Thank you for the privilege of teaching/learning together this past semester. Have a lovely summer and hope to see you again in the future! Tara

Download Learning Summary for CI5672

See you soon!

Tara

Download Tocalli-Beller & Swain Discussion Questions

Hope the week is off to a great start for you. Here's the promised files for downloading. Best, Tara

Download Features of CO and CC language objectives

Download Phases of second language lessons

Download Scoring rubric for lesson

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!

Tara

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?

Madison was wonderful. Always learn a lot observing in real immersion classrooms.

Please be sure to download the revised syllabus which I have posted on the blog and note the change in readings for next week, Feb 16. As for Mary's recently posted question about whether the draft of the lesson should include the unit-level overview or not, the answer is "yes." As much of the "curricular context" you are able to communicate as possible is always helpful for one who is expected to provide useful feedback.

Looking forward to seeing you all again this Thursday!

Best,

Tara

As I prepare to leave for Madison, WI and the dual language immersion program evaluation, it occurred to me that the readings as currently listed in the syllabus need to be changed given a number of other modifications to the first syllabus. So...I am attaching a new and improved syllabus for downloading! Please note the readings for Feb. 16 when we will be meeting again. Enjoy Laurent and one another in the interim! All good things, Tara

Revised CI 5672 syllabusDownload file

In this latest entry have uploaded four files for you to download and print out, if desired, at your convenience. I believe you will simply need to copy and past the URL into your Internet search program, but first remove the text around the URL. At the beginning, remove the text in front of http, and at the end remove all the text after .doc
And voilà the file should download and become available to you. It may take a bit of time to download, so be patient. But I got it to work for me. Let's hope it works for you as planned. If not, we'll try again!

See you soon, Tara

Immersion Unit and Lesson Framework for Curriculum Development Download Immersion Unit and Lesson Framework

CI5672 Participant Roster Download Participant roster

Written Text Analysis for oruga lesson - completed Download Written text analysis

Oral Text Analysis Form Download Oral Text Analysis

I work here at the University as the Immersion Projects Coordinator and am a member of the graduate faculty in C&I as well. I enjoy the opportunity to teach this class because I find that the sustained interaction with practicing immersion teachers is very enriching for me both personally and professionally. I also look forward to challenging your professiona growth either as a practicing language teacher or researcher to be. Again, welcome and may the immersion force be with us! Tara