Last week an EAL Consultant from Catholic Education SA, who I have worked closely with over the past couple of years, invited me to create a video sharing my experiences, observations, data and reflections on the use of Reading to Learn in my English and Italian classrooms. It was a fantastic opportunity to reflect on my own practice, but also to speak to a number of students and hear their reflections about how useful they find this approach to language and literacy. The kids astounded me with the depth of their insights, and I wish I was able to share their videos here (privacy policies prevent me from doing so). Fortunately, their voices will be heard at a formal presentation that the above-mentioned consultant is preventing both overseas and in South Australia. In the meantime, I can publish my own video, so I’ll let the vlog below speak for itself!
I love it when a classroom experiment works!
For some time now I have been experimenting with using Reading to Learn strategies in my LOTE classroom. As an English and LOTE teacher, I am in the fortunate position of being able to play around with the pedagogy in both languages and expand my own knowledge and that of my students in regards to how languages function. For a while I have been using it to build understanding of vocabulary in context in my middle school classes which tended to lend itself to focusing on participants, but I felt the students needed something more.
As mentioned in my previous posts, I am currently involved in a professional development project through Catholic Education South Australia where my main focus is strategies for improving my students’ understanding of the written language system in Italian and their ability to apply in it to their own communications in the subject, as required by the Australian Curriculum: Languages.
I started by gathering raw data on some of my Year 9 students, getting them to write a letter of introduction to me in Italian. Many of them struggled to write more than five lines about themselves.
In order to address this, I decided to extend what I had already been doing with contextual vocabulary and participants, and trial the same methodology in Italian focusing on processes. My aim was for the students to be able to produce a short biography about their favourite band or musician in the target language. The foundation of this was to be achieved during a double lesson this morning.
1. Detailed reading using a model text about the Arctic Monkeys as a ‘hook’. Students highlighted key verb structures and made notes.
2. Cloze exercise using the same text, with verb groups omitted. Students had to fill them into the correct spaces based on their new knowledge.
3. Word bank table containing useful participants, processes and circumstances. Students had to choose a band or musician and add relevant information.
4. Writing – students used the tables to construct ten sentences in Italian about their band or musician. This will be checked before they produce their final copy.
The lesson went extremely well and students engaged for the majority of the double lesson (anyone who teaches Year 9 would know how rare that can be!).
My observations from the lesson
- Highly scaffolded – increased confidence for many students. Some wanted to go beyond what was taught. This was great, however the point of the lesson was to ensure the sentences were structured correctly before moving on, and some were skipping that step in their rush to pack as much information in as possible.
- The students worked silently for an extended period – not because they were told to be quiet, but they were engaged in and concentrating on their own work rather than being distracted by others
- Students who usually struggle with Italian were able to do the task, whilst high achievers were still extended
- Students started to use their own strategies, highlighting the words relevant to their topic, adding new words and asking if they could use the model for structure – showing initiative!
- Students who usually procrastinate actively asked questions, sought support and wanted more information for their own interest and to take their writing further
- More on-task time and independent work.
- Students are being exposed to and are beginning to recognise the features of the past tense without the confusion of going through the structures at this point (one of our challenges is that we never seem to get beyond the present tense with our middle school LOTE learners).
At this stage I can use anecdotal evidence to demonstrate what I feel were the successes of this lesson. Students were clearly feeling more confident about their work, and their questions were less like “what’s the answer?” and more like “how can I do X?” I have gathered some partially finished work samples, but these will be completed next week. Of course, they are not perfect and nor do I expect them to be, but it will be interesting to see how they use feedback given on this piece of writing to refine their final piece for submission. More to come from this very happy Italian teacher!
This afternoon I finished my marking and reports, then set my out of office reply in preparation for heading off on a study tour to Italy next week.
Two colleagues and I are accompanying 14 students from Year 10 and 11 on this exciting opportunity. There is much excitement, and I think – to be honest – a few nerves as well!
I have had many conversations with the three delightful girls from my Year 11 class who will be going on the trip, and while at first I found some of their questions a little strange, it did force me to cast my mind back to when I was their age and preparing to embark on a two month exchange.
The excited anticipation, coupled with the anxiety of being so far away from home and family and in a country in whose language they are not yet fluent, makes for a mixture of emotions.
But they will learn quickly. They will experience things, sights, foods, and people they have never encountered before. They will learn from and with each other. They will forge close friendships.
It will be something that sticks with them for a life time.
And so I look forward to seeing their excitement and wonder in many of the same places that I displayed the same emotions nine years ago. You can follow our adventures and their reactions and reflections on their blog: http://cardijncollegeinitalia.wordpress.com
I’m creating this post a few days before I embark on a two and a half week study tour with a group of Year 10 and Year 11 Italian students. As the Year 11 Italian teacher, I was fortunate enough to be invited along with the Year 10 Italian teacher and our Deputy Principal.
As my list of ‘things-to-do’ gets shorter and shorter, I havenow got a bit of time to get excited and start doing some reflection in anticipation of the trip. So I thought to myself…why are we doing this?
Here is my response: