Jean W. LeLoup, SUNY Cortland
Robert Ponterio, SUNY Cortland
NSAFLT Annual Meeting Series 2000

I. Overview of the article

• What is the role of the learning standards for FL in designing activities?
• What authentic Internet materials might be of use in the FL classroom?
• How can we find materials appropriate to our curricular goals?
• What is the pedagogical basis for working with these materials?
• Putting it all together: sample activities

Why use technology in the first place?
"A Communications Technology Module for the Foreign Language Methods Course"

II. National Standards for Foreign Language Learning
 

The 5 C's: Communication (3 modes:  interpretive, interpersonal, presentational), Cultures, Connections, Comparisons, Communities

• Taboo -hot & cold (Culture)

 
• El voseo - (Comparisons)

ACTFL page on National Standards

http://www.actfl.org/htdocs/standards/standards.htm
 
 

"Meeting the National Standards: Now What Do I Do?"  JWL & RP

http://web.cortland.edu/flteach/articles/nysaflt97.html

http://www.cal.org/ericcll/digest/standards.html
    (abridged version for ERIC)

III. Authentic Materials in the FL classroom:

• Official govenrnment sites
• Non-Governmental Organizations
• Educational institutions
• Museums
• Unofficial sites
• Online discussion archives
• Commerical sites (ads, sales, services)
• Elecronic media (newspapers, magazines, radio, television)
• Teacher developed materials

IV. Finding Materials for Curricular Goals
 

Topics of the New York State Syllabus:

1. Personal Identification
2. House and Home
3. Services
4. Family Life
5. Community/Neighborhood
6. Physical Environment
7. Meal Taking/Food/Drink
8. Health and Welfare
9. Education
10. Earning a Living
11. Leisure
12. Public and Private Services
13. Shopping
14. Travel
15. Current Events

(Modern Languages for Communication.  New York State Syllabus.  (n.d.)  Albany, NY:  The State Education Department.  pp. 13-17)

 
• Focus on curricular goals - examples

 
Civilisation Française
Taller Hispano
 
Searching on the Internet:
 
• Finding Help: FLTEACH

 
http://web.cortland.edu/flteach/
http://web.cortland.edu/flteach/flteach-res.html#collections
• Search engines & Keywords

 
http://www.altavista.com/
http://www.google.com/
http://www.yahoo.com/
http://www.dogpile.com/
• Using         +     -      "..."

 
• Example:  +"Martin Luther"     -King     +95

• Interactive Model for Reading/Listening Texts (Shrum and Glisan, Teacher's Handbook: Contextualized Language Instruction, 2nd edition)

 
• Preparation phase
• Comprehension phase
• Interpretation phase
• Application phase
• Extension phase

• Dentist  (French - instructions in English)
• Cine  (Spanish)

 
Your turn: Menu activity - create your own activities for the 1st two phases (Preparation and Comprehension Phases)
 
• Recreation (French or Spanish instruction in English)
• Identificación personal (Spanish instructions in English)

• Step-by-step activity creation

• develop lesson using Shrum and Glisan model
• go through one phase at a time
• report after each phase development

Reference pages for web activity creation:

Multimedia Development for International Communication:
http://web.cortland.edu/flteach/MM-COURSE/first-www.html

California FL Teachers Project:
http://members.aol.com/maestro12/web/wadir.html

VIII.  Conclusion