Diseño de Materiales - Week 5 - Principles of Effective Materials Development

Introduction: Hello and welcome to Week 5 of the course Diseño de Materiales for the Licenciatura in English Teaching at ULACIT. In this class we will discuss your analysis of several published checklists and review key concepts from a reading about deriving criteria for materials evaluation development from principles of second language acquisition and teaching.

Today's Goals:

• Discuss important considerations for the creation of a checklist or rubric for materials evaluation.
• Explore Tomlinson's principled approach to materials design by matching SLA and teaching-learning principles with criteria for materials development and use.
• Share your univeral criteria based on your own principles of language teaching and learning and evaluate whether they meet the characteristics of effective criteria.

Guiding Questions:

• What are the features of a good checklist?
• What criteria can I propose to evaluate ELT materials?
• How can SLA research inform my practice as a materials designer.
• What are my personal principles of materials design?

Task 1: My Criteria 

For our warm up activity you will propose your own criteria for a lazy rainy day, a great vacation, a perfect pizza, or any other non-academic product or experience. Be ready to share your essential criteria with the class.

Click the link and find your section of the document.

• Group Checklist: CLICK HERE

Task 2: Evaluating Evaluation Checklists

There are many ways to make an evaluation checklist or rubric. Let's start by analyzing some published checklists (Jusuf, 2018) to see what they offer, how they are organized, and determine their relative strengths and weaknesses. Click the link below and go to your group's section of the document.  

• ELT Textbook Evaluation Checklist Evaluation Checklist: CLICK HERE

Task 3: Cataloguing Our Criteria

For homework you read Chapter 1: Materials Evaluation in Tomlinson (2013) and learned his technique for generating lists of universal criteria by first articulating your beliefs about language learning (backed by sound SLA and learning theory) and using them as categories to define criteria that materials should fulfill. You already articulated 5 of your core beliefs and 2-3 universal criteria based on on them. Now you will share and compare your criteria with your peers.

Add three of your beliefs and their corresponding criteria in your section of the document below. Then read though the entire list with your partners and decide if each criterion:

• Avoids ambiguous terminology
• Addresses only one feature at a time

• Group Document: CLICK HERE

Task 4: Matching SLA Principles with Materials Development Principles

In chapter 4 of Harwood (2010), Brian Tomlinson argues in favor of a principled approach to materials development by first identifying principles from second language acquisition research as well as principles about teaching-learning in general in order and then using those as categories to generate materials for materials development. Click your group link below and follow the instructions in the document. 

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

References:

Harwood, N. (Ed.). (2010). English Langauge Teaching Materials: Theory and Practice. Cambridge University Press.

McGrath, I. (2016). Materials Evaluation and Design for Language Teaching (2nd ed.). Edinburgh University Press. 

Tomlinson, B. (Ed.). (2013). Developing Materials for Language Teaching (2nd ed.). Bloosmbury Academic.

  TOEIC Preparation - Week 5

Introduction: In today's class we continue our two week study of parts 4 and 5 in the reading test. This part of the test is similar to standard multiple choice English exams that you are familiar with. Here the test is measuring your ability to identify the appropriate vocabulary, phrase, or grammatical structure to complete a sentence. Complete the collaborative tasks below with your partners. 

Task 1: Recognize Parts of Speech by Suffix

Click the link below then go to your assigned section of the document. You have two tasks. First categorize the words according to their part of speech. Then read the words in context, identify their suffix, and think of another word that finishes with the same suffix.

• Group Document: CLICK HERE

Task 2: Reviewing Transition Words and Conjuctions

Another grammar point that is evaluated in Parts 5 and 6 are connection words and phrases. These little words can cause a lot of confusion. Let's take some time to analyze their functions. Click your group link below and complete the table with the missing information. 

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE
• Group 5: CLICK HERE

Task 3: Test Yourself - Transition Words and Subordinate Conjunctions

Now click the links below to take two group grammar quizes with your partners to practice the grammar topic from the previous task. 

• Group Quiz - Transition Words: CLICK HERE
• Group Quiz - Subordinate Conjunctions: CLICK HERE

Task 4: Insert a Sentence Practice

One of the questions in Part 6 will require you to insert an entire sentence into a text. Click the group quiz link below to get started.

