activity is given a definition, a model, and explanation as to why this type of activity is important or could be used practically. The activities range from group work to pair work to role playing to journaling (and many more) in order to give students a good basis for demonstrating their abilities in a variety of ways

·      Key Concepts –

o   Proficiency

§  This is what students aim for and can be difficult to achieve varying levels of this. Essentially this is the final end goal that all second-language learners: to be considered a skilled speaker/writer/communicator in a language in many different contexts.

o   Repair

§  This is important to ensure that communication continues to flow between the speaker/writer and the listener/audience. It also encourages the student (speaker/writer) to improve their language and use different language to explain the intended meaning which in turn improves his/her proficiency.

·      Reaction –

o   This chapter was awesome and helped me brainstorm more and new ideas for my classroom! I feel as though I repeat activities frequently and I want to introduce new activities but am only so creative where I run out of ideas quickly. I will be saving this chapter for future reference and will most likely look back at it a lot as I continue to design lessons for this semester and future courses.

·      Discussion Questions –

o   Is it beneficial to have activities that are normal for students to do? In other words, is having too much variety in activities done in class detrimental to students improving?

o   Is there a way to provide cultural contexts for students of lower levels of a language without being too abstract? (Apart from “pretend you are a foreign exchange student in ….”)