These are my summarized notes of the Six Core Practices that I wrote after the LILL conference in Ohio. The focus is on second language acquisition and proficiency.
Leadership Initiative for Language Learning (LILL)
ACTFL
Presenter: Dr. Eileen Glisan
The Six Core Practices for Language Acquisition
- 90% Target Language: Use the Target Language as the vehicle and content of instruction. Input has to be comprehensible.
- TALK: Design and carry out interpersonal communication tasks for pair, small group, and whole class instruction. Use of TALK rubric to provide students with feedback on interpersonal communication.
- Can-Do Statements: Design lessons and tasks that have functional goals and objectives, to include activities needed to support and meet the communication objective. Use of backward design:
1.
Identify desired results. – Big ideas and skills
2.
Determine acceptable evidence. – Culminating
Assessment task
3.
Plan learning experiences and instruction –
Learning events
4. PACE: Teach grammar as a concept and use in
context. Understand the various approaches to grammar instruction and how to
select one over the other.
P – Presentation: Teacher presents a story
(e.g. fairy tale, folktale legends) orally in an interactive fashion with
students.
A – Attention: Purpose is to focus learners’
attention on some aspect of language used in the story (noticing)
C – Co-Construction: Teacher assists students
in developing a concept of the target structure highlighted in the A phase.
Learners and teacher co-construct grammatical form through a series of
well-chosen, clear questions posed by teacher.
E – Extension: Learners use the new
grammatical concept in creative and interesting ways to make meaning. Extension
activities are not worksheets. This phase incorporates several goal areas of
the standards – e.g. Cultures, Communities. This final phase allows to bring
the cycle back to the whole.
5. Comprehension Tasks: Design and carry out
interactive reading and listening comprehension tasks using authentic cultural
texts of various kinds with appropriate scaffolding and follow-up tasks that
promote interpretation.
6. Corrective feedback: Provide appropriate
feedback in speech and writing on various learning tasks.
There are six types of
corrective feedback:
1.
Explicit correction: “You should say...”
2.
Recast: Teacher reformulates student’s utterance
minus the error.
3.
Clarification request: Pardon me?
4.
Metalinguistic feedback: “The word for that is
an English cognate.”
5.
Elicitation: Teacher repeats exactly what
student said up to the point of the error. (Research has demonstrated that this
is the best technique to provide feedback to students).
6.
Repetition: Teacher repeats the student’s
utterance, changing the intonation to signal the error.
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