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2016 FLLITE Webinar Series: Webinar 3

September 14, 2016 CC BY 4.0 (http://creativecommons.org/licenses/by/4.0)

Joanna G. Luks (Cornell)

for the FLLITE Approach

Formative and Summative Assessment Tools

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AGENDA

•! Overview of assumptions for the FLLITE approach

•! Contrasts with rule-based assumptions

•! FLLITE categories of literary play & the aim of FLLITE pedagogy

•! FLLITE learning outcomes for reading

•! Cultural gaps & thinking transculturally

•! Assessment tools for reading

•! FLLITE learning outcomes for writing

•! Assessment tools for writing

•! Q&A

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FLLITE Assumptions 1

FLLITE is a text-based approach that aligns with Multiple Literacies: •! It acknowledges texts as internally coherent systems of meaning (written/

spoken, visual and cultural/personal).

•! It assumes that framing texts in this way is instrumental for L2/C2 acquisition, particularly in the context of K-16 competencies and curricular articulation.

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FLLITE Assumptions 2

FLLITE acknowledges languages as dynamic systems of meaning-making: A language provides prototypes of meanings and forms that are available for possible manipulation to fit the context and the writer/speaker’s construal (metaphorical extensions of prototypical meanings ranging from standard connotations to idiomatic and poetic usage).

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Contrast with Rule-based Assumptions Rule-based methodologies conceptualize languages as static sets of rules and exceptions to rules. Idiomatic and poetic usage fall outside the paradigm. ! As a result, students…

•! cannot be expected to independently comprehend idiomatic/poetic usage. (Dependence on explanations.)

•! cannot learn idiomatic/poetic usage other than by memorization or through frequent exposure and practice, which may not be the aim of the curriculum.!

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FLLITE Categories of Play for Intuiting Meaning Making

•! Sound Play (sounds) •! Visual Play (image subversion) •! Word Play (words) •! Grammar Play (paradigm subversion and grammatical metaphors) •! Genre Play (genre subversion, genre mixing, intertextuality) •! Narrative Play (story telling modes) •! Pragmatic Play (interactional modes) •! Perspective Play (subversion of perspectives) •! Symbolic Play (symbolism) •! Culture Play (subversion of cultural practices and products)

http://fllite.org/project/fllite-resources/

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The Fundamental Aim of FLLITE Pedagogy

Helping learners to become effective users of target language systems and language play

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FLLITE Learning Outcomes: Reading

1.! Interpret the meaning of designated elements of a text/whole text (comprehension)

2.! Find evidence in the text to support interpretations

3.! Make connections between multi modalities in the text & hypotheses about the implications of an author’s choices of language/imagery in order to confirm interpretations

4.! Intuit new meanings based on knowledge of relevant prototypes & context

5.! Question assumptions and possible gaps in knowledge that might clarify instances of miscomprehension

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Prompted Summary Writing: Prototypical European Narrative

Structure Prompts ! Exposition (Character) was Rising Action (Character)!wanted Crisis But Climax Yet Falling Action So Resolution Then

Thanks to Carol Orloff!

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Prompted Summary Writing: Hero s Journey Narrative

Prompts (Character)!was (Character)!wanted But Then And then Finally So

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Prompted Summary Writing: News Article

Prompts Event:

Who What When Where

! Why How So

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Prompted Summary Writing: Opinion Piece

Prompts Topic:

Who / What ! But And so

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Swaffar and Arens: Cultural Gaps

“Margaret Steffensen and her colleagues did a now-classic study […] with Americans and English-speaking readers from India who lived in the United States (Steffensen, Joag-Dev, and Anderson). Both groups read two letters that described weddings, one occurring in India and one in the United States. Although the two texts were in English, each group’s recall was consistently higher when the wedding remembered originated in its own culture, its C1. !!!!Those differences in recall were also qualitative. Both [groups] understood […] that the bride wore something borrowed and that the bride’s parents failed to exchange gifts with the family of the groom. But these features, tagged by American readers as positive or neutral, were viewed by readers from India as signs of poverty and hence regrettable. What for American readers was a typical way to celebrate the occasion […] was read quite differently by members of a culture for whom the bride’s affluence, demonstrated in her family’s ability to give lavish gifts, predicts her chances for future happiness.”

Swaffar and Arens, p. 41

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Unanticipated Consequences of the Inability to Think Transculturally

“One would presume that after reading additional texts about American wedding practices, the Indian readers would find their earlier inferences […] inadequate or inappropriate. However, subsequent research on FL reading suggests that students resist correction of first impressions, that initial misapprehensions about textual features can become entrenched misreadings”

Swaffar and Arens, p. 41

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FLLITE Outcomes: Scaffolding Interpretation

… 2.! Find evidence in text

3.! Make connections between multi modalities & the author’s choices

4.! Intuit new meanings using knowledge of prototypes & context

5.! Question assumptions to find possible instances of misunderstanding

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Assessing Comprehension 1: First Impressions

1.! Read the text once fairly quickly and without consulting a dictionary. Then, write a summary of the text in (the target language) in 3-4 sentences:

2.! Identify the type/genre of the text:

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Assessing Comprehension 2: Data Collecting

3.! Vocabulary – Read the text a second time and underline all of the words/phrases that you cannot decode. Look for translations/definitions in a dictionary, paying attention to the grammar of the key words and their contexts. Write the English translations for the prototypical (primary) meanings in the margins.

