Questions on the readings
Hope you enjoyed the weekend. I am including the questions for you to prepare on the March 2 class readings (see below). I also realized that I ran out of time last class and did not ask for your final project ideas. Please come to class this Thursday ready to share your final project activity. I have received mini-DVDs from a dual immersion program in Madison, Wisconsin. Teachers in this program have agreed to share these videos of their teaching with language teaching peers for review and professional feedback on their practice. The videos include classrooms in Kindergarten, 1st and 2nd grades. Those of you who bring a few years experience to the classroom may really enjoy this activity. For more information on a variety of final project options, be sure to review the assignment guidelines distributed on the second week of class.
Looking forward to an exciting class this Thursday with guest presenter-teacher, Barb Anderson!
Debriefing the Readings
CI 5672 – March 2, 2006
Questions to prepare for Barb Anderson’s Scored Discussion Activity:
Gibbons, P. (2002). Scaffolding language, scaffolding learning: Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.
1. Gibbons (2002) describes four distinct types of listening (one-way, two-way, interpersonal, information-based). What are some teaching implications of these various kinds of listening for the language immersion teacher? Be sure to make a connection between your suggested implications and the nature of the listening task.
2. Why does Gibbons argue that listening is an active process, not a passive one? Do you agree or disagree? Provide rationale for your answer.
3. Which listening activity described in chapter six would you like to try in your classroom? How do you think it would help students develop their listening skills?
Punchard, I. (2002, November). Improving immersion student oral proficiency by fostering the use of extended discourse. Bridge Insert. The ACIE Newsletter, Vol. 6 (1), 1-8.
1. What are some of the reasons Swain finds students’ extended use of the immersion language so important in classrooms?
2. If you think about your students’ classroom language use, are you aware of specific activities or situations where they are more likely to produce lots of the immersion language? And less likely?
3. Describe some of the challenges you experience with pair and group work activities. What have you found that helps you meet these challenges?
4. Of the pair and group activity suggestions presented by Punchard (2002), which ones do you find most attractive and why?