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OLP 2017 Webinar: Lesson 3

Video from NFLRChawaii YouTube Channel

Let’s Begin…

This lesson is part of the NFLRC Online Language Pedagogy Series designed for in-service teachers of world languages online.  The lesson is titled Student learning outcomes and backward design and presented by Jennifer Eddy.

Create and share a new lesson based on this one.

Additional Resources for you to Explore
Read the article titled Unpacking the Standards for Transfer: Intercultural Competence by Design in the NECTFL Review Special Issue on Developing Intercultural Competence Through World Languages (February 2017)

Read PDF on Revised Global Statements in Language Educator for NCSSFL-ACTFL general Can Dos. 

After you read the NECTFL article, try designing an articulated exemplar, using the model on slide 34. Now add the PASS Can Do Statements on specific Can Do for each mode task. Email it to me (Jennifer Eddy, and I will send you feedback!  

Some participants in the webinar asked how to convince administrators and parents on the value of performance assessment in the three modes. These tasks engage students in solving problems and creating products they will need to face in real-world situations--something that grammar drills can never do. Yes, it is different than what parents and admins are used to seeing, but please explain that generations of students doing these drills did not really prepare them to actually use the language in a real setting. Engaging with other speakers did, trial and error, putting yourselves in situations that enabled transfer or demanded it.  

You do not want to teach about Spanish, Chinese, Arabic, French, etc., in English like a Linguistics 101 class. You are engaging them in various contexts and situations using the language as a medium for the message. Parents are usually impressed when they see results on what their child can Do. Transfer tasks will get them there. As I said, no one will ask them to do verb practice on any street corner. They will need to order a meal, interact appropriately, and get around town. Parents are always shocked when a student has had 4 years of language and cannot do basic greetings and can only recite a memorized dialogue. It’s a nice script, but the other person in that country doesn’t know their half of the dialogue! It’s not real and it will not prepare them for the inevitable unexpected. The transfer tasks will, with increasingly more novelty, using the three modes.

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