Presentation at the Texas Foreign Language Association 2013 Fall Conference Abstract: Spanish teachers demonstrate their uses of the Spin TX Video Archive—a free and open collection of video interviews with bilingual Spanish speakers in Texas. Teachers discuss how they use the Spin TX videos to create standards-based lessons that focus on authentic, conversational Spanish. In particular, the teachers will show that the SpinTX videos capture language in context and demonstrate the linguistic and cultural diversity of the Spanish-speaking world. Lesson plans based on the SpinTX videos include elements that lead to deeper language learning: thinking critically about language/culture problems, working collaboratively, and learning how to learn.
- 1. Bringing Authentic Spanish Videos into the ClassroomNovember
9, 2013 | TFLA 2013 | Frisco, TX
2. 2Presenters Rachael Gilg Project Manager & Web Developer
COERLL, The University of Texas at AustinTina Dong Instructional
Coordinator, World Languages Austin ISDJared Abels Secondary
Spanish Instructor Round Rock Christian Academy 3. 3Agenda 1.
Introduction to the SpinTX Video Archive and website demonstration
(Rachael) 2. Using SpinTX to meet LOTE Standards (Tina) 3. Bringing
SpinTX into the Classroom (Jared) 4. Discussion and Activity 4.
4WiFi Logon information Connect to New Embassy Meeting Open
internet on any siteUsername: tfla400 Password: tfal400 4 5.
5http://www.coerll.utexas.eduwww.nflrc.org 6. 6The Spanish in Texas
Project Goal: Make publically available authentic data about
variation in Spanish as spoken in Texas for research
(sociolinguistics) for educationEncourage teachers/students/public
to view local varieties as a resource 7. 7Spanish in Texas Videos
Participants: Undergraduate students at UT Austin and their
Spanish-speaking family, friends, or acquaintances in communities
around Texas Format: 30-40 minute interviews, using sampling of a
large set of questions (~75) from NPR Storycorps (Historias)
Language: Spanish and mixed 8. 8Sample Video Clip 9. 9A free and
open video archive for teachers & learners 550+ video clips
from 60 speakers living in Texas Clip length between 1-4 minutes
Fully transcribed, captioned, and annotated Videos can be
downloaded and shared Teacher-friendly search and tools for
activity development 10. 10Video Introduction to SpinTXWatch intro
video. 11. 11Site Tour: http://www.spintx.org 12. 12Top 3 Reasons
to use Spin TX Students learned about the language Students learn
to use the language Teacher-centered Learner-centered Focus on
isolated skills Focus on integrated skills Textbook as the
curriculum Thematic units and authentic resources Products,
practices and perspectives Differentiating instruction to meet
individual needs Assessing to find out what students can do
Cultural factoids Same instruction for all students Testing to see
what students dont know 13. 13Top 3 Reasons to use Spin TX Our
students must demonstrate understanding of simple, clearly spoken,
and written language such as simple stories, high-frequency
commands, and brief instructions when dealing with familiar topics.
14. 14Top 3 Reasons to use Spin TX State Standards The use of
age-level appropriate and culturally authentic resources is
imperative to support the teaching of the essential knowledge and
skills for LOTE. The use of culturally authentic resources in world
language study, enables students to make connections with other
content areas, to compare the language and culture studied with
their own, and to participate in local and global communities.
(Draft form)National Standards Interpretive Communication: Students
understand and interpret written and spoken language on a variety
of topics. Learners understand, interpret, and analyze what is
heard, read, or viewed on a variety of topics. Focus of changes:
add higher order thinking skills (e.g., analyze) expand notion of
text to include viewing 15. 15Communication-Based Application Unit:
Families and Communities Family Life Lesson Title: The DOCTOR is in
his PLACE Lesson Objective: Students will be able to talk and
provide information about families. Language Objectives: View
videos from SpinTX of native speakers talking about their families.
(interpretive) Work with a partner to obtain and provide
information about each others families. (interpersonal) Write a
blog about their family. (presentational) 16. 16Communication-Based
Application Mis hijos: todos son bien diferentes
http://www.coerll.utexas.edu/spintx/video/392 Alex ya nadaba
http://www.coerll.utexas.edu/spintx/video/1592 Mi hermana es mayor
que yo http://www.coerll.utexas.edu/spintx/video/659 Estamos ms o
menos http://www.coerll.utexas.edu/spintx/video/640 17.
