pleasure to be here and I want to thank the curl people for inviting me. I have a lot of stuff to give you today so I just want to don't be overwhelmed just see what you can pick out that works for you. Well there's six essential concepts and I will explain them as we go along. We're gonna start with the learner that's essential with heritage language teaching that you don't want to start with the curriculum you want to start with the learner and I'll explain what that means. Next I'm gonna talk about a macro-based approach top down approach then we're going to move to a what a project-based approach is. We're gonna talk about how to teach grammar and language more generally within a project-based or a macro-based approach. Now essential concept five I'm not going to get I'm guessing I'm not going to get to present separately that's why it's in gray a little bit of differentiation so what I've decided to do is I will stick in little bits of information about differentiation. It's possible that I'll have a little bit of time at the end to talk about differentiation so I've included an extra little bit on the presentation at the end if we have time if not I can send you the presentation and you can look at the bit on differentiation and then the last concept I want to talk about the big ideas big ideas are important differentiation because you want to be moved you want the big idea as driving instruction rather than the little points again it's in gray because I won't be able to give you a separate presentation on it but it's in the handout if you want to you can be following along with the handout or you'll get to use the handout for a couple of activities that I will be asking you to do but it's all there I've tried to summarize everything that I'm going to be talking about today it's all in the handout so without further ado let's start with the learner there are these three populations that we kind of need to know in order to understand our heritage language learners it's not just about understanding the learn the heritage language learner but understand how they are in some ways like native speakers and in some ways like L2 learners let's listen to this and come back to the same question but now I want you to think in terms of defining traits defining traits are things that define a class of speakers or birds or whatever it is what it is that has to be there in order for you to be considered a heritage language learner and then there's also characteristics these things can be there but they don't necessarily have to be there so we're gonna listen to Arturo my name is Arturo Diaz and I was born in East Los Angeles my mother is Cuban and my father is Mexican I grew up in my in a household where we pretty much spoke Spanish from childhood I was raised mainly with my grandmother as well and I actually thank my grandmother for keeping Spanish alive with me because she didn't speak a word of English and so I always had to speak Spanish with her if I wanted to eat and that's what I tell everyone if I wanted to eat I needed to speak Spanish to her I grew up with my grandmother and we did a lot of errands together I always had to translate for her so we would wherever we would go a supermarket bank or what not I even I was maybe just like six years old and you know in retrospect I was already a translator back when I was six years old and then when my grandmother passed away and that was also around college that's where Spanish really took a big turn for me because it was always a connection with my roots and my grandmother sort of forced me to do to always be in touch with my roots and when I lost her I almost stopped speaking Spanish because my mother would just she got used to just speaking English with me and then all of a sudden I was the one who like changed I said no my roots are Spanish well actually my roots are Cuban my father passed away when I was 11 years old and so I don't know much about the Mexican part of my family but I know I've always been exposed to the Cuban part and so I associate myself with a Cuban descent and so I started to speak Spanish to my mother all the time and I still do I never speak English to her I always just speak Spanish because it is my connection to my roots and and and for me Spanish it's not just it is me it is my identity who am I what am I I'm an American that's true but I can't negate my Cuban roots and it's gotten to the point that English for me it comes out so fluently for me because I'm I'm I was educated completely in English never had any formal training in Spanish but it almost hurts that English is so dominant in my life and I'm so good at it and I don't have that same facility with Spanish now of course I've never like I said I haven't been trained for I have no formal instruction in Spanish but that doesn't mean I can't read or write I've but I took it upon myself I I remember when I was even when I was young when I was young I would look over look at the magazines that my grandmother would read and they were always in Spanish and I would just start looking through them and I by then I already spoke English I could read English so you know it was just a one small step to start reading Spanish I mean it's pretty much through the Latin alphabet so I I think I taught myself how to read Spanish and in terms of writing I've never actually had much formal training in it but I I can write Spanish isn't that a wonderful little narrative so let's go back to the question I asked what from listening to Arturo what do you think are the defining traits so remember defining traits are the things that must be present in every member of the category what do you hear Arturo talking about that you say is a defining trait of heritage language speakers or learners so can you be a heritage speaker and have formal training sure right that's usually where we want to take them right so it is a characteristic and it's something very important the son of our the director of the National Heritage Language Resource Center is Russian-born and Olga said to me that her son doesn't he speaks Russian but he doesn't feel any emotional attachment to Russia but he's still a heritage speaker of Russia so that's a characteristic that's present in many that's why it's so important but it's not any defining traits the connection with the culture and where does that connect where's that connection built or created at home it's the family thing right so family connection is the defining traits of heritage language learners and there's another dimension especially for Spanish range of interaction is limited here's what I mean native speakers have what we call the full range of interaction not all native speakers have the same range right educated native speakers have a bigger range of interaction maybe then non-educated or have that added dimension of education right native speakers of Spanish from 200 years ago had a different range of interaction from native speakers today right today we go online and all this other stuff right but the point is that native speakers have the full range of interaction for the life of the lives they lead right L2 learners at the other extreme have a much more limited range of interaction typically that interaction takes place in the classroom setting for most of them it can go beyond that if they become as they become more proficient and more advanced native speakers are somewhere in the middle they have the home range right but what happens is around age five then they go to school and it's at that point where input is diminished because they go to an English-speaking school and remember acquisition continues all the way to about age 18 so input is drastically diminished starting around age five with consequences that for language learning right so some of the other things that are mentioned here are characteristics that can vary so as you mentioned they typically have most of them have very little in the way of formal education but some of them have some formal education right I have students that arrived from Mexico because I'm in California I have students that arrived from Mexico maybe at age 12 13 those students have a fair amount of formal education in Spanish so that can vary notice that foreign language learners tend to have a lot of education these are the defining characteristics why do our learners why do our HR learners come to us for many reasons but we did a survey at UCLA and these emerged as the top three reasons for Spanish and those other two languages Chinese and Japanese it was to make professional use that was their top reason which stands to reason these are languages where there are professional opportunity and then identity communicating with family and friends in the US that's important they're not looking to communicate with people in Spain or even Mexico they're looking primarily to communicate here and then in third place for most of them fourth place for Spanish communicating with people abroad what kinds of activities can help accomplish these goals or further these goals do you guys do linguistic autobiographies those are very valuable right and that's what Arturo was doing in this in this video I showed you surveys community surveys interviewing speakers which is what's done in the spin text right and finding or creating resources for the communities keep this in mind as I move to a project-based presentation the project based pit bit of this presentation because these are possible things you can do what we see is that heritage language learners with regard to some things are like native speakers they have that home connection they have some input the kind of input that defines what it means to be a native speaker right functional skills that are somewhat similar to those of native speakers but in other ways they are like L2 learners in the sense that they have a limited range of interaction in the language so what this means is that for some things we want to decide how we teach why we teach it and what we teach it with native speakers in mind for some things right for other things we want to keep the L2 learner in mind because for some things HL learners will be like L2 learners and then there are some HL only zones the not overlapping areas here right where it's them and they're not like anybody else okay so let's talk a little bit about those zones I'm going to keep bringing them up throughout this presentation here is this comes from a book I wrote most of the research has been done on Latino students academic research but the research really is in the background it's the voices of us Latinos that that I use to bring up a quaint teachers administrators whatever with what it means how what it means to grow up Latino in the United States what are some of the things that that impact Latino youth and this is something my student says which I think captures the essence of HL teaching in red but let me start from the beginning in high school I was one of very few Latinos my friend and I were called the Mexican kids this was always funny to me because my dad's family always told me I was American in school I was able Mexican but to the Mexicans I am an American I'm part of each but not fully accepted by either in high school I was considered Mexican because I spoke because I spoke Spanish but I was considered butcher by my dad's family because my Spanish was not up to their standard it's this weird duality in which you're stuck in the middle Latinos are often told that they're not Americans but also that they're not connected to their heritage and here in red comes a prescription for HL teaching you take pride in both cultures and learn to deal with the rejection you may never be fully embraced by either side that's why you seek out other people like yourself socializing with people who share a common experience helps you deal with this experience so this student in effect is telling us he I can remember if it's a he or she it is coming to to study Spanish because he wants that experience of socializing with people who have had you know I've had to deal with the rejection who have to deal with living in between two worlds and who are bilinguals who are full bilinguals etc so you want to think about that when you decide on activities tasks authentic materials right back to this that heritage speakers are somewhat like native speakers think about the Arturo clip I showed you what did we do with that clip we can think of ourselves as native speakers of English right how did we use that that text that clip what did I start what do we do I showed it to you and then you talked about it right right so that's typically what we do as native speakers we use it to get we use authentic materials to get information right and then we start to dissect it well what do we if we want more information we start to go well what do you think of it what he said about this what he said about that did I start out by saying pay attention to Arturo's use of that past tense no right so that's kind of the starting point when you think of native speakers right now let's think about L2 learners you have to pretend you heard this clip in Spanish and you're going to present it in Spanish in your classroom so think second or third year of Spanish could you give your L2 learners could you just show them