An Introduction to the Tasks and Units in the Handbook
Diane J. Tedick
The classroom tasks and thematic units comprises the main
portion of the Handbook. Each task and unit appears in a
standard format or template that stipulates the corresponding
theme, standards, level, purpose, functions, language structures,
cultural aspects, and modalities (see Description of the
Template at the beginning of the “Tasks and Units”
section). In an effort to encourage participation from teachers
across the state, we invited second language teachers to
submit tasks and ideas to be considered for the Handbook.
(A complete list of the contributors appears in the Acknowledgments.)
As ideas were submitted, they were considered, reworked,
refined, and revised by the curriculum team to correspond
to the format that we had devised. Their current form represents
the creative ideas and talents of many individuals.
We have organized the Handbook tasks and units to correspond
to a preliminary model of a curriculum framework based on
a series of nine broad cultural themes including (1) Self,
(2) Interpersonal Relationships, (3) Basic Needs, (4) Social
Activities and Cultural Practices, (5) Leisure, (6) Education,
(7) Responsibilities, (8) Cultural Identities, and (9) Cultural
Contexts (see Curricular Themes in the Key Materials section).
Each theme and corresponding sub-themes can be incorporated
into the language curriculum at every level of instruction
so that a spiraling effect occurs. For example, the theme
of “self” can be introduced in year one (or
level one) of a language curriculum with appropriate sub-themes
for the beginning level (e.g., name, identity—age,
gender, origin, physical characteristics, daily routines).
In level two, the theme of “self” is revisited,
or “spiraled” back into the curriculum so that
issues are reviewed and built upon with new sub-themes (e.g.,
health issues, emotions). In level three, additional themes,
which are more complex in nature, are added (e.g., rites
of passage, beliefs). In this framework, new sub-themes
are introduced that increase in complexity with each subsequent
level, allowing for concepts, cultural issues, vocabulary,
communicative functions, and grammatical structures to be
recycled and expanded upon throughout the curriculum. All
of the tasks and units provided in the Handbook are linked
to one of these themes. The model is far from complete,
but it provides us with a starting point to begin to rethink
how language curriculum may be organized to enhance students’
language proficiency. The themes we have selected should
be very similar to the chapter or unit themes in most language
textbooks, making it easy for teachers to find a link between
their textbook content and the content of the Handbook as
they develop, organize, and refine their curriculum.
The tasks are divided into four major sections: (1) Negotiated
Interaction, (2) From Comprehension to Interpretation, (3)
From Presentation to Creation, and (4) Critical Explorations.
The first three sections correspond to the three communicative
modes used to characterize language proficiency in the national
standards document and to the three standards that comprise
the Communication Goal of the national standards (National
Standards for Foreign Language Education Project, 1996).
They include the Interpersonal Mode (Standard 1.1), the
Interpretive Mode (Standard 1.2), and the Presentational
Mode (Standard 1.3). (See synopsis of the national standards
in the Key Materials section for more information.) These
communicative modes emphasize the context and purpose of
communication. “Each mode involves a particular link
between language and the underlying culture that is developed
gradually over time” (National Standards for Foreign
Language Education Project, 1996, p. 32).
In our Negotiated Interaction section, the focus is on the
Interpersonal Mode, which is characterized by active negotiation
of meaning between and among language users, or “two-way”
interaction. This may involve oral communication (face-to-face
interaction) or written communication (e-mail exchanges).
The section entitled “From Comprehension to Interpretation”
includes tasks that emphasize the Interpretive Mode, whose
focus is on the appropriate cultural interpretation of meanings
that occur in written and spoken discourse where active
negotiation of meaning with the writer or speaker is not
an option (National Standards for Foreign Language Education
Project, 1996). In other words, “one-way” interpretation
is the focus. The Presentational Mode is represented in
the tasks found in our “From Presentation to Creation”
section. It, too, involves “one-way” communication
in that messages are created to communicate meaning but
without active negotiation on the part of listeners or readers.