17Culture-Based Application Unit: Contemporary Life - Celebrations
Lesson Title: Que no pare la fiesta! Lesson Objective: Students
will be able to discuss celebrations, customs, and traditions in
the Spanishspeaking world and compare these to their own
traditions. Language Objectives: View videos from SpinTX of native
speakers talking about celebrations. (interpretive) Work with a
partner to create an interview. (interpersonal) Work with a partner
to create a Spanish party invitation and present it to the class.
(presentational) 18. 18Culture-Based Application Tradiciones son
varias http://www.coerll.utexas.edu/spintx/video/362 Celebrando una
boda mexicana http://www.coerll.utexas.edu/spintx/video/1395 A mi
mam http://www.coerll.utexas.edu/spintx/video/1386 Celebrando el da
de la Virgen de Guadalupe
http://www.coerll.utexas.edu/spintx/video/1476 Cuando celebro la
Navidaden Matamoros http://www.coerll.utexas.edu/spintx/video/417
Hacemos fiestas http://www.coerll.utexas.edu/spintx/video/565 La
tradicin de Navidad http://www.coerll.utexas.edu/spintx/video/509
19. 19Polls Text your answers to the following questions.19 20.
20Possible ways to use a video... Retelling Predicting Mood-setting
Extending QuizzingModeling Engaging Inspiring Describing
Elaborating 20 21. 21Using SpinTX videos 1. as a connection, 2. as
the entire focus of the class, & 3. as a springboard to class
production.21 22. 22Connections Warm-ups and introductions to units
Presenting topics, grammar or pronunciation Seque to next activity
Both beginning and cap activity22 23. 23Introduction to a topic
Topic of cultural differences, Pre-video questions What are your
favorite Mexican foods" ? How often do you have them? Which of
these foods are actually Mexican and which are American? Video
& follow up questions: Which foods were listed? Did you know
that? Do you agree with him? Contrastive essay 23 24. 24Segue
between activities Moving between vocabulary & irreg preterit
Just finished section on camping and being outdoors (Realidades
Ch2) What would you bring with you on a trip? Video 0:00 1:05 What
did he bring? What did he forget? What is this word here - dijeron?
It's a different conjugation its missing an i 24 25. 25Both
beginning and cap activity Creates unity, helps to tie the unit
together More exposure to authentic language Reinforcing
pronunciation and form Repetition Repetition RepetitionExample:
Video as a hook, focus on a topic, grammar, pronunciation, Students
watch for homework and activity Then have a closure activity after
learning the new concept 25 26. 26Targeting the text CLEP test
Predict correct item Give infinitives to conjugate Listen and fill
in "correct" with prescriptive grammar Summarize & restate the
gist of the video Translate into English Focus on pronunciation
Lexical variation 26 27. 27Springboard Write a possible dialogue /
story / scene before or after Rewrite the video, recall or adapt
Retell the main facts of the story, but with different level of
vocabulary, in a different tense, or in a different way. Watch the
video taking notes & then retell from notes 27 28.
28Springboarding from speakers Class into group, each pick a
speaker Listen to all stories of a speaker Order the stories to
find the whole dialogue Redo the interview The gist of the actual
interview Their own personal answers & opinions Compare two
speakers talking about the same topic 28 29. 29Springboarding from
stories Chart the events What happens next Reenact the story, but
with dialogue Draw a picture - cartoon sequence Debate what the
speaker should do next (or should have done) 29 30. No puedes
respirar, hasta que uno as se muere Alma R.30 31. 31Using other
technology Embed within hosting sites Build flashcards with
vocabulary Student creation & reference31 32. 32Edmodo Using
Edmodo currently in my Spanish 2 & 4 class with SpinTX videos
Extra credit: How many DO pronouns? I watched that video 10 times
to get the right answer, and I even had to check the book to see if
I was looking at the right thing32 33. 33Communities & Contexts
SpinTX is an Open Educational Resource (OER). OER = a universal
educational resource available for the whole of humanity (UNESCO,
2002) Unlike traditional learning materials, OER enable teachers to
practice the 4 Rs Reuse, Revise, Remix, Redistribute OER can be
used in many different contexts and learning environments. Its good
to share! 34. 34Its Your Turn! Find a video that inspires you to
develop a lesson around it. Go to
http://padlet.com/wall/COERLLSpinTX_TFLA and post the following:
your name and district the URL link of the video you selected
(paste link directly) a brief description for how students can
interact with the video using the interpretive mode of
communication Sign up on the email list so we can keep you informed
of Spin TX updates! 35. 35Contact Information Tina Dong
[email protected] Rachael Gilg [email protected] Jared
Abels [email protected] YOU FOR ATTENDING!
