All Level One classes will be conducted in Spanish as much as possible. This is effective even at the beginning levels because language is delivered in a manner that is comprehensible, compelling, and contextualized. Research shows that the fastest path to fluency is to allow learners to acquire their second language using the same principles by which they successfully acquired their first -- in context, and according to the Natural Order of Acquisition. Understanding always precedes production, and although specific grammar points are always being targeted, the grammar is internalized naturally, over time, as language is acquired. The language and grammar covered in all beginning level classes will span both present tense and past tense, and our readings and activities will utilize high-frequency words and phrases. We will use a variety of strategies including conversation, stories, novels, short readings, communicative textbooks, activities, games and videos. Y ahora...¡Vamos!
A LETTER TO PARENTS
Spanish, 2017-2018: 7th Grade, 8th Grade, 10th Grade
Señora Valeri Marsh (602) 992-8140 Ext. 7710 vmarsh@pvcp.org
¡Saludos! I am excited to be a part of the God-honoring academic community of PVCP where I can combine two of my life's greatest passions –teaching Spanish, and ministering to God’s people. Learning other languages has opened up new worlds, relationships, and opportunities for me, and I want our students to experience that same joy. My goal is to teach ALL students to communicate in Spanish. In order to accomplish this, I will be implementing a variety of proven strategies for foreign language instruction, some of which are “traditional” and some that are more “contemporary” in nature. In order to help you support your child’s learning, I would like to share some important information about how one becomes proficient in another language*:
* For more information about how we learn/acquire language, please see attached bibliography.
• Grades will be based on the following 3 components:
1) Classroom participation and interaction
2) Tests & Quizzes
3) Homework
• Class Participation: Since interaction plays a key role in the language acquisition process*, students must participate and interact in class discussions and story creations. If your child participates fully, then s/he will not only earn all 5 participation points per day, s/he will also perform well on tests and quizzes. Students who are not participating in class will not earn full participation points for that day. Full points will not be awarded in the following cases:
- unexcused absence
- talking in English in a manner that is not beneficial to learning
- not paying attention, not answering questions, or not responding to prompts
- working on homework during instruction
- causing a disruption
• Tests & Quizzes: Cramming for tests/quizzes creates a false sense of accomplishment and results in NON-learning (Read “How the Brain Learns,” bibliography attached.) Therefore most quizzes are unannounced. Major tests are announced. Two activities that will prepare students for a test or quiz:
1) Participation/interaction in class activities;
2) Completing homework assignments.
• Homework: Homework (typically brief, enjoyable readings, videos or listening activities) will give students the added repetition they need to better internalize the language structures that are taught during class time. If students participate in class, the average homework assignment should take no more than 20 minutes. Late homework loses 10% per day late. Students need to write how many days late on the assignment -- honor system.
• Tutoring/extra help: I will provide extra tutoring after school, by appointment, Monday through Thursday.
• Classroom procedures and expectations: All PVCP rules, especially concerning respect for teacher and other students, will be observed. Eating and use of restrooms should be done outside of class time. Students may bring water bottles to class. I will happily answer questions if students raise their hands. If any student causes a problem, I will do something. If students have any concerns, they should follow Matthew 18 and speak with me (not others) right away.
• Absences: Students are encouraged to find a partner and exchange phone numbers in order to get class notes OR HANDOUTS. I will also leave extra copies of handouts in marked "cubbies" in the classroom. Students have the same number of days they were absent to make up the work (2 days absent = 2 days to make up work). If work piles up and students have a hard time catching up, please contact me and we can make arrangement to accommodate them. IT IS THE STUDENT'S RESPONSIBILITY TO CONTACT ME OR A PARTNER IF THEY MISS A CLASS.
Para servirle,
Señora Marsh
Bibliography of Resources
Krashen, S. (2000) Second Language Acquisition and Second Language Learning. University of Southern California. Internet Edition. www.sdkrashen.com
Sousa, D. (2001) How the Brain Learns, 2nd Edition. Corwin Press, Thousand Oaks, CA
Krashen, S. (1989) We acquire vocabulary and spelling by reading: Additional evidence for the input hypothesis. Modern Language Journal 73, 440-464.
Krashen, S. (2003) Explorations in Language Acquisition and Use: The Taipei Lectures. Portsmouth, NH: Heinemann.
Jensen, E. (2000) Brain-based Learning. Corwin Press, Thousand Oaks, CA
Krashen, S. (2004) The Power of Reading. Portsmouth, NH: Heinemann.
Truscott, J. (1996). The case against grammar correction in L2 writing classes. Language Learning, 46 (2), 327-69.
Truscott, J. (1999). What's wrong with oral grammar correction? The Canadian Modern Language Review, 55(4), 437-56.
Anderson, R. (1976) "A functional acquisition hierarchy study in Puerto Rico." Paper presented at the 10th annual TESOL conference, New York, New York. March 1976.
Anderson, R. (1977) "The impoverished state of cross-sectional morpheme acquisition/accuracy methodology." Paper presented at Los Angeles Second Language Acquisition Research Forum, UCLA, February 1977.
Asher, J. (1966) "The learning strategy of the total physical response: a review." Modern Language Journal 50: 79-84.
Asher, J. (1969) "The total physical response approach to second language learning." Modern Language Journal 53: 3-17.
Bailey, N., C. Madden, and S. Krashen (1974) "Is there a 'natural sequence' in adult second language learning?" Language learning 21: 235-243.
Banathy, B., E. Trager, and C. Waddle (1966) "The use of contrastive data in foreign language course development." In A. Valdman (Ed.), Trends in Language Teaching. New York: McGraw-Hill, pp. 35-56.
Birnbaum, R., J. Butler, and S. Krashen (1977) "The use of the Monitor in free and edited ESL compositions." Paper presented at the Los Angeles Second Language Acquisition Forum. UCLA, February, 1977.
Bogen, J. (1969b) "The other side of the brain. II: An appositional mind." Bulletin of the Los Angeles Neurological Society 34: 135-162.
Trelease, Jim. The Read-Aloud Handbook. Penguin, 2006, 6th edition.