that clip if it were all in Spanish and expect them to follow and then come right back with the kind of comments you came back with no so what do you have to do when you have L2 learners you're gonna have to scaffold the language a little bit right you have to prepare them for some things for some materials you're going to have to scaffold for other materials you can just jump right in right so heritage language learners will have different entry points to different materials and it's a judgment call on your part as to what the entry points are right and and that brings me to the next topic which is the macro base by macro I mean top down okay now I wrote a paper I think I cited it on macro based approaches it's impress it's a second citation so we're going to a great deal of detail with macro based teaching but anyways for now this is an overview macro based teaching looks this way you start with the big picture with the text sort of like you do with native speakers what we did here with the Arturo clip right and then you move to form focus instruction what I mean by form focus instruction language right okay let's compare that with micro or bottom up notice with micro it's what we do in our classes we start out with form focus instruction and we move to a reading or authentic task why do we follow that order for what the reasons I already gave you if you just give this clip to your hair to learners not gonna be able to follow so you have to prepare them a little bit right now we all use textbooks different textbooks right but typically an l2 textbook how does it start it'll give you you know in this unit you're going to learn about the past tense and you're going to be able to use it in this context and you're gonna learn vocabulary about the family I'm just making it up right and then you progress you start building on it you build on it you build on it until you get to what what typically happens at the end of a unit you have readings right or movie or you know something real authentic material but but then you've been prepped so that you can use the authentic material right now imagine starting the unit from the other end with the text and then you move backwards with your chapter or unit that's the macro approach different entry points sort of opposite entry points but the same material is covered right so both approaches have form focus instruction I'm not here to tell you no form focus instruction with heritage language learners there's a lot of research now that shows that heritage language learners benefit from form focus instruction so we don't want to deny them that both instructions have this can have the same instructional goals remember if you're using the same unit but you're starting from one end versus another you end up at the end covering the same material it's a question of entry points so it looks like this imagine this were a class I could have the same goals of instruction engaging with the reading and completing an authentic task using level appropriate vocabulary grammatical constructions and notice they both have form focus instruction but with L2 learners I start with it with HL learners I want to move to it I want to start out with the task as an authentic text or material here is a chart with a lot of information it's in your handout and I just want to give you I just want to go over some of it because it'll give you a clearer picture of what I'm talking about so notice when you have macro base let's look at reading which is what reading in Spanish we use reading from day one because Spanish is so easy to read I'll come back to that in a second notice in a macro or top-down approach you start out with a complex text right it may not be you may not want to start out with Gabriel Garcia Marques or Julio Cortezer you know to name some difficult text right but you can start with a newspaper story and you know if it's if you pick the right story if they have background information they can probably access this story read it and get the main points fairly easy right notice how it's different with L2 learners with L2 learners you start out by breaking it up and you go oh look at the title that's what I mean by scaffolding look at the title now read the introduction read the conclusion let's look at some vocabulary that you need to know in order to get the hang of what we're talking about right so that's the idea to talking is the same thing communication in an HL class you start out very much thinking with native speakers in mind we're talking right whereas with L2 learners you generally you know give them a little bit then you add a little bit more you add a little bit so that eventually they're able to use language right so mainly the idea is that this is very controlled with L2 learners bottom up approaches are very controlled you slowly build up on things with HL learners it starts out kind of a big picture where you can't control it as well and then you work your way down towards the smaller items that you want your learners to pick up because I work with the National Heritage Resource Center at UCLA I work with a lot of other languages as a matter of fact Spanish has a fairly small role at the national at the NHLRC believe it or not even though we are the largest group of heritage language speakers but the reason why we have a fairly limited presence at the center is because there's no money to be made with grants there's no money grant very little grant money going into Spanish the federal government likes to promote capacity in what are called the less commonly taught languages or the critical languages right and so a lot of the work I do involves helping teachers in those languages so last week and I was at University of Wisconsin in Madison and I was the expert on Southeast Asian languages not really but you know I start out by saying I know very little about Southeast Asian languages but I can tell you how to teach heritage language learners but that's typically what I do right I work with a lot of other languages I bring this up because we have such an advantage in Spanish our students can read now you might say my students can't read well they may not be able to read a big text the big complicated text but they can sound out things right then I bet you they can read at the sentence level right other languages is a completely different thing you know most students in Arabic are not literate Chinese presents the same problem right it's difficult to be literate in these languages other languages have a different alphabet some languages have two alphabets so in Spanish we are so lucky that they can read and we should take advantage of that all right so what are the advantages of a macro base approach well you can see it you know it's more authentic right so it's more engaging you can have them talking right away you can have them debating you can have them thinking right right away it's also more conducive to learning this is something I learned recently about learning and it's from a book that I recommend if you're interested in learning the psychology of learning I recommend it it's called make it stick there's three authors and the first author is brown if you go on Amazon you can find it there so there's three psychologists that specialize in learning there is nothing to do with language learning it's just learning in general and much to my surprise I learned that mass practice I'll explain what that is something I do a lot in my class is not as good as what they call interleaved practice mass practice think about it you're teaching the preterite versus the imperfect you have this chapter and it's one exercise after another after another after another on the preterite versus the imperfect then you finish that and you go to the subjunctive and in the next unit is you know but you will tend to separate them I do this a lot when teaching accents accentuation you know particamo la jerujula jerujula jerujula then I move to whatever the monosyllables whatever I separate them it turns out that for learning it's better to have to mix it up you can concentrate on one thing right but if you introduce other elements it makes it much harder and one thing I learned from this book is that learning should be effortful you have to struggle as you're learning and if you're separating things you're not creating the conditions that will make it possible for them to use it to use language in an authentic way how many times have you taught accents then you give them a little composition and they can't put him in that's because you've separated you've done mass practice but you haven't done interleave practice so macro base teaching lends itself to interleave practice you can you can still concentrate on particular areas of grammar but you don't neglect the others you're kind of doing everything at once with again one concentration but you don't drop everything else just to look at that concentration so what's the procedure for using a text of the macro approach so you start out by thinking of native speakers right what do native speakers do what what would they do with this reading or this movie or whatever right then you say what are my learners now you move into a little bit of L2 learner mode you say today but thinking about your HL learners what do they need to know in order to follow this reading because they're not really native speakers right and it'll be different HL learners are different from L2 learners so what they you will need to teach them will be different from what you would teach L2 learners right and then with the idea of interleave practice you go what other things in this reading or text should I point out to my learners so you don't do a singular focus on predators or in perfect that's good you can concentrate on something like that but then you also want to throw in the kitchen sink everything else and they will get confused one thing the book said the make-it-stick book one thing the book said was interleave practice doesn't feel as good to learners they say I'm confused I can't do it it's overwhelming that's okay because you as a teacher know that that's what leads to long-term learning right so you manage those those feelings of the learners so up next I'm going to give you an example from my own teaching of a macro-based class okay and it's pure because it is a hundred percent macro I start out with an authentic task and purpose students learn then they learn the language they they will need to complete that task okay and where I'm going next it's also an example of a project-based class one of the things I want to leave you with is the conviction that project-based teaching is really good with age all learners that's the next concept I'm going to move to when possible use a project-based approach all right now as you listen I'm gonna give you a description I'm gonna show you I'm gonna switch to another PowerPoint presentation as you listen to this class as you listen to the description I'm gonna give you I want you to keep in mind what practices and strategies of PBL are illustrating project-based learning right how is this project responsible to the needs to think about differentiation because that's an issue when we teach HL learners right they're all different so it's probably one of the greatest challenges we face how do we deal with all the different profiles and needs and skill levels that typically appear in our classroom so I want you to think about project-based learning from the point of view of does it help you deal with the range of variety that you see in your classes and then I want you to think about adaptations of this material how can you use it to your particular teaching situation okay now you're saying I don't know what the best practices and strategies of PBL are well they are here for you so there they start on page 2 let me go through them very quickly with you as you're listening to me talk you can start to make a list and then we're going to have a discussion about it so one of the things you want to do is break the task into small steps especially the task is very complicated you're gonna break it up into tiny little tasks which come together at the end right when designing the steps and components of the project carefully scaffold there's got to be a lot of scaffolding and material and recycling of materials you want to have very clear directions the more complicated the task is the more the directions and the clearer they have to be you as a teacher have to model what you do and I use a really good model model of modeling it's called the gradual release of responsibility model have you ever heard of it it's fantastic right it goes I do you watch I do you help you do I help you do I watch so first pass through things I model and you're watching second pass through an activity now I'm kind of doing a little bit by going well what do I do with this how do I fill this in what do I what's in you know what are some words that come up here third pass as students are now working and I'm circling trying to help them final they're presenting to me and I'm quiet and I'm assessing them okay so that's the gradual release of responsibility model you provide ample practice for opportunity at the ample opportunities to practice what whatever task you want them to do you co-construct grading