Using Media in Foreign Language Teaching to Make Connections to Other Disciplines Anna Uhl Chamot and Bruna Genovese National Capital Language Resource.

Using Media in Foreign Using Media in Foreign Language Teaching to Language Teaching to Make Connections to Make Connections to Other DisciplinesOther Disciplines

Anna Uhl ChamotAnna Uhl Chamotand Bruna Genoveseand Bruna Genovese

National Capital Language Resource National Capital Language Resource CenterCenter

The George Washington UniversityThe George Washington Universitywww.nclrc.orgwww.nclrc.org

PurposesPurposesDescribe a classroom-based project Describe a classroom-based project that:that:

- Increased student motivation;- Increased student motivation;

- Utilized print and non-print - Utilized print and non-print media;media;

- Differentiated instruction by - Differentiated instruction by providing choices to students; andproviding choices to students; and

- Met ACTFL goal of - Met ACTFL goal of Connections to other disciplines. Connections to other disciplines.

BackgroundBackground

ACTFL Goal: ACTFL Goal: ConnectionsConnections

Motivation and Motivation and differentiated differentiated instructioninstruction

Using media resources Using media resources for content area topics for content area topics

ACTFL GOAL - Connections: ACTFL GOAL - Connections: Connect with Other Disciplines and Connect with Other Disciplines and Acquire InformationAcquire Information

Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.

Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.

Why connect to other Why connect to other disciplines?disciplines?

Explore individual interests.Explore individual interests.

Acquire discipline-specific Acquire discipline-specific language.language.

Identify new points of view.Identify new points of view.

Gain wider and deeper Gain wider and deeper understanding of target understanding of target culture.culture.

Increase motivation to Increase motivation to continue language study.continue language study.

Motivation and Motivation and Differentiated InstructionDifferentiated Instruction

Extrinsic / InstrumentalExtrinsic / Instrumental

Intrinsic / IntegrativeIntrinsic / Integrative

Internal motivation: Internal motivation: Combining extrinsic and Combining extrinsic and intrinsicintrinsic

Differentiated instruction Differentiated instruction and internal motivationand internal motivation

Content Area Topics Content Area Topics Explored through MediaExplored through Media

Science and Scientists: Challenges and Science and Scientists: Challenges and SolutionsSolutionsTechnology: Applications and InnovationsTechnology: Applications and InnovationsMathematics: Problem solving, logic, and Mathematics: Problem solving, logic, and mathematical thoughtmathematical thoughtHistory and Geography of Target History and Geography of Target Culture(s)Culture(s)Environmental IssuesEnvironmental IssuesVisual Arts: Painting, Sculpture, and Folk Visual Arts: Painting, Sculpture, and Folk ArtArtMusic: Classical and PopularMusic: Classical and PopularPerforming Arts: Dance and DramaPerforming Arts: Dance and DramaSports and EntertainmentSports and Entertainment

Differentiating Instruction: Differentiating Instruction: Uncovering Students’ Uncovering Students’ InterestsInterests

Classroom discussionsClassroom discussions

Learning stationsLearning stations

QuestionnairesQuestionnaires

JournalsJournals

Interest SurveysInterest Surveys

Project ParticipantsProject Participants

26 high school students26 high school students

Third year Spanish levelThird year Spanish level

Ages 15 through 17Ages 15 through 17

Attending independent (fee-Attending independent (fee-paying) schoolpaying) school

Procedures - 1Procedures - 1Survey translated into Spanish; Survey translated into Spanish; students completed at home.students completed at home.Teacher grouped results Teacher grouped results according to shared interests.according to shared interests.Students developed proposals for Students developed proposals for individual or group projects using individual or group projects using target language media.target language media.Teacher reviewed proposals with Teacher reviewed proposals with students and suggested students and suggested information resources: web sites, information resources: web sites, print resources, performances.print resources, performances.