4.! Ideas – What do you understand to be one or more of the main themes of the text?:

5.! Context – Do some basic research in English or (target language) about the text, the author, and any cultural or historical phenomena referenced in the text. Note 3-4 pieces of information that might help you to better understand the text:

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Assessing Comprehension 3: Reassessing Comprehension

6.! (NOTE TO INSTRUCTOR – Choose words/phrases/dimensions of the text whose meanings are impacted by FLLITE categories of play.)

With your research in mind, look for evidence in the text to confirm or modify your first interpretations. (Make connections, intuit new meanings, question assumptions.) : – (Words/phrases/dimensions of text):

– Type/genre of text:

– Text summary:

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http://ecomma.coerll.utexas.edu/

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Social Reading: Interpretation Strategies

1.! Red-flagging

Read the text with your gut. Whenever you experience a point of tension – surprise, annoyance, curiosity, disappointment, disapproval, confusion or emotional distance – flag the word or passage by highlighting it. Then, write a comment that identifies your reaction and the source of tension that produced it.

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Social Reading: Interpretation Strategies

2.! Questioning the text and assumptions

Read classmates’ questions/comments and think about the points that you have red-flagged. What sorts of assumptions might you or your classmates be making? What questions can be raised to help identify a possible cause for a tension point in comprehension?

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Social Reading: Interpretation Strategies

3.! Finding evidence

Internet resources for research: • Word cloud (e.g. in eComma) • Word Reference.com • Linguee.com • Linternaute.com • Google search for cultural/historical information

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Social Reading: Interpretation Strategies

4.! Formulating an evidence-based interpretation

When you have a working interpretation that is founded on evidence [context clues + supplemental information (linguistic, cultural, historical, social)], share your interpretation (definition/synonym/explanation) with the group, citing sources where necessary. Do NOT make guesses about meaning based on what you feel or imagine!

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Tweaking Standardized Reading Comprehension Questions

Based on the reading passage, write your answers to the following questions. For Part A, write your answers in English. For Part B, note all of the language in the text in (French) that provides proof for your answer in Part A. 1.! What was Jeanet’s profession before he began making films? A. B.

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Tweaked Answer Key

Grading(4 pts total per question): Part A = 2 pts; Part B = 2 pts. The 2 pts. per answer are further divided into 2 details for providing a complete answer. (1 pt. each for details). Partial credit where applicable. 1. A. He was a technician for the PTT/Postal Service. 1. B. Avant de se tourner vers le septième art, Jeunet était en effet technicien

aux PTT (ancien nom de La Poste) à Paris.

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FLLITE Learning Outcomes : Writing

1.! Demonstrate mastery of designated prototypes in writing (can write a coherent text for a given genre)

2.! Demonstrate ability to manipulate language systems via categories and mechanisms of literary play in order to improve textual coherence and style

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Writing Assignment

Write a simple poem on the theme of introducing a fellow student (real or imagined) to the class by characterizing an aspect of his or her interests, activities or personality. Use the vocabulary of this chaper in your textbook. Incorporate rhyming and the use of base nouns as adjectives for standard and metaphorical meanings. You may use any format for the poem that you wish. Include a title.

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Online Tools

Finding a French first name – Use an online resource for choosing a baby name (key words = prénoms français), e.g.:

http://www.meilleursprenoms.com/ For the pronunciation of vocabulary not included in your textbook – Use an online French–English dictionary, e.g.:

http://www.larousse.com/en/dictionaries/french-english/plut%C3%B4t To find a word that rhymes with one you wish to use – Use the French Rhyming Dictionary (Dictionnaire rimant français):

http://www.alcor.com.au/french_rhyming_dictionary.asp

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Peer-editing Tasks

Topic development – Is the theme (introducing someone and characterizing his/her interests/activities/personality) successfully developed? Is there enough information for having a clear picture of the person described? If not, what other information could be provided?

Choice &use of base nouns as adjectives – Circle all of nouns used as adjectives. Tell your partner what you think the meanings are. If you cannot understand a meaning, what suggestions can you offer for modifying the context or choosing a different noun to use?

Rhyme scheme – Read your partner’s poem out loud and underline the words that seem to rhyme. If you do not know the pronunciation of a word, ask your partner. Is the rhyme scheme successful to your ear? If not, indicate where you think there are problems.

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Performance Rubric for Writing

Excellent

Good Competent Fairly Competent

Not yet Competent

Topic development

Choice & use of base nouns as adjectives

Rhyme scheme

Overall control of grammar and vocabulary being studied

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SUBMIT YOUR OWN FLLITE TEXT OR LESSON:

We are looking for college and high school foreign language instructors interested in developing literacy activities around the FLLITE concepts. Anyone can contribute by submitting literacy materials to our editorial board members for review. We will give you feedback and help you to improve and publish your lessons. Not ready to submit activities or a lesson? Submit a FLLITE text (e.g. text, image, video, audio, etc.) to the archive instead.

http://fllite.org/how-to/how-to-participate/

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Q & A

Still have questions? Contact the FLLITE team through the Facebook group https://www.facebook.com/groups/FLLITE-group or at info@coerll.utexas.edu.

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Works cited

•! Swaffar and Arens, “Remapping the Foreign Language Curriculum: An approach through multiple literacies” (2005) p. 41