group is have you ever done that that's a really good activity one year I taught a class where we use a book by Jorge Ramos that was and he's a fantastic writer and what we did was we looked at many essays that he had written they're different as they some were more like narratives other with newspaper type of columns but we they had to write a kind of essay for each type he has in this book and what we did was we read it and then in class we say well how does he present the topic how does he move from one idea to another how does he present supporting evidence how does he conclude so we broke it up and we created on the basis of that conversation we created a grading rubric and that's the one we use but students had a really good understanding of what was to be expected of them because they created the grading rubric right provide multiple sources of feedback and you have to monitor students progress very closely another thing you want to consider so you can think of the other things I just presented as defining traits these are characteristics in other words they should be there but they won't always be there where students present their work to an audience and if it involves publishing it's all the better nowadays we've got so many opportunities to publish that it's fantastic to have this kind of thing you want to also think about real doing real things for real life purposes when you construct tasks or activities you want to think about developing collaborative skills the kind of things we associate with 21st century skills and technology should be if possible an essential component right and finally here's some things that are specific to age our learners give them a choice after all they're a little bit like native speakers and don't you guys like to get a choice right you don't have to get no control that so tightly and then this is Olga Kagan has come up with these five principles the idea behind the five principles is very simple go from what they know to what they don't know don't start out with what they don't know so they know if they speak well use a speaking to move to writing let's say if they understand everything they hear move from the hearing to move to reading so you might hear a story in the news you might hear a story in the newscast and then you might follow up with a newspaper story where they read it that's what she means by the from to principles and notice that you want to build on their motivations and we've already seen from that little clip that I read to you from my student what their motivations are they want to deal with issues of identity they want to deal with they want to be with people who had to have had to go through the same things etc so now let me show you my class in Spanish 250 it's it's college level now it's called intermediate and remember I told you I work a lot with teachers in other languages in many other languages this would be a super advanced class it's good to keep that in perspective because you know we're so used especially in a place like Texas or in California or Miami the level is so high that we tend to focus on what they don't know and and when we don't realize just how much they know so only in Spanish would this be called intermediate when I show this to other languages they go no way Spanish 250 is learner-centered remember this is one of the things I want you to think about in what way is this learner-centered how do I differentiate instruction another thing is I'm not up there teaching I'm not doing what I'm doing here right now I'm not doing a lot of talking right I'm a coach I'll show you what I mean it scales focus not knowledge focus so I grade them on what they're able to do not on what they're able to tell me about language and in its performance base you think you can't do it I don't care as long as you perform for me I'm fine so I don't speak a word of Russian but if I if I just saying I was in a class and the performance was to give a poem in Russian and I managed to do it after a whole semester of practicing that's good enough for me that's sort of an extreme idea but that's what I'm talking about of course it's not like that for Spanish they have knowledge too but that's the idea the way it works is they're gonna use the target language Spanish to learn about their field of study or intended career they're gonna use their intended career what they know about their field of study or intended career to learn about the HL so it goes back and forth it's a two-way street they're gonna take what they're gonna learn is the language they need to take advantage of Spanish in a professional field and they're also gonna learn general academic skills let's see how that works there are four steps do you guys teach large classes if you don't you're very lucky because in Spanish in my experience you know I 40 okay so the way it works is the first week I formed the groups now I like to have groups of three so let's say it was the three of you that are going to do it you know it was gonna happen that are going to do a presentation you know and typically when I talk like I'll move up there and now I'm really constrained here so I'll say you guys at the end at the end of the midpoint of a semester three quarters of the way through a semester you're going to make a presentation about a topic related to your major or career choice and they go oh well we have very different topics I'm interested in policy health policy I want to be a doctor and I am interested in administration so I go oh I think you can find something there and I have them work on something and I tell them it can't be three separate presentations there's got to be a common thread running through all of them and it can't be three similar exactly similar presentations because who wants to listen to the same thing three times so you interested in health policy have to figure out how to connect to the doctor and how to connect to the administrator and vice versa so notice that's where academic skills come in right they're thinking about a topic and a presentation that will make sense for them first we spent and I'll go into this in detail there's a period of silent reading and if you know about Crescent's research Steven Crescent's research you want period of silent reading all right there's a period where they create a glossary whoops with a creative glossary of terms and expressions then they make a presentation to the class and then the final part the last three weeks of a semester they prepare a CV a cover letter and take part in mock interviews so you can see these are not entirely authentic tasks but pretty close to authentic and they have a real-life purpose and they connect Spanish to a larger goal right so let's look at what happens with reading all right so we I have my three students each of you is going to find seven readings on the topic so let's say you're the admin no you were the administrator you're the administrator you're going to find seven readings on hospital administration you're the doctor you're gonna find seven readings that have to do with being a doctor but now remember you're doing it in the context of having a hospital administrator so it's gonna have to relate relate somehow to that you were the policy person forget so you have to find your seven readings right and now each one of you is going to annotate that reading and I'm gonna make a parenthesis here because when I first started doing this what would happen some people would turn in a reading that was all yellow okay so we have one day when I say okay find one reading that's what we do in class that day I want you to find each of you find one reading and you turn that reading into me annotate it what would I get I would get people Claudia it's you this time who would highlight absolutely everything and you know what's the good of that right then I would get my administrator you know what he would do what he would do is he would kind of circle words that had really that were interesting maybe he didn't know the words but had nothing to do with the larger goal where I tell him remember you got to be able to make a presentation and eventually you're gonna write a cover letter and have a mock interview you better be looking out for those words that are essential to that larger purpose right so the first day I had them practice are you keeping track of the best practices in project based learning first day they turn in one article like that I take it home and I go next time before the start of class I'm going to bring up those problems that have come up so that then as they're collecting readings they won't make the same mistakes I also model I take up an article I put it up on the screen and I go I go okay what's wrong with this I model bad behavior and annotating articles and I model good behavior and we start to deconstruct the elements of good annotation right all right so then another thing is we do is create word clouds this is what a word cloud looks like are you familiar their sites that create these but it's very useful from the point of view of picking out the essential words because many of them don't necessarily know how to do this this is a word cloud that was created for a project I'm going to show you after this presentation now the group so here's my group this is part one of the project now I have I'm gonna have my I am gonna have Claudia be the supervisor for this group what she does is she collects their readings and she makes sure they're all compliant that they all have seven readings that they're all annotated that each reading has a word cloud right that they've all started to coordinate a list of 10 top top 10 concepts and vocabulary that they're going to apply to their presentation and to their glossary now cloud that checks off my rubric and she says here's my group we're ready to turn this in all right now we move to step 2 the glossary the glossary is not a simple glossary first of all it consists of 50 essential 50 to 60 essential vocabulary items and remember they're not just pulled out of a hat they are items that they're going to need to make their presentations to make the interviews whatever the all the other things that are coming up and the contents of each entry quite elaborate definition where you expect that English equivalent you expect that five phrases real life phrases that use these words not made up phrases by them but are you familiar with the Brigham Young University corpus it's fantastic it's free you do have to register that is fantastic so let's say I'm gonna show you an entry in a second where the word was thermo dinamica because I had engineers presented they go to the Brigham Young corpus they type in thermo dinamica and out will pop maybe thousands of real life sentences from papers newspaper articles etc that use that word so what they have to do for me is turn in copied by hand they're gonna copy it by hand in during those three weeks they're turning in little bits and pieces one of those bits and pieces is to copy it by hand I want them copying it by hand because if they copy and paste they're not learning the experience of seeing the word in writing and all that other stuff right so they pick up five phrases that use the word now you see that they start to use the word in context right the five most commonly used words with the term what I call collocational restrictions right so when you talk about your family you can't just know that familia is family if you're gonna talk about family you have to know the words that you use to support familia but a hermanos hermana so glad a padres but I'm be dumb come party no say right whatever whatever it comes up so the Brigham Young University corpus will give you that too so if your word is thermo dynamics you type it in and you say give me the five most common words that appear with this word and it'll tell you so you're learning words in a cluster and then they have to give me two items with the same route so for family would be familiar familiar familial the family's mom in Spanish whatever so this is what a glossary looks like for my engineers and I'm going to show you at my my engineers presentation when I'm done with this and then we'll take a break and come back and discuss the elements of this this is what it looks like you can see everything is there they turned it into me once already in writing by hand which they copy and I make it and I look at over typically they make mistakes about spelling or accents and that gives me the opportunity to say hey did you notice that you copied you wrote avia without an accent there was an accent there or the original but you forgot to put the accent in when they turn in the glossary however it's all copied and pasted right so now what happens now glad it has already been the leader for the group now I'm going to have Lily be the group the leader for this part of the project and really what you're going to make sure is that so they're 50 to 60 terms that everybody's done an equal number of terms that every definition every glossary entry has all the elements of the glossary entry that they're all in alphabetical order that there are no repeats sometimes I get students doing the same thing they haven't even bothered to coordinate things that they're good terms terms that they're actually going to have