Savannah McEntire Inquiry Practicum Project Inquiry Practicum Project

READ 440 Due: 2/17/2014

Inquiry Question: How are reading and writing used similarly and differently at varying levels of language instruction? Plan: For this project, I plan to interview teachers of various levels of Spanish (ex. Spanish 1, 2, 3, 4/AP Spanish) asking questions about how they use reading and writing in their instruction, and will synthesize this information and compare and contrast the answers I received from the teachers. Using this information I will find continuities between levels as well as differences, and in conclusion will infer why these similarities and differences exist. Rubric: Quality of Questions (3 points) Does Not Meet (1/3) Questions give some factual information, and do not go past straightforward facts (1/3) Synthesis gives a good summary of the information Meets (2/3) Questions give a wide range of factual information but do not go past straightforward facts (2/3) Analysis gives summary of information and gives some comparison but not consistently (1.5/2) Conclusion makes some inferences about results of comparison Exceeds (3/3) Questions go beyond just factual information, but inquire about the whys and hows (3/3) Analysis compares and contrasts information from different teachers in a meaningful way (2/2) Conclusion makes meaningful inferences about result of comparison which are supported well with evidence from interviews (and possibly from outside sources as well)

Quality of Synthesis/Analysis of Information (3 points)

Conclusion (2 points)

(1/2) Conclusion is simply a continuation of information summary

*For reference, interview questions and answers are included just before citations

Savannah McEntire Inquiry Practicum Project

READ 440 Due: 2/17/2014

Reading & Writing in the Foreign Language Classroom Analysis of Findings Upon interviewing three Spanish Language teachers in various levels of students, I found several continuities as well as differences between views on the importance of reading and writing in the language classroom, the methods for implicating this in the day-to-day lesson, and the results seen when using reading and writing. I asked each of the three teachers that I interviewed the same seven questions in order to specifically look at similarities and differences between their answers. The teachers I interviewed were Maria DuPriest, who teaches Spanish 1 at Beverley Manor Middle School (my practicum coordinating teacher), Amanda Hudson, who is now an administrator but taught Spanish 2 and 3 at W.T. Woodson High School, and Tracey Kyle, teaching at the AP level at Fairfax High School. What I found was that when looking at philosophical questions focused on the importance of reading and writing in the Foreign Language classroom, answers tended to be similar. For example, all three teachers agreed that reading and writing are key to becoming proficient in a second language. Learning to listen and speak can only get you so far when practically using the target language in an authentic situation, but teachers of all levels agree that reading and writing take that proficiency to the next level, whether that be through promoting higher level thinking, or simply ensuring that all domains of language are mastered by students. There was also continuity amongst answers to my sixth question about how reading and writing work together in the language classroom. While answers varied some, it was agreed upon that two key skills in language learning are comprehension (which can be done through listening or reading) and production (through writing or speaking), and that both need to work together in order to create true communication in any language. Finally, in my last question, I asked teachers how they saw literacy impacting the acquisition of language in their classroom. Each teacher in some way referred to the concept of comprehensible input (the i+1 model) and discussed how reading and writing allow students to use what they have already mastered, while at the same time challenging them to go beyond that comfort zone, which is where true language acquisition takes place. This idea of comprehensible input is also largely based, according to Hudson, on motivating students toward learning. She explains that if students are given too much, they will shut down and not acquire any language. A similar thing occurs when student are not challenged at all. What we as teachers need to find when creating lessons is a middle ground between the two. There were some differences in answers, however, which truly dug into my question about how level difference affects the use of reading and writing in daily lessons. One thing, which I expected, is that the length of passages read by students increases with level. For example, in the level one class, students are reading a few sentences in the target language daily, the level two and three students are reading paragraphs, and the high level students are reading articles, poems and short stories. Similarly, in the level one classroom students are writing in both English and Spanish, and are only writing lists and short sentences. However, as levels

Savannah McEntire Inquiry Practicum Project

READ 440 Due: 2/17/2014

increase students are writing more and using more Spanish. In the upper levels, Kyle specifically notes that students are only writing in the target language. One thing that I found interesting was how each teacher answered my question asking about how texts are selected for the class to read. DuPriest shared that she writes a majority of the text read by students, and shared with me that this is due to the low vocabulary level students have when starting out in their first year of Spanish. Hudson selects texts for her middle level students based on the suggestions of the textbook she uses in the classroom. The answers for the reasons behind these choices for both DuPriest and Hudson went back to the idea of comprehensible input, and making sure not to overwhelm the students with authentic texts that might be to diverse in vocabulary for students to comprehend. Kyle, who teaches higher level students uses mostly authentic texts, as students have gained necessary vocabulary by this point in their studies to be able to handle authentic materials. I found this interesting because in our methods class we have been discussing the importance of using culturally authentic materials at all levels, and have discussed the importance of adapting the task and not the text, so that students have access and experience with true text from the target culture at every level. This is clearly inconsistent with my research. Overall, in my inquiry studies, I found that language teachers value the use of reading and writing in the classroom because it helps students to master written language, which grants them true proficiency. All three teachers I interviewed had similar philosophies about how literacy should be incorporated in the classroom, but the actual methods for how this is used varied based on the level of students language proficiency in accordance with the comprehensible input theory. This study allowed me to see that no matter what level of language, students should be reading and writing in Spanish daily, and literacy can be used to challenge students as they grow in language proficiency.