• Group Quiz: CLICK HERE

Task 5: Focused Practice - Part 6 - Word Forms and Verb Tenses

Click your group link below. Read the three articles and select the best answer choice for each blank. Keep in mind that all the items in this practice will require you to select the word form that matches the missing part of speech or select the correct tense and form of the missing verb.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE
• Group 5: CLICK HERE
• Group 6: CLICK HERE

 Design and Evaluation of Training Programs - Week 5 - Examining Critical Incidents

Introduction: Hello and welcome to Week 5 of the course Design and Evaluation of Teacher Training Programs and Workshops for the Master's in English Teaching at ULACIT. In this class we will do several activities to explore the topics of the use of critical incidents for teacher development as well as explore your takeaways from the first section of the LinkedIn Learning course about determining training needs. 

Today's Goals:

• Analyze a case study of a critical incident from a teacher's classroom practice.
• Share a critical incident you have experienced and describe how it led to an increase in your professional awareness.
• Discuss your takeaways from the first section of the LinkedIn Learning course How to Design and Deliver Training Programs and reflect on their relevance to our final project.

Guiding Questions:

• What is a critical incident and how can it serve as a catalyst for teacher learning?
• How do I know if training is the right solution for a problem?

Warm Up: What is my shape?

First CLICK HERE to go to our Jamboard and find your assigned page. Then click on your assigned link below to access your shape. Take turns describing your shape to your partners with as many details as possible and they will try to follow your instructions to draw an exact copy of your shape.

• Example: CLICK HERE
• Student A: CLICK HERE
• Student B: CLICK HERE
• Student C: CLICK HERE

Now, think about the way that your typically plan your classes. What shape do your lessons follow? Draw your lesson shape and be ready to share what it means with your partners.

Task 1: Sharing your PD Journal

Let's take a moment to share some of the ideas you explored in your PD Journal Week 4. Quickly skim through your recent post and summarize the highlight you would like to share. 

Click to see full sized image.

Task 2: Critical Incidents

Baecher and Farrell (2017) define critical incidents as "any unplanned and unanticipated event, vividly remembered, which occurs during class, outside class, or anytime during a teacher's career. Incidents really become critical only when they are subjected to this conscious reflection, through which teachers can uncover new understandings in their practice." 

Richards (2017, p. 34) suggests considering the following questions when facing a critical incident.

• Why was this incident significant?
• What were your thoughts or beliefs prior to this incident?
• How did you react at the time?
• What is your understanding of the reasons for the incident?
• What assumptions about teaching / learning does this incident raise?
• Would you react any differently if it happened again? Why or why not?

Click to see full sized image.

As the diagram above illustrates, unexpected occurences in the teaching/learning process have the potential to motivate us to pause and reflect on our beliefs and practices and whcih can serve as a catalyst for change. In response to a critical incident, the teacher must choose between continuing on his/her trajectory or initiating a change.

This article by Joshi (2018) provides a great summary of the research about critical incidents in education if you would like to read more (CLICK HERE).  

 

Task 3: What's Going On Here?

In your teaching career, have you found yourself wondering why a student acted a certain way? Why an activity worked or didn't work the way you expected? Why students had trouble completing an exercise you though would be simple for them? Incidents like these can provide us with the opportunity to reflect on our practice and the different factors that influence the learning process. Click the link below and read your assigned case study. Then answer the questions with your partners.

• Case Studies: CLICK HERE

Task 4: Reading Response

Last week you completed the first part of your assigned Linkedin Learning course which looks at the design of training programs from a corporate training perspective. Respond to the following prompts with your partners.

• What did you think about the first section of this course?
• What aspects of the course did you find applicable to context of teacher training?
• What did you not find to be applicable?

Now review some of your ideas from the reading response task and share them with your partners.

• Describe in your own words how you can determine if employee training is needed. Can you give an example from a teaching context in which employee training might not be the appropriate solution?
• The speaker said that training can only address a gap in Knowledge, Skill, or Ability (KSA). What did you undertand was the difference between Knowledge and Ability? Do you think this is a helpful distinction to make?
• For our course, we will use KASA (Knowledge, Attitudes, Skills, and Awareness) as our tool for conceptualizing content for the training course we are designing. Think about the training scenario that you have chosen for your project. What specific Knowledge, Attitudes, Skills, and Awarnesses might a teacher need to acquire through your training course?
• The speaker introduced the 5 Question Framework that involves a series of questions you should discuss when you are asked to create a training. What do you remember about these questions? How do they help you begin the process of training development?
• What did you think about the ABCD framework for perfromance objectives? Do you think this could be a helpful way of articulating the objectives for your trainees? Why or why not? 