to know and then once you have that already you turn it into me I give you a grade for being the group leader for this part of the project I gave you a grade for being a group leader for that part of the project here comes part three of the project you have to prepare a presentation notice by the way this is all building on everything else so you first read about it then you figured out what words you needed to know then you got your presentation when it gets to this point they're pretty they're feeling very confident the first day I introduced this I cancel class I know some of you can't do that but what I do is I schedule appointments in my office you can do this in your class you just put them to work in groups and I say okay you guys think you have your presentation ready start talking to me about it inevitably what happens is they start to talk and they break down they get stuck I don't know how to say how is there a moment please and I say you know where you break down that's where you need vocabulary so we we learn to the value of breaking down practicing again for the presentation I give them very clear guidelines it has to be well organized and coordinated and how do we know what's well organized and coordinated I model a good presentation and a bad presentation I model a presentation where I read everything off the PowerPoint and then I say did you like it what's wrong I was kind of boring and you went okay so you don't want to be doing that right and so you know I model well organized ones a poorly organized one uses appropriate language again no breakdowns because at that point they've been working for nine weeks at that point nine to ten weeks they should already have the the words and everything they've had a lot of time to practice that's another thing so it's a performance I scare the living daylights out of them I say you better be perfect go on watch a TED talk that's the quality I want you to give me right I tell them how they have to dress no skimpy little outfits for the girls no messy outfits for the boy they're giving a professional presentation I scare them but you know it works they come in with wonderful wonderful presentations I'll talk about it in a second another thing is the level has to be appropriate if it's a very technical topic they have to figure out how to make it less technical it's if it's a very familiar topic they have to figure out how to make it interesting right so I've had students talk about how to discipline children you know we've all been disciplined and those of us who have children have had to discipline right so you've got to figure out something to say that will be new and interesting to the audience right and then they have to turn in one day they turn in the title slide and the overview slide I grade them and I come back and I say oh I noticed some people when they were doing this they got this of that part wrong the next day they turn in the vocabulary slide and the conclusion and I I mentioned I break it up in class and I tell them what was right and what was wrong what do I mean by vocabulary vocabulary becomes very interesting because think about it a word like thermodynamics remember I showed you the entry from thermodynamics you can kind of tell that's thermodynamics so it's a cognate the problem that thermodynamics presents is does anybody know what thermodynamics I didn't I mean I know thermo is heat but I don't really know what so the problem with that word has to do with not knowing the concept so my engineers when they do a presentation they have to explain the concept other words you know the concept but you don't know the word so there you have to explain the word so this is part of the process when they're preparing their presentation they talk about how do we deal with the different words that we have to present right and this is part of the critical skills academic skills that they're picking up each student prepares five minute presentation and the group and now who's the remaining one my administrator my administrator is now in charge of making sure that all the presentations are coordinated that there are no mistakes with the presentations that it fulfills all the requirements that we you know we had he keeps timing you know to make sure everybody is exactly you know talks for exactly five minutes he's in charge and he gets a grade for that portion of the work so notice everybody has taken a turn in being a coordinator of the activity okay at this point I want to talk about some of the topics first of all I want to start out with a very candid admission I started doing this because I was really bored using my textbook I used I used to use my textbooks each every single semester I didn't want to read those readings anymore I'm also getting old and I didn't want to be on my feet I have to be honest I just didn't want to be on my feet that many hours so I thought I'm just going to create this project-based thing because it'll give me a little break it'll introduce some variety in my teaching you know if it doesn't work out I'll go back to doing it the old way well it's more than worked out I can't tell you how much I love doing it this way a couple of things they're doing the work not me but it's good it's good kind of work right and then another thing is that it's so damn interesting so for example I had my hospital group talked about what they did they get very creative they presented their particular fields but the theme the topic was the evolution of surgery so they went back to how the Greeks did surgery you know how you know and then they went and then they moved you know they moved through the ages and eventually they projected to the future what's coming can you imagine how interesting that is and then the policy person talked about well what does this mean in terms of how do we finance all these very expensive things that are coming up and the hospital administrator talked about what does it mean in terms of the people we have to hire and the doctor talked about in terms of training what's up ahead it became a fascinating topic to the point that at the end of 15 minutes I said folks time's up the class rebelled against me and said no let him keep going that's how interesting it was and that's what happens during the presentation period every single night I come home and I go you're not going to believe what I learned I had business majors once present the drug cartels how drug the the business side of the drug cartel so they taught us principles of business management and business business organization but they use drug cartels to illustrate how these are implemented fascinating fascinating so that's the advantage you're going to love what your students are doing you're going to be riveted it's not going to be the same old boring reading we keep doing okay so now let's get to step four now for this step they're going to they're going to create a cv a cover letter and they're going to take part in a mock interview the nice thing about a cv is that the words that already exist out there the phrases already exist right so if I say experience in my cv you know that's plagiarism that's just what you put down in your cv right that's what I tell them what you're going to do they create a bank of cv's they're going to read them and they go oh I can use this term and they learn the terms that they're going to use for their cv they copy good cv's adapting them to their own purpose right same thing with a cover letter think about it when you write a letter a formal letter it's mostly those phrases exist you just kind of copying them and adapting them so we read a lot of cover letters and on the basis of that they prepare their own cover letter again this is part of modeling because nobody's born knowing how to write a cover letter or a cv those are very formulae things so they learn that in order to do those formulae things in language they have to look at a lot of existing things models out there and this is another place in which Spanish has a huge advantage when I give this presentation to Arabic speakers they go oh we don't have this this doesn't exist we have this in ample quantities so they have to do at the very end they have to do a job mock interviews do some of you do that it's a really good exercise and I learned that from my daughter's high school Spanish teacher it's a great exercise but but we go online and it turns out there are a lot of sites out there where they can actually see job interviews completely in Spanish and somebody will critique them and say well you didn't answer that question well or notice how you know they'll say notice how the person had a lag in a few years a gap in working and notice how the person answered that question so they deconstruct the interview and give you tips 100% in Spanish so what do I do I give them 50 questions and I say for your mock interview you get to pick two of these questions your interviewers who are classmates three interviewers will pick three questions and I will pick two questions in other words they have to prepare they will be asked seven questions of course they're going to have to prepare they better prepare all 15 right so then the day of the interview which is the very last week of the semester each one does takes part is interviewed and interviews another student they dress up I tell them you have to mimic the conditions exactly as if you were doing it you must not be uh uh hesitating right you're going to be asked for example about your lack of experience because you're a student who's born with experience job experience if you're a student come up with an answer right you might be asked you know how does the job relate to what you study and it may not be so closely related you better come in with an answer to all of those questions the time to think of the answer is not the day you're being interviewed but ahead of time so part of the work that takes place during those few weeks when they're preparing all of this is anticipating questions and possible good answers and the language they need in order to give those possible good answers okay so now i'm going to show you the product so these are my engineering students and speaking of copyright and permission I got permission from them in writing for it to show this it's proposito your organization you'll see their mistakes it's not perfect but it's pretty pretty good you'll see okay so there are three engineers this was an easy group to make they're in different branches of engineering but they're all engineers right so what is it like a mechanical engineer they talked about all of this I don't even remember I'm going to go through quickly but you can see these are applications right electrical engineering how it relates to other fields of engineering they brought these little coils and showed us I can't tell you anymore what it meant but they explain why why they use them applications all these things then this is a woman she's a mechanical engineer and she also does environmental okay so then what they did was they they had a choice and they moved to the idea of what about hispanics and engineering which is an important question remember in the stems we're trying to get more minority students in the stem fields and and so they research this look at the kind of research that that went into it and they presented it to the class right then they looked at organizations that can help them oh no this is what they need to do in elementary and secondary school to prepare for a career in engineering organizations that they can access extra courses you can see pretty impressive and this is her CV it's still in English because they had they had she hasn't gotten to the CV part in in Spanish projected earnings all in Spanish because this exists in Spanish doesn't exist in the other languages but we're so lucky to have it in Spanish right now notice what they did this is an excellent presentation but you know with every presentation i learned something look at that first line as part of the conclusion ingenuity is difficult i wish i had anticipated that this would be a problem this is the kind of thing that i will model i'll say i'll bring it up and i'll say but typically i had a time by the time they presented it's too late i used it for the next semester i said is it a good line it's kind of a throw away line do you guys do i do that a lot whenever paper and i'm tired at the end i just kind of throw away you know just throw something put something out there because i'm tired that's what they did the presentation was not about engineering being hard a presentation was really interesting right but but that's how they closed it right so we talk about what is a good conclusion and we practice that so now let's go back to the questions i asked you what did you see in the way of best practices differentiation and we'll get to the next question in a second so what do you see what did you see in the in the way of project based strategies and principles isn't this where you can use your handout right what did you notice that i did it's authentic real life right right and it serves a purpose because you can imagine in college already thinking about that next step finding a job oh and i should point out that my engineers i was so impressed with my engineers that i call