Language Acquisition Theories and Knowledge of Students and Their Needs-CAEP Principle A: The Learner and Learning, CAEP Principle C: Instructional Practice
Candidates demonstrate an understanding of the principles of language acquisition and use this knowledge to create linguistically and culturally rich learning environments. Candidates demonstrate an understanding of child and adolescent development, the context of instruction, and their students’ backgrounds, skills, and learning profiles in order to create a supportive learning environment that meets individual students’ needs (ACTFL & CAEP 14).
CAEP Principle A: The Learner and learning.
●Learner Development. The candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
●Learning Differences. The candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
●Learning Environments. The candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation (CAEP 13).
CAEP Principle C: Intructional Practice:
●Assessment. The candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.
●Planning for Instruction. The candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. Further, candidates preparing as other school professionals, in addition to being able to plan appropriate instruction, can support teachers in planning instruction to facilitate student learning.
●Instructional Strategies. The candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Further, candidates preparing as other school professionals, in addition to being able to use a variety of instructional strategies, can collaborate with teachers to assist them in utilizing appropriate instructional strategies (CAEP 19).
Language Acquisition Theories
I understand how language acquisition occurs at various developmental levels within and outside of the formal classroom setting. I use the target language in the classroom more than 90% of the time, provide meaningful target language input, and assist students in understanding this input. I create content-based lessons that integrate language, culture, and student interests around topics drawn from a variety of subject areas. I guide students in learning how to negotiate meaning and to take risks with the language to express meaningful thoughts and ideas and to fulfill a variety of communicative interactions with one another, with the teacher, and with native speakers of the target language. In the role of facilitator, my feedback to students focuses on linguistic accuracy and on the meaning of the message, as well as encouragement and affirmation of their students’ progress in the target language, while recognizing that errors occur as part of the language acquisition process (ACTFL & CAEP 14-15).
Real content materials and websites for teaching Spanish classes
Lesson 1: El cuerpo humano
Video: "El cuerpo" (The body)
A1_El_cuerpo_actividad.pdfWorksheet with activities related to the video "El cuerpo"
In this first lesson, I use a video to review vocabulary on body parts in Spanish. Other materials for this lesson were a video transcription (to read individually before projecting the video to ask questions about new vocabulary and review known vocabulary), and a worksheet based on the information students watch in the video (students work in groups to answer the activities).
A1_El_cuerpo_Transc.pdfVideo transcription in Spanish
A1_El_cuerpo_solucion.pdfAnswer key of worksheet about "El cuerpo" (the body)
Methodology of Teaching-Learning: Communicative Approach & PACE Model
There is no single correct approach to teaching a foreign language, but in the case of my classes I agree on the use of the communicative approach for teaching and learning Spanish as a second language and follow the PACE Model of teaching. This communicative approach to language teaching aims to train the student for real communication in the foreign language, both orally and in writing. Likewise, the PACE Model creates contextualized classes that allow not only the development of the language, enriching the vocabulary, but also cultural learning (Shrum & Glisan 214-222). For this, I use real materials, texts, audios and present literary or historical texts that help to integrate cultural values associated with the language and motivate the curiosity of the students. For example, I teach my students using a literary text written by a Spanish or Latin American author that shows the reality of Hispanic community and culture. In addition, I uses music, videos and visits to the community to promote the learning of Spanish. I also uses actual artwork within the historical context of Spain or Lain America.
Likewise, following the PACE Model, while presenting a story, I assist students with understanding and acquiring meaning, that is, the presentation is an interactive experience where students and I co-construct meaning, learning vocabulary and grammar inductively. For example, I use TPRS and scaffolding strategies, among others, to help my students learn. One of the exercises that I really enjoyed was using graphic organizers in groups to remember the vocabulary that students already know, before describing a painting. I believe this method reduces stress, encourages teamwork, maintains motivation, and provides students with a great chance of being successful in class.