Savannah McEntire Inquiry Practicum Project Interview Questions and Answers Key: ANSWERS FOR DUPRIEST LEVEL 1 ANSWERS FOR HUDSON LEVEL 2/3 ANSWERS FOR KYLE LEVEL AP

READ 440 Due: 2/17/2014

1. Why do you think that it is important to incorporate reading and writing into your lessons? Students can learn to listen and speak a language, but they will never truly grow towards dominating the language if not given regular practice in reading and writing. These modes also incorporate different cognitive skills as well as tap into different talents or weak areas of students. Its important to incorporate reading and writing because those are two of the four ways people communicate. IN addition, these modes in particular may be more interesting to some students. It is always important to plan according to ACTFL and county standards (which touch on reading, writing, listening and speaking) so students practice all aspects of the language, and to plan according to what will interest the students. Students who read well, write well. Reading teaches them vocabulary, sentence structure, proper spelling and punctuation. Learning to write teaches them organization and how to think! 2. How much do your students read for Spanish class on a weekly basis? (and how much of that is in the target language) In Spanish, my students read a sentence or two each class daily, in addition to directions and exercises focusing on the specific language skill. (Reading a sentence where they have to choose and conjugate a verb, for example. On days where the focus is on reading in Spanish, they may read a paragraph. Students sometimes read a few sentences in English during our Nota Cultural (Warm-Up cultural note.) Students read regularly, especially in upper level classes, an average of 15 minutes per class period of reading passages or short stories, in lower levels, reading still happens daily, but the passages are usually short paragraphs. In AP Spanish, students probably read one short story a week plus articles, poems or other texts that aide in the comprehension of the short story. 3. How much do your students write for Spanish class on a weekly basis? (and how much of that is in the target language)

Savannah McEntire Inquiry Practicum Project

READ 440 Due: 2/17/2014

In Spanish, my students currently write word lists or short sentences daily. Most English writing is copying notes or writing goal statements. Writing is the skill my students practiced the most. With thirty students in a class, it was great to be able to talk individually with each student once or twice a class period. However, almost all activities completed required writing. If a student did a listening activity, they provided a written response. For a speaking activity, they wrote to prepare, even if it was just through a graphic organizer. Students write only in the target language. Writing varies; they do one short writing essay (timed) every other week. Longer essays are once per quarter. After that, they are required to write answers to questions that are thoughtprovoking or mini-paragraphs. 4. How do you select texts for your class to read? What are important things to think about when selecting a text? I usually write my own texts to make the most use of incorporating the grammar and vocabulary that we are currently working with. It is important that texts be relevant to students and at the proper level. Krashens Input Hypothesis (that the language the student is taking in through reading or listening should be at their level plus a little more to challenge them and teach them) is something I always consider when writing texts. Culture is also an important theme to have running through my texts. Much of the texts came from the publisher and were included in the textbook series. This applies especially to lower levels, because student vocabulary is not yet vast. In upper levels, we looked at themes and topics and chose texts that incorporated what we had at the same to as what would grasp the student interest the most. Reading has to a doable for the students or they can get frustrated and give up. So we always try to balance the level of the text with what they already know and can infer, while also keeping in mind the multiple levels of student abilities within the class. I select texts that are varying in theme and are different reading levels (easy/moderate/hard). I try to find materials that students will enjoy, or they wont want to read it! I also like to vary the assignments between fiction and non-fiction, poetry and short newspaper articles. Authentic sources are key. Kids love reading the here and now.

Savannah McEntire Inquiry Practicum Project

READ 440 Due: 2/17/2014

5. Give an example of an appropriate writing assignment for the level of Spanish you teach. Soon, students will be writing to thier pen pals at another school. They will be required to tell their name, age, describe themselves physically, describe personality characteristics, talk about family, and ask their pen pal questions related to the previous topics. A Spanish 3 pos theme (mandated by fcps) is the environment. A writing assignment pals would be to write a letter to the president about your concerns about the environment and suggestions you have for improving them. For AP Spanish, an opinion essay of some sort that leads into a lesson we are doing. For instance (and questions would be in Spanish): What is your family like? Describe your family and why each member is important to you. 6. How do reading and writing work together in your class? They are two sides of the same coin. Just as to hold a conversation, students must be able to comprehend AND speak, to be literate in Spanish students must be able to present information (writing) and comprehend information (reading). Reading and writing can work together. They were often separate in my class. Reading tied more into skits and discussion than it did with writing. Students have to reflect on what they read and answer questions.not just questions that are based on the reading but questions which challenge them to think a little deeper. They dont always have to write a lot, but it gets them to think. The longer essays may come later. 7. How do you see reading and writing impacting your students acquisition of language? Reading and writing both pushes learning and reinforces it. Students learn as they read and write by being stretched to use what they already know plus what they look up and use in context. (i+1) Reading and writing also allow students to practice what they have previously learned. Language acquisition takes years. What I believe is the most critical factor is student motivation. Te teacher and parent need to encourage the student to continue, focus on the learning and not the mistakes, make it fun, and constantly convey how important being bi or trilingual will be fore the student in the future. Reading and writing, as with listening and speaking, are important areas to develop so the student can gain fluency.

Savannah McEntire Inquiry Practicum Project

READ 440 Due: 2/17/2014

We know plenty of people who can speak a language but are illiterate, and really, how can they get a job? There are limitations for them. Reading and writing can only aide my students in learning to speak better. It is not something to be taken lightly.

Savannah McEntire Inquiry Practicum Project Citations

READ 440 Due: 2/17/2014

Dupriest, M. (2014, February 11). [Personal interview by S. McEntire]. Hudson, A. (2014, February 5). [Personal interview by S. McEntire]. Kyle, T. (2014, February 3). [Personal interview by S. McEntire].