the eop office in our university and i said you know i have these students that gave a fantastic presentation on latinos and the stems and they said well bring them over they went over they gave the presentation in english they said they could do it in spanish and i could vouch for them being able to do it in spanish guess what they went on tour hired by the university to local high schools to give this presentation that's how authentic the task was right what else did you see in the way of strategies small steps right and those each of those small steps were modeled right and they get they got feedback right so for the readings they turn in one reading and i said you didn't annotate it right for the glossary i didn't say this but one day they would turn in one glossary entry and i would say this is not so good notice you know whatever so each step of the way they're getting a lot of feedback before they turn in the large piece what else did you notice they're in charge of their own learning and they choose they have a choice as to what they do right exactly so they had a real audience right it wasn't some textbook generated audience students receive clear and detailed directions okay rationale so remember you're going to have to do a presentation you're going to have to do an interview this is a larger purpose this is why we're doing it right second the project is broken down into small steps somebody mentioned that the different components are modeled okay they practice the different components technology is an essential part of it you want to have technology because students like to work with technology right did you see i did the gradual release of responsibility i do a presentation they watch right i do a presentation then they tell me how to improve on it they do a presentation when i'm walking around they're working in groups and i'm walking and i'm listening and i go no let me help you with that and then the final product they're doing their presentation and i'm just watching and giving them a grade right notice i also use the from two principles they read to inform the writing which was the glossary and they read to inform their speaking which was the presentation right and they spoke this is the presentation they did in class to inform the writing which was the cover letter that they prepared and the powerpoint presentation they prepare let me get to differentiation what did you notice is this project somewhat differentiated exactly so it's my interest that's one way you want to differentiate instruction you want to get students some choice notice also that i'm walking around right so if i hear you're making a mistake i'm not bringing up the mistake for everybody i'm just saying you know clothe you might want to consider when you wrote the title slide you put every word in capital letters in Spanish we don't do that it's just the first word you know and other things that come up more grammar related things we're going to talk about grammar later right we're going to spend a long time talking about grandma how you do grammar in a project based macro based framework right but that's how it's differentiated the project also has something that i don't have time to explain but i will briefly mention it's an it's it's there's an agenda by agenda i mean there's a list of items the students know that they're going to have to complete this list of items how does an agenda differentiate instruction by differentiating pacing students who need extra help and a little bit of extra time can get it if they know what's coming ahead and they can pace themselves notice the project has an agenda because there are all these four distinct phases and they know ahead of time what they're going to have to produce so that helps the struggling learners get access to me or to other people for resources it also the technology functions as a learning center they can access information as they need it in a differentiated classroom you want a very process process is how you acquire mastery of the material and some learners don't need very much in the way of process they get it right away others need a lot of instruction so while we're on a break i want you to think about your situation how can you adapt it this is different notice because this is a whole semester's worth of projects and these are college students and it's a fairly advanced level so think about what kinds of adaptations you might have to make by educational levels context etc the product is what they turn in to demonstrate mastery of the material the process is what they do to gain mastery of material remember my my story about driving to the mountains what i had to do and pacing is how quickly you work your way through it so those are the three main elements of differentiation you want to have some differentiation of pacing some differentiation of process some differentiation of product differentiating product is a little bit tricky because a student can come at the college level in particular they can come and say hey why do i have to do this but he has to do that so i never differentiate product because of those maybe in your situation it's not dangerous but for me it would be they all have to get to the same end point they have to do different things i heard so that's really nice the way you you notice that the heritage language learners help with the writing the l2 learners the vocabulary i would just throw in a small suggestion you want to set it up so that they can help each other because the l2 learners typically i don't know about your particular grade level but typically know something about writing they're better at writing than the hl learners so they might be able to help i know why you're going like this because if you just put them together and i'm going to talk about this next if you just throw them together and you say help each other as my my my son said my son was taking a russian class and there were some heritage speakers and i asked them about that experience because they know nothing they they can't help you they're good for nothing so if you just throw them together you're right they can't help you have to set it up very carefully and i'm going to move to that later okay but you're doing the right thing you are differentiating and you're right those are the hardest classes right okay that's a really good point and question when there's a sequence you cannot you don't have the luxury of doing this as it turns out the sequence course for for this one is a writing course and so this works well from the point of view of sequencing to an hl writing course now if you have Spanish 101 or whatever it is you know or or maybe not 101 not the first level but maybe if you find them in the second or third level course you've got a sequence to the next one you don't do them a favor if you go off the map right if you go off script and you teach them all the stuff and they get to the next level and they can't perform at the next level and you know you said something very significant so you have a theme la vida de la lupa is what i right that's what you said notice you can do macro-based teaching and project-based teaching lends itself to genre-based teaching by genres you can explore la vida de la lupa you can watch a movie you can read a story you can read a new story you know a short story you can read a poem you can do art so you're visiting the same topic using different genres the great advantage of that is that they have the concepts so they're really mostly focusing on learning language even though as they're developing more concepts if you keep revisiting the same topic using a different genre you're recycling the vocabulary but you're also getting a sense of genre how language varies by genre which is something that they need to learn as part of becoming educated heritage speakers and a key element of differentiation and project-based learner agency eventually they figure out what to do you know i always when i give a week-long seminar on differentiation and i always say the you know think about getting on an airplane how complicated that is all the things that have to happen the reason why it works and it works fairly smoothly although i understand lately there have been problems it's because everybody knows you know when you travel you have your pocket you get your document in here you take your shoes of your you know there's a woman with a small kid you help out so that everybody kind of moves along that's how you want your classroom to function if you say center work everybody knows what you mean by center work and exit card i'll show you what an exit card is at the end everybody knows what you're doing so you want to work towards learner agency and independence excellent all right so let me give you some of the advantages promotes interaction and teamwork remember what you know we talked about with these three promotes student autonomy which is what you were talking about autonomy and agency critical thinking it works working towards some meaningful real goal which is what you had mentioned this is an authentic activity you mentioned the two balances the relationship between macro base authentic and language learning remember how they're picking all the vocabulary they're learning right is learner center notice students have a choice about topics and as i'm working as a coach i'm working my way through each student giving feedback that is specific to the needs of each student now there is a very serious potential problem when you're working in groups that i'm sure i don't need to tell you this but it gives me the opportunity to show you this which i think is hilarious when i die i want the people i i did group projects with to lower me into my grave so they can let me down one last time this is a problem that comes up with projects right so you have to be aware of this and i've made many mistakes but most of all i have to anticipate the problem do you remember when i was working with these three some of the things i did to make sure everybody's doing something do you remember what was i switched leaders they each had a leadership role right so that's really important and they got a grade for doing each of their leadership roles right then so um one thing we do at the beginning of the semester is we anticipate we i have these little cards with scenarios and i say what happens if you have that person who doesn't want to do work what do you do my poor daughter recently had a project where she said the teacher said deal with it don't come to me figure it out that's not fair students don't know how to deal with it so you have to lay out scenarios and you have to pre-agree as to how you're going to deal in those different scenarios you give a group grade and an individual grade just to give you an example for the reading the articles the annotated articles that they have to turn in there's a group grade which is a small percentage of the group grade which is how coordinated are the articles do i see a thread running through them a common thread that will enable them to build a common presentation so that'll be let's say two points i can't remember right now let's say the whole thing is worth 10 points the rest of the eight points are individual grades right so you don't just give one grade for everybody and finally i have to be monitoring each student's progress very carefully so if i know that there's somebody that's not working hard i'm on them to make sure that they keep up and they don't let their group down all the users do this is more for the college level independent studies does anybody this is a good way to do an independent study right for service learning right now sometimes at the high school level i've heard of this happening where there's a native speaker that will come in newly arrived person from i'd say mexico and that person gets put into spanish second or third year right you have no choice you have to take that student your principal sends that student i mean that person shouldn't be there right so i don't make that for actually i've had this happen to me i had a native speaker once in in that class i mean like somebody who had university level preparation spanish in my class come on so what i did was i gave her something that's called a contract a contract is this kind of thing you're going to do all this pre-arranged work and report to me report to me at regular intervals they go off and they work why keep them in the class right so you can use your name if you have those kind of situations you can have your native speakers remember if you're not done until about age 18 and even beyond that you're still learning vocabulary what you can have is your native speaker develop professional level Spanish in a field of study they can keep on studying great appropriate literacy skills in your class so those are the references let me move now back to the other presentation okay so i said i was gonna give you an adaptation a way to adapt or incorporate some of these ideas that's what we're moving to next anchoring activities remember i mentioned anchoring activity and anchoring activity is like a little mini project that you work on throughout the year or the semester whatever the term is that you want it works like an agenda an agenda is a to-do list and you want an agenda