Spanish Web (Videoele) with real material adapted by levels. Topic: "La familia del Rey"
Lesson 2: La familia del Rey
Video: "La familia del Rey" (Spanish King's Family)
A1_La-familia-del-rey-actividad.pdfWorksheet with activities related to the video "La familia del Rey"
arbol de familia.docxWorksheet-Family Tree: "La familia del Rey"
Microteaching PPT.pptxPower Point Presentation: "La familia del Rey"
In this second lesson, I use a video to review vocabulary related to "La familia" (the family) in Spanish and I use as an example the Spanish Royal family members. In this way, students not only learn new vocabulary, but also we discuss about differences between the government in Spain and US government. Other materials for this lesson were a video transcription (to read individually before projecting the video to ask questions about new vocabulary and review known vocabulary), a worksheet based on the information students watch in the video (students work in groups to answer the activities), a second worksheet and family tree to work in groups,
microteaching Lesson Plan.docxLesson Plan : La familia del Rey
Vocabulario de la monarquía.docxVideo-transcription in Spanish: La familia del Rey
Designing Academic Curriculum
Backward Design Model (1).jpgLección completa- Aniversario.pdfUnit Plan: La familia (The family). This Unit was designed using Backward Design Model
Backward design is one of the core practices for effective language instruction that relies on thinking purposefully about teaching and learning.
Identify Desired Results: Educators identify the big ideas of a unit of study using essential questions. Unit outcomes are informed by the World-Readiness Standards for Language Learning (2015), the ACTFL Proficiency Guidelines (2012), and the NCSSFL-ACTFL Can-Do Statements (2017).
Determine Acceptable Evidence: Educators design performance-based tasks and assessments to measure learner progress by demonstrating knowledge and skills (proficiency), aligned with Can-Do statements.
Plan Learning Experiences and Instruction: Educators craft the day-to-day learning tasks to develop learners’ knowledge and skills.
For language educators, backward design provides a road map as a framework for identifying where the learners are, where they are going, and how they are going to get there. Similar to a GPS navigation system, educators have flexibility in planning with students’ needs and interests in mind by considering multiple pathways for arriving at end goals ("Backward Design").
Classroom Management
Knowledge of Students and Their Needs: I understand the physical, cognitive, emotional, and social development of K-12 students at all levels of instruction. I understand the important effects of language acquisition theories and learner development on instructional planning, practice, and assessment. I understand the relationship of a variety of well articulated, sequential, and developmentally appropriate language outcomes and language program models. I have the ability to adapt language instruction to address students’ multiple ways of learning in order to meet their special needs by means of a range of learning opportunities for learners of various ages, developmental and linguistic levels, language backgrounds, and learning styles. I use a variety of instructional strategies to engage students in critical thinking and problem solving, valuing the role of inquiry and collaboration in the classroom. I maximize learning and interaction through the use of pair, small group, and large group activities. I use questioning techniques, error correction strategies, and task-based instruction when appropriate to attain the goals of instruction in my language classroom (ACTFL & CAEP 14-15).
With UNL students in Pamplona, Spain for San Fermín Festival: Running of the Bulls
In order for my classes to be effective, in addition to using a communicative approach and the PACE Model, I create an environment conducive to motivating my students to learn. For example, I personalize my class (when I can), Canvas and materials with images related to the Spanish language, or posters in the target language (Weinstein & Novodvorsky 28-48). In addition, I have a positive relationship with my students based on mutual respect and promoting their autonomy (Weinstein & Novodvorsky 80-82). In the same way, I encourage the motivation of my students by creating challenging but achievable expectations, giving them reasons to learn the target language, and providing opportunities for students to be successful in doing so. (Weinstein & Novodvorsky 204-208). Likewise, I not only encourage group work, but also encourage independent work, try to give all students the opportunity to participate in class, and ensure classroom discussion continue on the path it should. (Weinstein & Novodvorsky 252-263). One example of my methodology of teaching are the students’ evaluations. The top scores and the very positive student comments in my teaching evaluations prove the effectiveness of my teaching. For instance, in a scale of 1 to 5 where five is the highest score, the average score in my teaching evaluations is between 4.8 and 4.9. In their teaching evaluations, students usually emphasize my enthusiasm, knowledge of the material, intelligence, approachability, professionalism and humor: “Montse is awesome. She’s very kind, helpful, and funny. She encouraged me to break out of my comfort zone and speak more during class” (Spring 2019). Students also point out the good organization, clear expectations, relaxed environment, involvement in the class and fair grading. They also tend to state that the course they took with me was challenging, but that there was a reasonable amount of work: “I loved this class, it was very challenging but improved my Spanish significantly, for that I am grateful that I took it” (Summer 2019).