Task 5: Project Check-In

Take the remainder of class time to share your progress, ideas, and concerns about the project for this course. The following prompts might guide your conversation.

• What is the specific focus of your project?
• What modifications did you make to your data collection instrument(s)?
• Have you already applied them? If so, what were the results? If not, when do you intend to apply them?
• Have you begun thinking about potential content, tasks, organization or any other aspect of your proposal?
• What are you concerned about?

References

Farrell, T. (2008). Critical Incidents in ELT Initial Teacher Training. ELT Journal, 62(1), 3-10.  https://doi.org/10.1093/elt/ccm072

Farrell, T. & Baecher, L. (2017). Reflecting on Critical Incidents in Language Education. Bloomsbury. 

Joshi, K. (2018). Critical Incidents for Teachers’ Professional Development. Journal of NELTA Surkhet, 5, 82-88. https://doi.org/10.3126/jns.v5i0.19493

Richards, J. (2017). Jack C Richard's 50 Tips for Teacher Development. Cambridge University Press.

 Teaching Grammar - Week 5 - Grammar Teaching Techniques

Introduction: Hello and welcome to Week 5 of the course Teaching Grammar for the Licenciatura in English Teaching at ULACIT. In this class we will do several activities to explore and evaluate specific techniques for teaching grammar including analyzing a sample grammar lesson, sharing our reading reactions from last week, and analyzing a sample grammar podcast episode.

Today's Goals:

• Particpate in a grammar lesson sequence and analyze the lesson to identify techniques to teach grammar communicatively.
• Share your favorite grammar teaching techniques and explore their strengths, challenges, and variations.
• Prepare for your HOT Seat Video Podcast assignment by evaluating a sample podcast.

Guiding Questions:

• How can grammar be taught communicatively?
• What techniques can I use to teach grammar effectively?
• What strategies do I want to use to create my podcast?

Task 1: Sample Grammar Lesson Sequence

Here your teacher will walk you through a sample grammar lesson. Just participate as a student. Later you will be asked to analyze the lesson sequence from the teacher perspective.

• Worksheet: CLICK HERE

Task 2: Analysis of Grammar Lesson

Take 5 minutes to discuss the following questions with your partners about the lesson sequence. You will probably not have time to answer them all so just do what you can.

• What are your immediate thoughts or impressions about the lesson?
• How did the lesson begin? What happened after that? How did it end?
• What was the purpose of the different stages of the lesson? 
• How can you describe the role of students in the different stages of the lesson?
• How was the grammar topic introduced and clarified?
• What specific teaching techniques from this lesson do you think are likely to help learners? Why?
• Is there anything you disagree with regarding this lesson or is there something you would do differently if you were to teach it? Why?

Task 3: Review of Structured Input Activities

Let's consider one popular theoretical model that has been proposed to explain the process of language acquisition and also to explore a grammar teaching strategy in alignment with that theory . We will look at Bill VanPatten's 1993 article Grammar Teaching for the Acquisition Rich Classroom to explore his idea of Processing Instruction.

• "...there are no cases of successful first or second language acquisition without some form of comprehensible input present during learning. Conversely, an absence of comprehensible input is consistent with unsuccessful first and second language acquisition.”

Click to view full size image.

Based on these ideas, VanPatten presents a model of second language acquisition that consists of three parts:

• Input Processing: “...involves the conversion of input to intake. Intake is that subset of the input that is comprehended and attended to in some way. It contains linguistic ‘data’ that are made available for acquisition.”

• Accommodation and Restructuring: “Since the internalization of intake is not a mere accumulation of discrete bits of data, data have to ‘fit in’ in some way and sometimes the accommodation of a particular set of data causes changes in the rest of the system.”

• Access: “...involves making use of the developing system to create output. Access may be totally, partially, or not at all successful, depending on task demands, previous experience (practice), and other factors (pp. 435-436).”

Click to view full size image.

