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Report from the Field – Angie Dodd
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4 thoughts on “Report from the Field – Angie Dodd”
About the heritage students, Krashen would probably say it has to do with wanting to be a member of the TL community, high affective filters (comfort level), or whether they actually have gotten much CI at home. I asked this question on moreTPRS 1-2 years ago. I too have kids who hear a lot of Spanish from the mom, they understand most everything I say, and yet they may not output much or not fluently. VP might say they have the mental representation, but need skill in access/retrieval.
I also have kids for whom Spanish is their first language and also plenty of Portuguese students. They understand everything I say, but it’s not that the language is easy which would bore them, it would be the content of the conversation. For the most part, we’re creating silly stories, acting out crazy gestures, or watching funny videos, so the interest is high even when it’s easy-peasy-lemon-squeezy 😉
In regards to heritage students, I am quoting myself in my comment here…but whatevs. Angie’s comment is something I discussed in the IJFLT article. I love Spanish speakers in my beginnng level classes because they help me provide input. Exerpt below…
StudentTalk
Many classes that I have taught over the years have included students that have learned Spanish as their first language. These students still need Foreign Language credits and they often benefit from being exposed to reading, writing, and language. In these cases, these students might speak better than the teacher. These students are very much welcomed because we incorporate these students for the benefit of teaching others. StudentTalk are sessions of conducting interview like conversations with the near native language speakers. I slowly ask them questions point to grammar topics or question words and allow them to answer and clarify their responses for the benefit of all the students in the room.
Over and over I have had students request more sessions with native speakers. StudentTalk sessions have been lessons most aligned with what Krashen discusses about acquisition. “Language acquisition is a subconscious process; while it is happening we are not aware that it is happening” (Krashen 1982). When native speakers are the center of curriculum and the information is comprehensible, the students are captivated and only care about the details of the story.
“should I read in English or in Spanish?”
Great question, Angie.
Here is a suggestion. Tell them, “Let’s try it in English.” When they finish, tell them, “Let’s try it in Spanish.” When they finish, ask them how it felt for each. Did one feel easier than the other? Did they understand better with one than the other? When in Spanish, did they need to switch back to English for some of the words? Etc. This will allow some self-discovery and critical thinking skills on their part, give you some feedback, and get 2x the CI out of the same reading.
About the heritage non-speakers. I have met a man here in France whose parents were immigrants from Italy. His father had come as a small child and was completely bilingual, but his mother came when she married and learned French late, so was always more comfortable in Italian. At home the parents spoke Italian but encouraged the children to speak French and the subject grew up speaking French with his older brother and answering his parents in French when they spoke to him in Italian. He went to Italy with his parents as a child for short holidays and understood everything, but could/would not speak. But when he traveled there with his new French bride, without his parents or siblings to interpret for him, he discovered that he could speak Italian fluently. He told me that he has a little French accent and makes occasional gender mistakes, but can understand everything he hears, even irony and subtle inflections.