Written reports and recipes and oral speeches or recitations
are the kinds of tasks that exemplify the Presentational
Mode. It’s important to point out that many of the
tasks in the Handbook represent more than one of the three
communicative modes. We have organized them, however, according
to the mode that is emphasized.
The final section, called “Critical Explorations,”
includes tasks that are designed to help students dig deeply
into cultural issues. While all the tasks and units in the
Handbook incorporate cultural aspects, the tasks in this
section and the units make cross-cultural communication
and understanding the focus.
The four Thematic Units are included in the Handbook to
show teachers how a series of lessons can be planned to
treat a cultural theme more extensively. Many of the methods
and techniques that are described in the individual tasks
that precede the units are incorporated within the units,
as well. In essence, the units provide examples of ways
to respond to the questions: What does ongoing proficiency-oriented
language instruction and assessment look like? How can curriculum
and instruction be planned when the organization is defined
by cultural themes rather than language structures? How
are language structures and communicative functions systematically
integrated in curriculum and instruction when the focus
is on content? The tasks and thematic units in the Handbook
are designed to correspond to a variety of proficiency levels
according to the ACTFL Guidelines (ACTFL, 1986). In each
section, the tasks are sequenced from beginning (Novice)
levels of proficiency to more advanced (Intermediate and
Advanced) levels of proficiency. In addition, at the end
of every task and unit is a series of extensions that list
ways to adapt the task or unit for students at more beginning
or advanced levels of proficiency. We have varied the proficiency
levels and have included the extensions to make the Handbook
applicable to a wide range of classroom settings. Teachers
should note that classroom instruction should often involve
tasks that are slightly beyond students’ actual proficiency
levels. In other words, in order to prepare students to
succeed with assessments that are designed for the Intermediate-Low
level of proficiency, teachers need to aim higher in classroom
instruction. That is, at times students should be exposed
to tasks and activities geared towards levels of proficiency
that are higher than students’ level of proficiency.
For example, when students’ proficiency is in the
Novice-Mid range, they should experience classroom activities
developed for the Novice-Mid and Novice-High ranges as well
as some that correspond to the Intermediate-Low range. More
information related to this notion appears in the next section
of the Handbook under the discussion of the philosophical
principle of “Process,” where reference is made
to Heilenman and Kaplan’s (1985) framework, which
describes different degrees of control (full, partial, and
conceptual) in relationship to functions, content, and accuracy
as students develop proficiency with the language. Many
of the tasks and units in the Handbook were designed for
the Intermediate-Low level given that MNAP’s large-scale
assessments target that level.
It is also important to point out that many of the tasks
and units involve cultural aspects that may be new to teachers.
This is intentional. It is not possible for teachers to
know everything there is to know about a target culture
(or about one’s own culture, for that matter!). Indeed,
too often the teacher becomes the target culture “expert”
for the students, which is problematic in that all cultural
information communicated to the students is filtered through
the teacher’s eyes, beliefs, and experiences. In the
Handbook, we advocate an approach that lets teachers “off
the hook,” if you will, in that they no longer have
to be the experts. Instead, we encourage teachers to be
learners along with their students. Not only is it acceptable
for teachers to act as learners with students, it’s
preferable. The road to proficiency and cross-cultural understanding
is long and complex, and never before have the stakes been
higher for language teachers with respect to the expectations
they must have for students’ proficiency levels and
cross-cultural understanding. We hope that the detailed
descriptions provided in the tasks and units and the list
of teacher resources will help teachers become more comfortable
with this new role in the classroom.
Finally, in examining the tasks and units, teachers will
also note that cultural issues are given primary importance,
as the national standards stipulate. This emphasis on cultural
issues—even when students have very beginning levels
of proficiency—will make it impossible for teachers
to use the target language at all times in the language
classroom. We are not advocating a return to the days when
English dominated foreign language instruction. Instead,
we encourage teachers to use English and to allow their
students to use English when the pedagogical purpose calls
for it. Within the context of the tasks and units, we often
suggest when the use of English is appropriate but always
within the context of a focus on ways to enhance the use
of the target language in the classroom.
Tasks and Units
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