Transcript Speaking Out for Native Speakers A new program in Arkansas

Speaking Out for
Native Speakers
A new program in
Arkansas
ACTFL 2009 Annual Convention
Speaking up for languages…the power of many voices
Kristen Novotny ~ [email protected]
Freddie Bowles ~ [email protected]
Agenda
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Introduction
Defining “Native Speakers”
The Pedagogy
Placement Process
Classroom Experiences
Challenges & Next Steps
Introduction
• Our roles
– Facilitators
– Evaluators
– Teachers
• ESOL initiative  Literacy
– Lynda Franco
– Mary Bridgforth
– Dr. Love, Superintendent
• Revised state framework
• Need for new courses!
Defining “Native Speakers”
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“Heritage speaker” – generalized for the first time in the SFLL,
1996
Fishmann, 2001: ”heritage language”—individuals who have a
personal historical connection to the language.
Valdes, 2000—”…raised in a home where a non-English language
is spoken by one who speaks or merely understands the heritage
language, and who is to some degree bilingual in English and the
heritage language” (p.1).
Draper & Hicks, 2000—”…someone who has had exposure to a
non-English language outside the formal education system” (p.
19).
Campbell & Peyton, 1998—individuals who speak their first
language…in the home or are foreign born.
Scalera, 1997—individuals who have learned a language other
than English somewhere other than in school.
Issues & Challenges
• Misplaced in other
classes
– ESL
– Foreign Language
– Sheltered
• Personal Issues
– Identity
– Inclusion
– Exclusion
• SNS placement and
assessment
– English Literacy
– Proficiency
– Language
maintenance
– Both?
• Curriculum 
advanced proficiency
The Students*
• Understand oral language – cannot speak
beyond single-word utterances
• Speak fluently – have little or no
experience with written language
• Newly arrived immigrants – speak &
understand fluently; lack reading & writing
skills from limited formal education
• Fluently bilingual – understand, speak,
read, and write a SL
*Texas Education Agency, 1997 ~ Also, refer to Valdes, 1995
The Teachers
• Certified
Teachers – with
high proficiency
level
• Native Speaker –
may or may not
be a certified
language teacher
• Negative Attitudes:
– Students’ language not
valid (dialects,
Spanglish, e.g.)
– Societal views of group
– Non-native speakers feel
inadequate or
threatened
• Positive Attitudes:
– Respect and value
language and cultural
experiences
– Facilitator
– Adapts to student needs
and capabilities
The Pedagogy
• Apply programs separate from traditional FL
programs *lower levels
• Teach language through culture
• Connect instruction
– students’ interests
– experiences
– entry levels of proficiency
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Use linguistic diversity as learning tool for all
Use community resources
Use collaborative & cooperative activities
Focus on skills students have (interpersonal)
and work on needs (presentational)
• Integrate all Five Cs
Teacher Education Coursework
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Awareness of language varieties
Participation in TL community activities
Expansion of cultural knowledge
Include training in teaching language to
heritage speakers
• Methods teachers experience classroom
situations
• Provide teacher candidates with
opportunities for positive dispositions
through films, community involvement,
guest speakers, class visits
Language Learning Goals
• Communication fluency, literacy, and proficiency
– Reading
– Writing
– Speaking
• Respect for learners and what they bring into
the classroom
– Student-centered curriculum
• Standard-driven curriculum that reflects a
culture of “revision and redemption” (DarlingHammond, 1998)
– Align assessments to standard-driven goals (not
prescriptive, but descriptive)
Placement Process
Exam Creation
• Research
– LAS ‘94
– Other districts & states
– Textbook resources
• Refining
– Compilation
– SNS teachers
– Pilot Test  New Arrival Center
• Materials & Security
Placement Process
Evaluation
• Varied skills
