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Course February 2014 ACTIVITIES

ACTIVITY 1: Experiencing translanguaging


Course February 2014 ACTIVITIES

ACTIVITY 2: COMMUNICATIVE REPERTOIRES

Communicative repertoire rather than language awareness of classroom


discourse by Betsy Rymes (From: The Education of English Language
Learners: Research to practice (edited by Marilyn Shatz and Louise C.
Wilkinson)

Makoni and Pennycook (2007) claim that a good starting point to analyse
classrooms is by considering communicative repertoires. But how do we
recognize distinct repertoires without demarking boundaries linguistically?
We use locally defined boundaries as discerned in classroom talk. This can
involve:

Different kinds of words (e.g. in register)

Different ways of speaking

Gestures (e.g. fist bumps vs. pleased nod; sitting up straight vs.
slouching)

Turn-taking habits (e.g. hands raised vs. massively overlapping talk)

Sometimes all the above repertoires will include multiple languages


as well.

In the roughest sense, we know contrasting repertoires when we hear or see


them. as teachers we have to recognize the distinct communicative
repertoires in our classrooms and to explore them. The goal of any language
teacher is to augment everyones awareness of the communicative
repertoires in play in ones environment and how those repertoires can be
deployed with facility and elegance and to useful ends. A starting point in
working to achieve this awareness is to have students document the
characteristics of their own repertoires. Start with the categories suggested
in Figure 8.1. Add more as they emerge (and new categories inevitably will).
Course February 2014 ACTIVITIES

Dynamic Systems Theory

A dynamic systems theory approach to L2 acquisition recognizes the


crucial role of the interaction of multiple environmental and individual
variables at different levels of communication (word, sentence, discourse)
and in different languages (De Bot, Lowie, & Verspoor, 2007). Environmental
factors can include values and beliefs about communication; expectations
about who talks to whom about what and how; and the style, structures, and
functions of the language that is used. Individual variables can include
factors that motivate an individual to communicate, temperament, present
language skills, working memory skills, and learning strategies/preferences.
By employing a dynamic systems approach to L2 learning, educators
consider both the students unique language-processing skills and the
multiple home and school environment factors that facilitate or inhibit their
language learning.

A dynamic systems approach provides a framework or rationale for the


activities that should be part of a language curriculum, but to use this
framework effectively, educators need an explicit understanding of the
language and the interactional strategies that promote language learning in
the classroom.

THINK-PAIR-SHARE
Course February 2014 ACTIVITIES

Think of one or some of your classes. What communicative


repertoires can you identify? Do these repertoires enhance
or hinder the development of the classes?

ACTIVITY 3: ANALYSING UNIT 4 IN CUADERNO DE TRABAJO


PARA 1 AO DE SECUNDARIA

1. What languages are present in this unit?


2. What is the purpose of the text in Spanish on page 22?
3. How would you use this text with your class(es)?
4. How can you make the transition between this text in
Spanish to the following text in English (interview)?
5. What scaffolding strategies can you use for task 4?
6. And for task 5?

Participants work in small groups. They should record the


answer to question 3 and 4 in a butcher paper/poster paper.
Make sure to take butcher paper/poster paper and markers
and blu-tack or sellotape

When groups finish, stick the posters on the wall.


Course February 2014 ACTIVITIES

Then discuss question 1 and 2 as a class.

Then have each group explain the answers to questions 3


and 4.

Discuss the answers to questions 5 and 6 as a class.

ACTIVITY 4: QUOTES

Quote 1

Quote 2
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QUOTE 3
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ACTIVITY 3:
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ACTIVITY 4
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ACTIVITY 5
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Which of the strategies do you think are most important/useful for your
classes?

Are there any strategies you would not use? Why not?

ACTIVITY 6
Course February 2014 ACTIVITIES

Enseigner une discipline dans une autre langue :

Mthodologie et pratiques professionelles

Lenseignement dune discipline dans une autre langue est, depuis une quinzaine
dannes, un nouveau paradigme issu de la didactique des langues et adopt par les
autres disciplines. Cette approche peut amliorer lapprentissage des langues sans
prjudice pour les contenus disciplinaires des autres matires.

Les auteurs prsentent la mthodologie, les procds et techniques denseignement de


ces approches EMILE (lenseignement dune matire par lintgration dune langue
trangre). Ils apportent des transcriptions et exemples tirs des classes de matires pour
discuter et illustrer leur dmarche y compris lvaluation de lenseignement dune
discipline en langue trangre.

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