Procedures - 2Procedures - 2

Students shared in-progress Students shared in-progress reports with teacher.reports with teacher.Students presented results Students presented results of individual or group of individual or group investigations to class.investigations to class.Teacher used rubric to Teacher used rubric to evaluate presentations.evaluate presentations.Teacher discussed changes in Teacher discussed changes in motivation with students.motivation with students.

Student Interest SurveyStudent Interest Survey

Students rank-ordered list of all Students rank-ordered list of all school subjects (except Foreign school subjects (except Foreign Language).Language).Students identified topics of Students identified topics of personal interest in three top-personal interest in three top-ranked subjects,ranked subjects,Students conducted Google Students conducted Google search to identify web site(s) in search to identify web site(s) in Spanish about each topic.Spanish about each topic.URLs of web sites submitted for URLs of web sites submitted for teacher review/approval.teacher review/approval.

Parental Permission Parental Permission LetterLetter

Explanation of purpose and value Explanation of purpose and value of project.of project.

Request to videotape student Request to videotape student presentations.presentations.

Assurance videotapes for Assurance videotapes for educational educational purposes/professional purposes/professional conferences.conferences.

Signed parental permissions Signed parental permissions kept.kept.

Students’ ProposalsStudents’ Proposals

1-2 paragraphs in Spanish 1-2 paragraphs in Spanish explaining proposed project, explaining proposed project, includingincluding

Reason for and value of project;Reason for and value of project;Challenges expected; andChallenges expected; andHow project would be presented to How project would be presented to class. class.

Teacher reviewed proposals, made Teacher reviewed proposals, made suggestions, met with students.suggestions, met with students.Students revised proposals as Students revised proposals as needed, then worked on project needed, then worked on project individually or in pairs/groups.individually or in pairs/groups.

Project Presentations in Project Presentations in Spanish - 1Spanish - 1

Simulation: Robotics engineer gives Simulation: Robotics engineer gives PPT presentation on his invention.PPT presentation on his invention.Debate: Evo Morales and American Debate: Evo Morales and American diplomat on pros and cons of diplomat on pros and cons of raising coca plant.raising coca plant.Review: Play at Gala Hispanic Review: Play at Gala Hispanic Theatre.Theatre.Picture essay: Argentine scientist – Picture essay: Argentine scientist – Nobel prize winner. Nobel prize winner. Interview: 2 Dominican baseball Interview: 2 Dominican baseball players in TV interview.players in TV interview.

Project Presentations in Project Presentations in Spanish - 2Spanish - 2

Multimedia: Biography of Celia Cruz.Multimedia: Biography of Celia Cruz.Role play: “Juanes” sings new song, Role play: “Juanes” sings new song, accompanied on guitar.accompanied on guitar.Role play: Animal rights activists on Role play: Animal rights activists on 3 endangered South American 3 endangered South American animals.animals.Video: Simulated interview with Video: Simulated interview with Shakira.Shakira.Report: Comparison of Obama and Report: Comparison of Obama and Clinton efforts to attract Hispanic Clinton efforts to attract Hispanic vote.vote.

AssessmentAssessment

District Analytic RubricDistrict Analytic Rubric

Four performance levels for:Four performance levels for:Content of MessageContent of Message

Comprehensibility of MessageComprehensibility of Message

Quality of InteractionQuality of Interaction

FluencyFluency

VocabularyVocabulary

Language ControlLanguage Control

ResultsResults

Student engagement.Student engagement.

Increased motivation Increased motivation attributed to:attributed to:

Student choice of projectStudent choice of project

Use of mediaUse of media

Awareness of target language Awareness of target language as bridge to new informationas bridge to new information

Future Research Future Research IdeasIdeas

Compare student performance, Compare student performance, engagement, and/or engagement, and/or motivation in student-choice motivation in student-choice vs. teacher-assigned projects.vs. teacher-assigned projects.

Add student self-evaluation of Add student self-evaluation of project.project.

Interview students about Interview students about learning strategies used learning strategies used during project.during project.