• “If we recall that traditional instruction involves explanation followed by some kind of output practice, then in what way is the language acquisition system being provided with relevant input data that is both comprehensible and meaning-bearing?”

• “...traditional grammar instruction and practice actually works on those processes involved in accessing a developing system. In short, traditional grammar instruction and practice are akin to putting the cart before the horse when it comes to acquisition; the learner is asked to produce when the developing system has not yet had the relevant intake data (pp. 435-436).”

Click to view full size image.

• “...what would happen if explicit instruction in grammar involved the manipulation of both input and input processing in some way? What if the input were structured in such a way as to channel the processes responsible for the conversion of input to intake (pp. 435-436)?"

• “The type of instruction discussed here is called processing instruction, given that its aim is to alter the way in which learners process input. Put in other words, its purpose is to direct learners’ attention to relevant features of grammar in the input and to encourage correct form-meaning mappings that in turn result in better intake (p. 438).”


• The input used in processing instruction is called structured input. The term “input” is used because…learners are not engaged in producing language but are actively engaged in processing input. The term ‘structured’ is used because the input is not free-flowing and ‘spontaneous’ such as the input one might receive when involved in a communicative interaction. Instead the input is purposefully ‘prepared’ and ‘manipulated’ to highlight particular grammatical features based on the processing strategies described previously.”

• Principles of Structured Input

• Teach only one thing at a time.
• Keep meaning in focus.
• Learners must do something with the input.
• Use both oral and written input.
• Move from sentences to connected discourse.
• Keep the psycholinguistic processing mechanisms in mind.

• What about Structured Output?
• It is possible to use the same guidelines from structured input to design structured output tasks: focus on one form at a time, keep meaning in focus, require a response, etc.

Task 4: Our Favorite Grammar Teaching Techniques

Take turns sharing some of your favorite techniques for teaching grammar based on the reading response activity you did for this week. Do not read directly from your study guide. Instead, use the graphic below to guide an impromptu (improvised) presentation to introduce the technique, explain how to do it, justify why it helps, and express your own personal thoughts and experience with the technique.

Because of time, each student will only share one.

Click to view full size.

 

Task 5: Video Podcast Preparation

For homework this week you will create your video podcast episode. In order to prepare for this assignment, you will watch and evaluate a sample podcast I created.

Start by opening the evaluation rubric below. Click your group number and read the criteria and make sure you understand them and what the numbers 0, 1, 2, and 3 refer to.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

Now, watch the sample video below. One person should share their screen and computer sound so you can watch it together. If you do not know how to do that, take 5 minutes to watch the video on your own devices. Then work together to evaluate the video using the rubric.

References:

Folse, K. (2016). Keys to Teaching Grammar to English Language Learners: A Practical Handbook. The University of Michigan Press.

VanPatten, B. (1993). Grammar Teaching for the Acquisition-Rich Classroom. Foreign Language Annals 26(4). 435-450. 1111/j.1944-9720.1993.tb01179.x

   Diseño de Materiales - Week 4 - Choosing Materials - Close Evaluation

Introduction: Hello and welcome to Week 4 of the course Diseño de Materiales. In this class we will review key concepts from your assigned reading regarding the use of specialized checklists to evaluate ELT textbooks. We will also analyze several published checklists and evaluate them using our own criteria for effective checklists.

Today's Goals:

• Discuss important considerations for the creation of a checklist or rubric for materials evaluation.
• Analyze a published checklist and evaluate its applicability to your current teaching context.

Guiding Questions:

• What are the features of a good checklist?
• What criteria can I propose to evaluate ELT materials?

Task 1: My Criteria 

For our warm up activity you will propose your own criteria for a lazy rainy day, a great vacation, a perfect pizza, or any other non-academic product or experience. Be ready to share your essential criteria with the class.

Click the link and find your section of the document.

• Group Checklist: CLICK HERE

Task 2: Evaluating Evaluation Checklists

There are many ways to make an evaluation checklist or rubric. Let's start by analyzing some published checklists (Jusuf, 2018) to see what they offer, how they are organized, and determine their relative strengths and weaknesses. Click the link below and go to your group's section of the document.  