because sometimes in mixed classes what you want to be able to do is separate the class into two and say i'm going to work with this group these are my l2 learners just to give an example i have to work with my l2 learners on something that my hl learners don't need to hear so i need to have my hl learners doing something constructive right and i don't mean facebook i mean something really constructive while i'm working with my l2 learners right so the this an anchoring activity or an agenda serves that purpose i say to them hey i'm going to work with my l2 learners you guys are going to work on your agenda or on your anchoring activity and why would they want to do that because whatever they do in class i don't have to do at home so there's an incentive to work in class all right so what a sample and i want you to remember this is i'm going to assign something to you silent really do you ever say to them hey by the end of the semester you need to have read something one semester i did this where they needed to have read um i can remember two novels or two books and they're doing silent reading and they're writing down what they're reading and they're turning their the reading boards uh journaling the long-term project okay so i as i just said it's a way to use a macro approach in class without doing the thing that i do will run throughout the semester it's like an ancillary a parallel activity and to your point that you have to be aware of articulation between courses and you have to be sure that they're prepared for the next level it's a way to introduce project in a class where you're still keeping up with the articulation with all the courses with the curriculum that your program has given you so this is a good way to think about spin text right those stories because you can include them as part of an anchoring activity and that's what i'm going to ask you to do next we're going to listen to two we're going to listen to two of them because they're very nice and short and see i want you to brainstorm and get creative think about an anchoring activity first about everybody clear on what an anchoring activity is okay you're going to think about an anchoring activity for your level and remember all the pbl concepts we talk about modeling clear directions break it up into small steps uh the the gradual release of responsibility model the from two principles keep all of those that's a lot to keep up there right but think about just you know think about how you might incorporate one or two i said three and then be two ambitious all right so let's start with this one in estados and yes thanksgiving thanksgiving si siempre oceanos de vacaciones y mi familia y yo con la familia que tenemos en brownie todos los años nos juntamos en la tipo en las vacaciones y mi tía es la que nos cocina el pavo y siempre nos juntamos y y yo creo que es cuando o sea toda mi familia celebramos thanksgiving y comemos el pavo y damos las gracias y definitivamente o sea lo celebramos todos los años y qué tal algún tipo de día festivo este por ejemplo la navidad que es que sea muy diferente como lo celebras tú a cómo se celebra en este país si porque cuando celebro la navidad con mi familia en matamoros pedimos posada le pegamos a la piñata este hasta o sea después de la navidad bueno pues cortamos la rosca de reyes no sé si es aquí no creo que sea no creo que mucha gente no este cortamos la rosca de reyes pero hacemos muchas traiciones como o sea este pues los mismos a pedimos posada con las velas y luego este le pegamos a la piñata y siento que eso es como que lo más o sea la atención mexicana que se hace que sea diferente esto let's go to the next one que hace tu familia para o de qué manera hace tu familia para mantener tus traiciones salvabreñas vivas bueno nomás cocina comida salvabreña mucho y hace pupusas hace tamales delote claro que no tan no todas las veces nos hace desencuando y lo que lo más importante es que nos hace es que nos llevan a salvador para ver la vida que está ya para ver cómo de difícil es allá y la diferencia de aquí los Estados Unidos y también nos mantenemos entre mis papás tienen un accentos super super fuerte no no hay manera de dejar la cultura salvada y especialmente con entre todos mis tíos con los reunimos es como que se estuviéramos en salvados todos nos ponemos felices la guya que hacemos la cultura nunca se deja oye y es de one year hablando sobre mí tienes familia aparte tus padres aquí la mayoría de mi familia está aquí casi todos están aquí tengo varios tíos tías que están aquí con las familias con los hijos y también en teja son otro lugar en la mayoría están tejas casi todos están en houston especialmente casi todos ahí creo que tal vez unos primos de mi papá están creo como washington pero la familia así mis tías y tías están aquí tengo unos tengo como dos tías que están en el salvador y eso es todo y pues mi abuela bueno bueno y hablando so now so remember what i ask you to do you're gonna create you can use both of them you can use one of them but think about one anchoring activity remember we're not talking about a semester long project one activity that students can be doing alongside everything else that they're doing in your class what you're already doing so i'll give you about five minutes to talk about that and see what you can come up with and i want you to remember this remember the main idea is you do real things projects are recontextualized we can textualize learning of a core literacy skill from exercises in which content is learned for the sake of learning to authentic learning remember journaling or reading yep this could be watching it is a sample anchoring activity what you can do is you can ask students keep a journal and you know maybe at the end of whatever a semester or a year or whatever maybe a year is too much but at the end of x number of weeks you would ask them to complete two sex you know watch however ten videos and then complete two text to self connections to text to text connections and to text to world connections something like that so now they're just building this up in a notebook and while you're working with your one group of students they are doing their text to x connection right so that's a way to appeal to remember at the beginning i was talking about hl only zones those things that bring them to the classroom that make them unlike the native speakers or the l2 learners that's a way in a mixed class to appeal to that component of who they are and what brings them to the classroom um you know you mentioned the ap and the ap they have to write a composition that takes practice that can be another way to use this to write a composition based on this it can be a compare or contrast you know whatever you description whatever you know whatever it is that you do in your class remember we talked about some macro based activities involved doing something useful for the community one thing i could do is they can translate things into english right so you can make this material accessible to non-spanish speakers right there might be school principals that don't speak Spanish but would benefit from knowing about this so let's move on now to the last topic teaching grammar is and we come from what i told you earlier in a macro based approach you want to start big and think about what are the more students need to get in order to know in order to use this reading in the way i want them to use their own text all right and also remember something else i told you what else is there in this reading that i can just keep bringing off in my classes every time we i run across something and i think oh they probably need to be reminded of this i say hey stop for a second look at this word here what do you notice about it very brief history of grammar so there used to be a time way before i think anybody's anybody's time here where was all grammar all the time where does that come from well because foreign language methods emerge from the classical tradition of teaching the classical languages latin and classical greek right and those languages were not spoken so it was just a matter of grammar translation and studying the rules then we moved into a period this is when i was in graduate school where was no grammar we were not allowed to teach grammar it was all communicative we found that was not so good because we know there's a lot of research now that people that students hl and l2 learners both benefit from form focus instruction so what we are now is you want to balance right if you just do grammar students can talk about the language but they can't speak the language if you just do communication they will have holes gaps they will not be able to progress to higher levels of accuracy and that's what i'm going to address here just very briefly the what white and the how so remember and now i'm going to focus on another hl only zone again the pink before remember we did when we talked about it was issues of affect what i remember the little thing i showed you what brings them to the classroom what are the issues that they're dealing with now we're going to move into hl only zone in the area of language needs and strength and something i'm going to call which is going to be kind of strange right now reactivity to instruction the learning component which is somewhat independent of language we'll get to these one by one all right so first let's start out by comparing again let's start out with our comparison focusing on the learner native speakers hl learners l2 learners who needs what do native speakers need practice with pronouncing rough typically not what about hl learners thank you students okay so i'm seeing i'm seeing this okay all right what about l2 learners yes all right let's move on to predator and the imperfect do native speakers need help with the predator and the imperfect now i see people vacillating some people are going like this okay what about hl learners what about l2 learners okay so i'm starting to see a lot of that a lot of that okay what about home vocabulary do native speakers need help with home vocabulary not really what about hl learners okay what about l2 learners yes right and then the subjunctive native speakers okay a lot of disagreement a lot of disagreement here hl learners okay yes and um l2 learners okay let's um let's look at that hl learners in my experience most hl learners don't need help with the r but maybe in some of you maybe some of you do some of yours do but typically with phonology they kind of have that down right you know why because phono phonology is learned very early in life and remember early in life are at home so they're learning they're hearing Spanish that's when you pick up intonation stress the bilabial fricative you know that you get in Cuba right so but but some of your students may need help all right let's go to um this area where you've both said yes to hl learners needing help with the predator and the imperfect and l2 learners and yes here do they need the same kind of help no no right so can you let's watch this out a little more what kind of help do hl learners need that l2 learners may not need and vice versa with regard to the predator and the imperfect let's say what can hl learners do they can generally so they can generally use it what can they not do writing right bilaba how how can you think how would they write bilab it's a very common way to write in bilaba con veda vaca yo le digo verdad i don't know it was a bechica uve whatever you call it right comia how what will you see with comia no accent right so what about some irregular forms in particularly the predator they're going to need help with those irregular forms right same thing for the subjunctive there's some things they can do already right but there are other things they cannot okay so uh finally home vocabulary what did they need help with that they may not need help with right writing right there might be dialectal questions too right the words that may be used in one dialect may not be used in another okay and hl learners need a lot of help they don't know the vocabulary you know notice what we've done when we think of topics we don't just want to think part of it in perfect pronunciation we want to think strategically we want to break down the elements of language into bits and pieces you know we can think are we talking about the written mode or the oral mode are we talking within that you can also think phonology phonology is a different beast from morphology for the most part our students are pretty good with pronunciation hl learners tend to be very good let me put it this way when you hear problems with the phonology that is indicative that there are many more problems to follow a morphology syntax whatever right phonology tends to be pretty solidly in there ingrained because it's the kind of thing they learn very early in life right morphology seems to be more problematic in syntax especially the interface between syntax and morphology where it's a sentence level but it relies to an endings you put onwards lexicon what kind of vocabulary do hl learners need to learn typically home vocabulary no academic vocabulary and it flips the alto learners need typically home vocabulary everyday vocabulary whereas the hl learners need the academic vocabulary right so um