– “Heritage” vs. “Native”
– Listen, Read, Write
• Exam items
– Scan-tron: Listening, Grammar, Reading
– Answer sheet: Writing
• Scoring
– Scan-tron section % & writing rubric
– 1 full day of grading  600 +
– Excel spreadsheets
Placement Process
Spring 2008
• Administration
– All ESL 1-3 & interested students
• 3 junior high schools (8th & 9th)
• 2 high schools (10th & 11th)
– Before CAP
– District teams (admin, Spanish teacher,
building rep)
– Instructions, passes & invitations
• Communication
– District parent letter
– Radio/Newspaper
Placement Process
Fall 2008
• ESOL Office
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All new enrollees
Exams sent to feeder high school
Graded by 3 Spanish teachers
Recommendations reported
• Enrollment
– SNS 1-3 strongly encouraged
– Span 4/AP optional
– Building Administration
Placement Process
Spring – Fall 2009
• Administration
– 8th grade only
– verify via oral assessment
• Textbook adoption & curriculum mapping
Classroom Experiences
• Nora Skattebo – Springdale High School
– 6 years w/ SNS
– 4 years ESL
– 9 years total teaching
• 1996
– AP & new-arrivals
– Level 3 only
Classroom Experiences
Syllabi & The 1st Month
• Syllabi
– Goals
– Texts/Resources
– Contract
• The 1st Month
– Placement
– Skills
– Development
Classroom Experiences
Projects & Activities
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Guest Speakers
Plays
Personal Applications (Real Life)
Reading for Pleasure
What do teachers say?
• “(This) is still a work in progress as we await further
testing…The preliminary ELDA results (show) we were
finally able to move a large number of students from long
term ELL 3 status into ELL 4” Principal – Mr. Wesson,
SHS Principal, District FL Admin Liaison
• “There is a constant bilingual battle in the Junior
High…you really need clear direction from your
administration” – James, Jr. High Teacher, 1st year SNS
• “It builds academic skills to prepare for AP” – Vance, Span
2 Teacher, SNS in 2007
• “Having a Heritage class only to improve English
acquisition doesn’t make sense…another goal is needed
to motivate them” – Rory, Span 3 Teacher, SNS in 1999
• “(Their) Hispanic roots are the most important
things. (They) need to feed them so (they) keep growing
and learning without forgetting where (they) come from" –
Nora, SNS Teacher since 1996
What do students say?
• “It helped me learn to write better” – Erika, 16
(SNS II  AP)
• “It helped me with my writing and added to my
vocabulary” – Kevin, 18 (SNS I  AP)
• “It was too easy for me but I did review how to
use accents” – Sandra, 16 (SNS II  AP)
• “I have learned the reasons why I use the words
I do…it’s helping me become more completely
bilingual and prepare for my future career” –
Ricardo, 17 (SNS I  III  AP)
• “If you want to be someone in your life, it’s worth
it” – Eve, 16 (Span 1, SNS II  AP)
Challenges
• Those not tested or misplaced
• SNS 1 – “attitude”
• Oral interview with Spanish-speaking
teacher
• Personnel
– Test admin
– Placement verification
– Native Speaker
Next Steps
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Spring 2010  8th-graders
Focus on production (writing & speaking)
Common semester exam
Curriculum alignment
Questions & Answers
• How could this work with your district?
• What could you do differently?
• How could you encourage parents to
connect?
• How could you seek Administrative
support?
 Cooperative Survey 
2008 Initiation Participants
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Mary Bridgforth, ESOL Admin
ESOL clerical staff
Jessica Fay, HBHS
Marsha Layer, ESOL
Kimberly Lewis, ESOL
Omar Lowrance, GJHS
Jaime Miller, HBHS
Kristen Novotny, SHS
Lorenzo Reyes, CJHS
Nora Skattebo, SHS
Steven Skattebo, HBHS
Andy Trimino, SHS
John Wesson, SHS Admin
Bonnie Wolfe, SHS
References
• Heining-Boynton, A.L. (2006). 20052015: Realizing our vision of
languages for all. Upper Saddle
River, NJ: Pearson World Languages.
• Webb, J.B., & Miller, B.L. (2000).
Teaching heritage language learners:
Voices from the classroom. Yonkers,
NY: American Council on the
Teaching of Foreign Languages.