• ELT Textbook Evaluation Checklist Evaluation Checklist: CLICK HERE

References:

Jusuf, H. (2018). The Models of Checklist Method in Evaluating ELT Textbooks. Journal al-Lisan, 3(2), 17-35, http://journal.iaingorontalo.ac.id/index.php/al

McGrath, I. (2016). Materials Evaluation and Design for Language Teaching (2nd ed.). Edinburgh University Press. 

  TOEIC Preparation - Week 4

Introduction: In today's class we begin our two week study of parts 4 and 5 in the reading test. This part of the test is similar to standard multiple choice English exams that you are familiar with. Here the test is measuring your ability to identify the appropriate vocabulary, phrase, or grammatical structure to complete a sentence. Complete the collaborative tasks below with your partners. 

Task 1: Part of Speech Rally

In Parts 5 and 6 of the exam you need to be able to identify the part of speech of the missing word or phrase in order to select the right answer choice. Let's do a review of the seven most important parts of speech. Click on your group link below and complete the chart with the part of speech, a group definition, and several examples.

Group 1: CLICK HERE

Group 2: CLICK HERE

Group 3: CLICK HERE

Group 4: CLICK HERE

Group 5: CLICK HERE

Task 2: Word Forms Matching

Click your group link below. On each page you have three sentences and four words. Match the correct word form with each sentence. There will be one word left over.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE
• Group 4: CLICK HERE
• Group 5: CLICK HERE
• Group 6: CLICK HERE

Task 3: Focused Practice

Take the quiz with your partners. Identify the the part of speech of the missing word and make the best selection from the answer choices. Check you answers when you finish.

• Group Quiz: CLICK HERE

 Design of Teacher Training Programs - Week 4 - Defining Context and Assessing Needs

Introduction: Hello and welcome to Week 4 of the course Design and Evaluation of Teacher Training Programs and Workshops for the Master's in English Teaching at ULACIT. In this class we will do several activities to explore the topics of using lesson plan templates and classroom observation protocols as a professional development strategy. discuss the importance of context in teacher training, identify strategies to conduct an effective training needs analysis, and consider ideas to include in the design of your data collection instruments. 

Today's Goals:

• PD: Explore your beliefs and habits related to lesson planning and the reasons for your preferences.
• T: Review key concepts related to context and needs analysis for teacher training.
• T: Propose contextual factors and possible trainee needs to consider when designing your course and strategies to collect necessary information. 

Guiding Questions:

• PD: What are the features of an effective lesson plan? 
• PD: Why do I plan the way I do?
• T: Why is it important to define context in teacher training?
• T: How can I determine teacher training needs?

Warm Up: What do you see?

Click on your assigned link below and describe your image to your partners with as many details as possible. Try to determine what are the similarities and diffrences between your images.

• Group A: CLICK HERE
• Group B: CLICK HERE
• Group C: CLICK HERE
• Group D: CLICK HERE

Now, let's consider another image (CLICK HERE). Discuss these questions with your partners. 

• What does this new image make you think about?
• What do you think the artist's message could be?
• How might this image serve as a metaphor for teaching?
• How might it serve as a metaphor for training and developing teachers?

Task 1: Sharing your PD Journal

Last week you read the section "Observe the Nature of Lessons" in the Richards (2017) book and you selected at least one PD tip to react to. Let's take a moment to hear what some of your found to be most interesting.

• Review designs for lesson plans
• Identify the features of an effective lesson
• Develop a lesson observation form

Task 2: Comparing Lesson Planning Habits

Planning is one of the major responsabilities of a teacher, but how often do you specifically analyze the nature of your plans? Click your group link below and complete the tasks with your partners.

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

Task 3: Exploring PD possibilities with Lesson Plans and Observation Protocols

In your professional development tips reading this week you explored several topics including creating an observation form and anlayzing lesson plans. Let's propose a few ways to work with these tools in order to support teacher development.

• Ideas:
• Comparing and evaluating lesson plan models
• Evaluating and improving sample lesson plans
• Co-creation of new lesson planning template, experimentation, and analysis
• Independent or co-creation of observation protocols, experimentation, and analysis
• Guided observation protocols for novice teachers
• Ideas for working with video observation protocols
• Other related ideas?

Task 4: The Importance of Considering Context and Needs

For your reading response task last week you read portions of chapters 2 and 6 in Graves' (2000) Designing Language Courses. Discuss the following questions with your partners. 

