SANTILLANA USA - ES HS Teacher Guide Sampler Level 1 -2018

Background and Research Presentational Mode When students have had an opportunity to practice with others and carry out a number of interpersonal tasks using language, culture, and content, they will have developed the skills necessary to carry out real-world presentational tasks with sufficient clarity and accuracy to be successfully understood by a target-culture audience. Presentational tasks can be oral or written or combine both speech and writing. It is important when constructing presentational tasks to focus learner attention on culturally appropriate behavior and target-culture audiences. In written presentational tasks, rubrics are useful to guide the many drafts that may be necessary to produce a clear and accurate text that communicates effectively with the target audience. Conclusion Although challenging, the integration of language, culture, and content in interpretive, interpersonal and presentational communication will transform world language classrooms and prepare students to function effectively in target-language communities. T34 The Integration of Language, Culture, and Content in the Three Modes of Communication Work with teachers who are implementing a standards-based instructional approach shows that the integration of language, culture, and content is the area of greatest challenge and the aspect of standards-based practice that has the most transformative effect on student learning. Preparing students to use language for real-world purposes in culturally appropriate ways requires that teachers specify the tasks students will need to carry out in order to function in target- language communities. The most efficient way to gain access to language, culture, and content is through the use of authentic materials, those that are designed for individuals who speak the language and share the culture and its perspectives on content. Semi-authentic video, audio, or print media are often used to ensure that all of the language, culture, and content necessary for successful real-world language use are available for learning. Interpretive Mode Teachers use a variety of strategies for making language, culture, and content comprehensible. They prepare students for interpretation by interesting them in the theme of the lesson, building on previous knowledge, and previewing key language, culture, and content. They ask students to make predictions, provide non-linguistic supports to meaning, and work with texts multiple times using different interpretive tasks that focus student attention on language, culture, or content. Often teachers break up texts into smaller segments in order to help students skim for main ideas and then scan for supporting details. Texts with storylines or content that can be divided into logical parts are easier to understand and recall. Interpersonal Mode When learners understand the materials used during interpretive communication, they need a great deal of practice to use the language, content and cultural knowledge and skills to participate in real-world tasks. In order to gain proficiency in interpersonal communication, learners need to practice carrying out real-world tasks in multiple settings combining various elements of language, culture, and content. Recycling communicative elements that will occur in culminating tasks ensures that students will be successful in spontaneous, unrehearsed interpersonal communication. As students gain proficiency using their language in a variety of culturally-authentic settings, teachers integrate language, culture, and content in more demanding simulations or real-world interpersonal tasks. Brandon Zaslow Site Director, California Foreign Language Project, Department of Education, Occidental College, Los Angeles, California Presentational Mode hen students have had an o portunity to practice with others and ca ry out a nu ber of interpersonal tasks using language, culture, and content, they will have developed the skills nece sary to ca ry out real-world presentational tasks with su ficient clarity and a curacy to be su ce sfully underst od by a target-culture audience. Presentational tasks can be oral or wri ten or co bine both sp ech and writing. It is important when constructing presentational tasks to focus learner a tention on culturally a propriate behavior and target-culture audiences. In wri ten presentational tasks, rubrics are useful to guide the many drafts that may be nece sary to produce a clear and a curate text that co unicates e fectively with the target audience. Conclusion Although challenging, the integration of language, culture, and content in interpretive, interpersonal and presentational co unication will transform world language cla sr o s and prepare students to function e fectively in target-language co unities. Bibliography National Standars in Foreign Language Education Project. Standards for Foreign Language Learning in the 21st Century . Lawrence, KS: Allen Press, Inc., 1999. Anderson, Nancy, ed. Spanish for Native Speakers . AATSP, 2000. Ballman, Terry L., Judith E. Liskin Gasparro, and Paul B. Mandell, eds. The Communicative Classroom . AATSP, 2001. Birckbichler, Diane W. and Robert M. Terry, eds. Reflecting on the Past to Shape the Future . ACTFL, 2000. Galloway, Vicky, ed. Teaching Cultures of the Hispanic World: Products and Practices in Perspective . AATSP, 2001. Gunterman, Gail, ed. Teaching Spanish with the Five C’s: A Blueprint for Success . ACTFL, 2000. Heining-Boynton, Audrey L., ed. 2005-2015: Realizing Our Vision of Languages for All . ACTFL, 2006. Lafayette, Robert C., ed. National Standards: A Catalyst for Reform . ACTFL, 1996. Omaggio-Hadley, Alice. Teaching Language in Context , 3rd ed. Boston: Heinle and Heinle, 2001. Shrum, Judith L. and Eileen W. Glisan, Teacher’s Handbook: Contextualized Language Instruction , 4rd ed. Boston: Heinle and Heinle, 2010. 28

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