what about formal informal typically hl learners know informal language is informal language bad no you needed you absolutely needed right if you only know formal language you sound very stiff no you're not going to be invited to any party right what about standard non-standard a lot of hl learners will come knowing a non-standard term or a dialectal term you want them to keep those terms and you want to add to their knowledge right explicit versus implicit knowledge who has the explicit hosea was mentioned this who has the explicit knowledge of grammar the l2 learners and our hl learners have implicit they can use it they can't really talk about it right and if you think about it if i ask you to explain the subjunctive in english i bet you're most of you can't do it right but you can use it right or at least you recognize it when you hear the song if i were a rich man if i were a rich man that's the subjunctive right there right so um and then rehearse versus spontaneous language who's good with rehearsed language l2 learners right so in a project like the one i presented to you where they have to give a presentation you can be sure that the l2 learners going to be better at the rehearsal part because they're more used to it that's how they learned it right they're going to be more careful they're going to know the steps spontaneous then it flips and the hl learner okay then think in terms of big ideas this is the last concept i wanted to introduce in the long list and i'm not going to get to it but you always want to have the big ideas driving instruction so this is what you want to ask yourself what are our learners likely to know how to do and remember the five from two principles you want to build on what they know how to do if they can talk in the past if they can narrate in the past orally use that to develop writing skills right what are they likely to not know how to do and when you try to diagnose the problem again go back to all these um we'll see them in a second you know the oral versus the written am i talking standard non-standard don't do something i've done many times and something that i hear teachers doing all the time when i say to them okay what don't they know about the predator and perfect i'll say they know nothing it's not true you want to be want to be a doctor right you want to be diagnosing it very carefully and then you also need to ask yourself what do they need to know how to do right so why don't why am i teaching them this what of what how will this apply to whatever their needs are in the real world classroom etc say with these presentations remember we talked about modeling a lot modeling is really important that's the way you learn language this is really good because they can watch some of these presentations and you can send them out to do an interview right and this serves as a very good model so that's another way in which you can use it all right so now we're going to practice preterite in perfect we kind of did this already but let's now be more strategic what do they need to know about the preterite versus the imperfect when you're teaching them what's the big idea driving instruction what are you thinking of course it relates to your level right but why do we want to teach them the preterite versus the imperfect is there everyday lives do they need to narrate okay good what about written versus spoken when you're teaching preterite versus imperfect so they do need to narrate when they talk around the dinner table now we want to move to why do i want to teach them to write why do i want to teach do i want to do we want to teach them to write in all circumstances yes because spanish has a rich written tradition by the way not all languages do okay if they're gonna write what kind of writing do they need to do okay so my students for the project the project i showed you they're gonna they wrote uh remember a cover letter that involves using the past tense in a very formal way let's talk high school students or middle school students what kind of writing personal right right so you have that need drive what you're going to teach right and the vocabulary you are aiming for the academic register because you have this other purpose of taking them to college in your case it's a purpose of communicating with educated native speakers abroad so that will define the approach you take to teaching the preterite and the imperfect and within the the written what do you think is going to be a problem what are the main things that are going to be problematic for hl learners when you're teaching preterite and imperfect and i'm talking about writing accents so the ea forms right the ea most ea and what else we already said it abba the abba which tends to be written with a corta uh good okay now let's what about this explicit versus implicit knowledge this is a trick question implicit versus explicit knowledge do native speakers have explicit knowledge um those of you that have parents or brothers and sisters that are not Spanish teachers if you say imperfect do they automatically know yet they're able to use it and if they're educated they can write okay so that would lead you to think that they don't need to have explicit knowledge but i told you it was a trick question so you know i'm going someplace else with this all right so let's summarize what we have in terms of what spot tree be very strategic as to where are you identify the what's wrong right don't start from zero that's the difference between hl learners and l2 learners right and you don't have to cover everything and also um focus on the big ideas why am i teaching them is what do i want them to do let that drive the units the bits of the grammar point of the vocabulary that you're teaching let's now move to the how so hl explanations i said to you well maybe it looks like they don't need explicit knowledge yes and no i said it was a trick question so let's look at what exit um hl explanations look like this comes from a wonderful book that um cerebellary synthia duke and kim potoski wrote it's a text book it's very hard to find unfortunately because it's they will print it you have to order it and they will print it for you so um anyway so notice this is kind of this is an l2 explanation how many times have we seen this where experts at this to form the imperfect look at the infinity take off the ending and if it's in a a r verb add abba abba abba abba abba if it's in a r okay that's an a that's an l2 explanation we're all very familiar with that here's an hl explanation if you put it in una sola vez this is in english because i give this presentation for other una sola vez typically is going to be better especially if it sounds better up there than if it was then here guandopolía right typically where it goes after guandopolía it's gonna be imperfect that's an hl explanation and they can use they can tap into their implicit knowledge of the grammar to figure out what a preteran versus an imperfect is all right let's practice give me an hl oh give me first the l2 explanation for the subjunctive the present subjunctive do you remember give me one of them for a r verbs or for a hablar give me an hl explanation for forming the present subjunctive tu mamá quiere que right if you put it in there it's gonna be what subjunctive okay tu mamá sabe que if it goes in there it's gonna be indicative will they do that pretty well yes you say no commands right rip generally okay you say depends on the um level all right very good let's keep adding to how to talk hl so we use hl explanations help students discover the rules of language this works well with some activities not so much with others and it's based on something that's called a constructivist grammar activity where you want students to use their implicit knowledge to discover the rules of language this works really well with the model syllables in spanish they can they mean one thing they take an accent if they mean another they don't it's a really boring day when you sit there and you say see if the significa yes you put an accent if you put an accent if you don't put an accent what do i do i say open your computers and look for sentences that have the word see and tell me which of the two meanings what are the two possible meanings and then tell me which of the two possible meanings takes an accent so now they're looking for sentences and they go they find something like si se puede and they go oh that means a um no that means yes sorry it means yes you can then you go oh if it means yes it takes an accent and we do that with all of them they figure it out they use authentic sentences to figure out the answer i don't have to tell them and they remember it better because they figured it out third rule for grammar instruction is prepare hl learners for form focus instruction how many times has this happened to you have a mixed class you come in you want to practice the past tense which is what you taught right before you come in and you say hey what did you guys do last night the l2 learner who's a really good student does this and says i studied i had dinner i talked to my mom you go excellent three preterites fantastic then you turn to the hl speaker and you what about you what did you do last night oh i don't know not much i'm always tired in the evening i prefer to work in the morning not a single past tense and you get really annoyed because you go i'm trying to practice the past tense and this person gives me this by the way i asked myself how would i answer that question that's exactly how i would answer the question what did you do last night nothing i'm i'm always tired i can't do anything the evening but it's no fault of the hl learner it turns out that there's a different orientation to learning to task based interventions between hl learners and l2 learners and this comes from a dissertation that julio torres who's a professor now at uc urvine wrote and he found that hl learners are oriented to the content of the task what they do is they're trying to figure what's the real situation and i'm going to react to it in a real way the l2 learners are in on the joke and they go this person doesn't care about what i did last night this person just wants to practice the unit the unit lesson that we did last time which was on the past tense so they they jump right in and they give you the verbs that you want them to practice right this is a problem if you find yourself frequently saying why can't they follow along why are they not doing what everybody else is doing this is why because they have they're oriented to the task as an authentic context as a real-life thing and your l2 learner is oriented towards the structure of language learning so why does this matter because their orientation to content over form reduces their ability to take advantage of form focus instruction and as you're writing the verbs on the board that they're giving you in the past you know i'm thinking i'm tired i can't do anything in the evening i'm just i'm not registering what's going on right here's another thing we um so they're looking in the wrong direction i often think of it as you know when i point to my dog you know there's some food on the floor and i go there look look if she's looking at my finger when i want her to look right so they're not looking where you want them to look you have to prepare them to focus conform and i'm going to show you that in a second but before i do i want to introduce this idea of disciplinary literacy what is disciplinary literacy disciplinary literacy i've been talking about preterite imperfect conjugations you use the word inclinative you guys all know what we were talking about right now if we had a bunch of engineers here would you know would they know no we'd have to stop and say hold on when i say preterite i mean this when i say imperfect i mean that right they wouldn't be able to follow even though if their native speakers they can use the preterite imperfect just fine they just don't know the language right so unless i give them access to that language they can't follow what's going on in the class i have mixed classes in my linguistics classes when i teach linguistics the linguistics of a subjunctive if they don't know indicative subjunctive subordinate clause it's subject to different subjects i have to say there's a different change in subject they're not following my explanation you so so you they need to have disciplinary literacy even in a class where all your learners are hl learners and all you're and you're giving hl explanations by that i mean remember you put it into a sentence una sola vez o mi mama quiere que even in that class you have to have labels because it becomes too burdensome right if they're making a mistake and i want to show them that the imperfect is I don't want to start to say I love them I love them I saw them whatever all of these i want to say the imperfect is written with a long line right and i'm gonna say the imperfect frequently takes an accent on the E I don't want to have to be saying come here i have to have some labels when you're talking about things in class because it's a shortcut here's another thing and it relates to what you were saying about even if your class in your class labels don't matter if they stay with Spanish they're going to