• What are we talking about when we refer to context?
• Why is it important for training course designers to define their context?
• Graves introduced the term "problematizing" in Chapter 2. What does that mean and why is that a valuable strategy for teachers and trainers?
• Consider the two graphics below from Graves (2000) Chapter 6. In what ways might the purpose and process of carrying out a needs assessment be similar and different in the context of designing a language course or the context of designing a teacher training course?
• How are the needs of students and trainee teachers similar and different?
• CLICK HERE to go to the Google Doc and work together to share some important factors to consider when defining context.

Click to see full sized image.

Click to see full sized image.

References:

Graves, K. (2000). Designing Language Courses: A Guide for Teachers. National Geographic Learning.

Richards, J. (2017). Jack C Richards' 50 Tips for Teacher Development. Cambridge University Press.

 Teaching Grammar - Week 4 - Grammar as a Process

Introduction: Hello and welcome to Week 4 of the course Teaching Grammar for the Licenciatura in English Teaching at ULACIT. In this class we will do several activities to challenge the traditional view of grammar as a product and instead consider how it can be seen as a process. We will also look at a model for language acquisition called Processing Instruction and explore a teaching technique associated with it called Structured Input. 

Today's Goals:

• Discuss ways grammar can be viewed as a dynamic process or action rather than a product or object.
• Describe the relationship between grammar and context.
• Consider the three stages of Processing Instruction as a model for grammar learning and teaching.
• Analyze sample Structured Input activities to identify their key features.

Guiding Questions:

• What are some differences between product and process views of grammar?
• What is the relationship between grammar and context?
• How can Processing Instruction (PI) provide a model for grammar acquisition?
• What are the features of a Structured Input activity?

Task 1: Valentine's Day Knock Knock Jokes

To celebrate the day of love and friendship you will tell each other some "corny" knock-knock style jokes. Remember that knock-knock jokes follow a very particular pattern.

• Joke Teller: "Knock, Knock"
• Listener: "Who's there?"
• Joke Teller: "X"
• Listener: "X who?"
• Joke Teller: ...THIS IS SUPPOSED TO BE THE FUNNY PART

Do not share your screen for this activity. Take turns opening the jokes in order and telling them to your partners. If you are a listener you should NOT be reading the joke. If you don't understand the joke, ask you partner to repeat it. If nobody understands the joke, move one and we can talk about it when we come back to the main room.

• Example: CLICK HERE
• Joke 1: CLICK HERE
• Joke 2: CLICK HERE
• Joke 3: CLICK HERE
• Joke 4: CLICK HERE
• Joke 5: CLICK HERE
• Joke 6: CLICK HERE
• Joke 7: CLICK HERE
• Joke 8: CLICK HERE

Task 2: Group Discussion - Grammar as a Process

For homework you read the chapter "Grammar as a Process" from the book Uncovering Grammar (Thornbury, 2001). Take a few minutes to discuss the questions below to review some of the concepts.

• Thornbury begins the chapter by asking the question "Is grammar a thing or is it something that happens?"

•  What does he mean by that? 
• In what ways can we think of grammar as a noun and in what ways can we think of grammar as a verb?

• Consider this quote from the beginning of the chapter. Read it carefully with your partners then describe what it means to you and what you think about it.

• "Inferring the process of language acquisition from its product (grammar) is like inferrring the process of 'omeletting' from the omelette... It ignores the fact that the product and the process are two quite different things - that there is grammar and there is grammaring, and the latter is not easily inferable form the former. In short, a description of used language is not the same as language being used."

• Another part of the chapter descriped situations in which very little (if any) grammar is needed to communicate and other situations in which grammar is needed to "fill in the gaps". 

• What are some examples of situations where less grammar is needed? 
• In other situations, what are the kinds of gaps that grammar is needed to fill?

• There chapter also contained the first two diagrams below talking about the relationship between context and grammar. I also added a third diagram to illustarate the influence of social distance and status on grammar. Explain in your own words what you undertand these diagrams to mean.

Click to view full size image.

• In the chapter there were two sample dialogues. Read each one aloud with your partners then discuss these questions.

• Which dialogue sounded more natural? Why?
• Which circle(s) from the diagrams above help does this example help to illustrate?

Click to view full size image.

Task 3: Input Processing and Structured Input Activities

Let's consider one popular theoretical model that has been proposed to explain the process of language acquisition and also to explore a grammar teaching strategy in alignment with that theory . We will look at Bill VanPatten's 1993 article Grammar Teaching for the Acquisition Rich Classroom to explore his idea of Processing Instruction.

• "...there are no cases of successful first or second language acquisition without some form of comprehensible input present during learning. Conversely, an absence of comprehensible input is consistent with unsuccessful first and second language acquisition.”

• “From second language research, we also know that the output of learners is not simply a reflection of the input. First, something happens to the input as it is processed. In addition, there is nonlinear development of the learner’s linguistic system over time. Thus, the output of learners at any given stage may bear only a partial resemblance to the input that they have been exposed to (pp. 435-436)."

Click to view full size image.

Based on these ideas, VanPatten presents a model of second language acquisition that consists of three parts:

• Input Processing: “...involves the conversion of input to intake. Intake is that subset of the input that is comprehended and attended to in some way. It contains linguistic ‘data’ that are made available for acquisition.”

• Accommodation and Restructuring: “Since the internalization of intake is not a mere accumulation of discrete bits of data, data have to ‘fit in’ in some way and sometimes the accommodation of a particular set of data causes changes in the rest of the system.”

• Access: “...involves making use of the developing system to create output. Access may be totally, partially, or not at all successful, depending on task demands, previous experience (practice), and other factors (pp. 435-436).”

Click to view full size image.

• “If we recall that traditional instruction involves explanation followed by some kind of output practice, then in what way is the language acquisition system being provided with relevant input data that is both comprehensible and meaning-bearing?”

• “...traditional grammar instruction and practice actually works on those processes involved in accessing a developing system. In short, traditional grammar instruction and practice are akin to putting the cart before the horse when it comes to acquisition; the learner is asked to produce when the developing system has not yet had the relevant intake data (pp. 435-436).”

Click to view full size image.

• “...what would happen if explicit instruction in grammar involved the manipulation of both input and input processing in some way? What if the input were structured in such a way as to channel the processes responsible for the conversion of input to intake (pp. 435-436)?"

• “The type of instruction discussed here is called processing instruction, given that its aim is to alter the way in which learners process input. Put in other words, its purpose is to direct learners’ attention to relevant features of grammar in the input and to encourage correct form-meaning mappings that in turn result in better intake (p. 438).”


• The input used in processing instruction is called structured input. The term “input” is used because…learners are not engaged in producing language but are actively engaged in processing input. The term ‘structured’ is used because the input is not free-flowing and ‘spontaneous’ such as the input one might receive when involved in a communicative interaction. Instead the input is purposefully ‘prepared’ and ‘manipulated’ to highlight particular grammatical features based on the processing strategies described previously.”

• Principles of Structured Input

• Teach only one thing at a time.
• Keep meaning in focus.
• Learners must do something with the input.
• Use both oral and written input.
• Move from sentences to connected discourse.
• Keep the psycholinguistic processing mechanisms in mind.

• What about Structured Output?
• It is possible to use the same guidelines from structured input to design structured output tasks: focus on one form at a time, keep meaning in focus, require a response, etc.

Task 4: Analyzing Structured Input Activities

Now you will take a look at some sample Structured Input tasks. Since this teaching strategy was first designed for Spanish as a foriegn language classes, I think it would be nice to see some examples. Then you will also analyze some English examples made by your teacher. Open each document and quickly skim through the activities. For each one, answer the following questions.

• What are students asked to do with the input?
• How are they processing the form-meaning relationship?
• If there is an extension activity, what are they asked to do?

• Spanish Activities: CLICK HERE
• English Activities: CLICK HERE

Task 5: Our Structured Input Brainstorm

With your time remaining, brainstorm a possible Structured Input task of your own. Click your group link below and get started. 

• Group 1: CLICK HERE
• Group 2: CLICK HERE
• Group 3: CLICK HERE

 

References:

Thornbury, S. (2001) Uncovering Grammar. Macmillan Education.

VanPatten, B. (1993). Grammar Teaching for the Acquisition-Rich Classroom. Foreign Language Annals 26(4). 435-450. 1111/j.1944-9720.1993.tb01179.x