get to a class where labels will matter it might be the next language class or it might be when they get to me my linguistics class if they get to my linguistics class and they don't know those labels they're going to be lost they can't follow you know because i'll be explaining something and they're still back there trying to figure out which is the imperfect and which is the predatory so you have to teach this disciplinary literacy and it's not just labels but it has to do also with the routines of language learning you know you're doing it in a communicative way but there's another purpose driving typically the task right you want to learn vocabulary you want to learn some kind of grammar so you have to alert them to that because it doesn't come naturally to them they're focusing on things as a real life activity all right now this this connects to reactivity to instruction this is a quote that comes from a book that book i mentioned by Sara Bodri, Cynthia Ducar and Kim Potoski this is a quote from a french teacher notice what the french teacher says my french foreign language students know grammar better than my heritage speaker students on exams they can always fill in the correct forms of the subjunctive or the imperfect but the heritage speakers cannot the reason why they cannot is because they don't understand that when you have that fill in the blank you're looking for a past tense verb and you're limiting it to predator or the imperfect you don't care about blue perfect or nothing right you just so you have to give them the disciplinary literacy and why don't they know it why why is it that hl learners are so handicapped in this regard with regard to l2 learners all right so there's this natural orientation but how does that form think about what happens in your mixed classes the l2 learners start from day one learning these labels and learning the routine right i come in i do a little activity that's kind of communicative to to review what happened last time then i move on to a new topic i explain it we do an exercise they know this routine so i've been doing exercise videos for a long time each one has a slightly different routine but it's always the same thing like you do four on one side and you move and you do four on the other side so i kind of even if a specific sequence is different i kind of know the general architecture of the exercise videos right so your l2 learners are like that they know the architecture of this class they have disciplinary literacy the hl learners don't because they parachute into an intermediate level typically they don't come in from the very beginning they parachute in so what happens is by then the l2 learners have all this disciplinary literacy well your l2 learners don't so you have to figure out to give them this information because if you don't they're going to be at a disadvantage relative to they're going to be lost you're going to be frustrated and they're not going to be able to benefit from instruction okay so it disadvantages them in the classroom so how do we do this okay first of all remember there's this orientation to authentic tasks treating it as an authentic task as opposed to treating it as an opportunity to learn something about language so if you're in a mixed class and you want to teach them if you want everybody to be on board telling you what they did last night using a past tense verb you have to say hey i'm meeting with you guys right now and here's what we're doing you need to post signs you got to give them a map of learning what we're we're studying the past tense and Spanish has two types of things and this is what you're going to need to be able to do this is what i'm expecting for you and when i'm talking about what you did last night i want you to practice pay close attention to the verbs that we're using right and then if you're going to keep using the word predator and imperfect you better make sure that they understand what a predator and imperfect is so you also give them disciplinary literacy in the way of teaching late teaching them labels because unless you give them labels they can't follow what you're doing right okay so in terms of how we deal with grammar you spot treat grammar items especially if you're an hl classroom know that they're different from l2 learners they need specific focus on items of grammar not everything as you would with l2 learners second you want to focus on the big ideas you want to ask yourself why do i need to know this what do i want them to do what would they not be able to do if i didn't teach them this and then in terms of how four things use hl explanations right where that i mean explanations that build on their implicit knowledge of grammar they don't know what an infinitive is they might need to learn it but the one way to teach them is me encanta comer me encanta bailar me encanta leer those that you put in that phrase those are infinitives right help students discover the rules to the extent that they can it doesn't work for all of them but in some cases it works well prepare the learners to focus on form okay tell them ahead of time if you're doing an activity that looks like it's very communicative anticipate that they're going to be looking in the wrong place and then finally teach disciplinary literacy whatever labels and routines they need to know ahead ahead of time to follow your explanations you have to pre-teach those okay so let's put it all together and practice so i'm going to ask you to construct some kind of activity that follows macro based principles and the principles of language teaching that i've just outlined and i'll put them up for you in a second but remember you start out by first thinking what do native speakers do with this why is this of interest what is what can i do in the way of an authentic task then you also think what do my native speakers need to know my hl learners need to know in the way of grammar or vocabulary to be able to do this to follow this activity to engage in the task then what other things can i pick out as as i'm as we're working with this material because you always want to be bringing remember the interleave thing where you want to be mixing things up you want to be always saying hey by the way i know that did you notice this word notice how that works right and then step four what language uh how are you going to teach a language in hl specific ways and remember that involves figuring out the spots pre-teaching necessary grammatical terminology using hl explanations using contrastive grammar activities focusing students attention and form providing extensive practice opportunities and pointing out whenever possible these things come up it's a lot okay but we're going to practice it a little bit and all you have to do is one when did you move to the United States well i came to the United States when i was 25 years old i mean 24 years ago and the next year i'm going to be the middle of my life here the other middle in columbia and i came because christina is now my wife that we met when we were like 15 years old she came to the United States when she was 21 years old and she came back we got married we lived there for like a year and then we moved here we lived in california and we lived like four years in california and in 1989 we came to Texas to the city of Irving where we all lived and it was difficult Of course, I read books in English and even translated, but when I got here I didn't understand anything. I mean, the most difficult thing was learning the language, but it didn't take much time. I mean, maybe in six months I could communicate more or less. And I also had, let's say, good connections here. After I got here in two months, I started working. I mean, I never had to go through the difficulties that other people have had. And anyway, maybe because I'm from a poor family, maybe because I don't have much privacy, because I live with more difficulties, I think I adapted quickly. I mean, I think I was created to adapt to any circumstances. So I adapted quickly to life here and I've never had, let's say, cultural conflicts. I didn't feel strange or foreign. For me, it's like I was in another neighborhood in my country with other people. I mean, I just adapted to the culture, to the people, to the language. That's why it's difficult. And he knew some English and he was documented. He didn't have problems with being undocumented. I can relate to that. Or somebody who didn't have that would say, oh my God, this person had it much easier than me. So comparing and contrasting, very good. What else would a native speaker do? You compare yourself. You do a text to self-connection. You're comparing yourself to what you're hearing or your friends. If all this conversation is going on about immigrants, well, this is a person who made a good living for himself. You can see as a kind person, a productive person, a successful person. So you can somehow do a text to world connection with that. That's what native normal people do. That's step one. You don't stop there because we're not just normal people. We're HL normal people. So now we move to step two. We ask ourselves what here in the language is going to drive? What am I doing? What's the language point or points that I want to make? Look at the word. I see the word. I lost it. Empecé. You see the word. It's like six lines up. Empecé. Is there anything there that you like that you could go, oh, wow. I can do something with this in my HL class. Okay. La sento. But what else? When I see empecé, I salivate. What? Okay. So notice what you can do. You can say, cambia la fea, la seta. Remember that. And that's an L2 explanation. Here's what I would do. Let me get my leash here. Okay. And I would say, this is what I do in my class. I say, Bess. How do you write Bess in the plural? Besses. Luz. How do you write Luz in the plural? We, you know, we work through this. Luzes. Then we do empeçar. How do you do empecé? And then I say to them, can you think of a generalization? Can you think of what's going on here? What aspect? Remember, there were four aspects to building, giving an HL explanation. What aspect is this? What am I asking them to do to discover? Right? It's a constructivist activity. And notice what's really nice about this. I'm not just doing empeçar, casar, bancere. I'm not just doing verbs, empeçar and the imperfect. What was that? Empeçar. Correcto. Empeçar, comenzar. I'm also de un viaje, taking the Bess, Luz, all of these other ones. Right? So I'm not just strictly focusing on part of the imperfect, as important as that may be, but I think, oh, I've got to, I've got to parlay this into more, more stuff. And the way do I parlay it is I use what they, they know the plural. I just show them how to write it. Then I go, okay, you guys are detectives. Figure it out for me. What's the rule in Spanish? And then if other readings bring this up, other texts, I go, remember what we said, who remembers? What was the plural of Luz? What was the point there? And we just keep bringing it up, time and time again. The present perfect. Do they need a lot of help into how to, like, the present perfect versus the predator versus the present tense. Do they need help with that? In my experience, they don't, right? What did you say? Right. So again, you fine tune the thing. That's right. It tends to be a spelling issue, especially in the present perfect. Right? When you get into the subjunctive forms, there are other complications there. You know, they can fill out exit cards. I was going to give you an exit card. We don't have time for it. They can fill out an exit card and make an exit card. An exit card is a ticket out the door where they turn something in and you can have them choose a grammar point that they notice. Oh, I didn't know Vinti Cuatro. Is that the number that's there? I can't see. Vinti U? Okay. I didn't know it was written like this. They can find something of interest and maybe teach it or point it out to somebody else. So say, very quickly, very good, you guys. Excellent, excellent ideas. I just want to close with some other topics. I know you know this. You guys did a great job at doing this. So we went through these steps. Other topics. Here it is. These are the usual hot topics with H-alarm. It's subjunctive. The perfect times, right? The reflexive verbs, right? The accentuation rules. Big deal. You got to teach them many times and practicing many, many, many times. Every day I have an exercise of that in class. Autograph rules. The S, the C, the Z, the H, the G, the J, the C, the Q. And I put it in parenthesis because I was going to give you an exercise since we've already worked so much on the predator and the imperfect. I was going to exclude that and ask you to pick out, think in terms of these elements for each of these. But we're out of time, but I hope you have the general idea. If you want to talk to me about it during lunch or any other time, I'm here and I'm happy to help you. Okay, I wanted to close with the big idea. Those are the main points we've seen. And then the big idea is acquiring knowledge and skills and having them readily available from memory so you can make sense of future problems and opportunities. That should be the biggest idea that's driving instruction. Okay? And that's it. Thank you.