TPACK Chapter 5
World Language

This was the hardest chapter for me to connect with. I know very little about other languages and nothing about teaching a foreign language. As I read it, I thought about the numerous books I’ve asked my students to read. I try to be aware of likes and dislikes, often giving a survey at the beginning of the year asking them to circle three of their favorite things to read about. I could definitely connect with how students feel when they are forced to read something they are not interested in and know very little about. A good introduction would have helped a great deal with this chapter on integrating technology into world language lessons!

This chapter on teacher development and knowledge of WL teachers, made it pretty clear that those in the World Language Education have “agreed to disagree,” about what to include in such a program. Although standards and sub standards have been written, new needs arise as “socio-cultural contexts of education is considered (p. 108).”

Basically the argument behind this chapter was that teachers need to integrate technology into programs thoughtfully, but little has been done to actually create a “stand-alone standard.” Theory behind how a second language was learned (memorization, language use in social settings etc.), what expectations we want of students (competence or performance), and models that have been used to reach higher levels of language proficiency were discussed.

I highlighted parts that are important in any learning situation. Learning at it’s maximum (I believe) can only happen if students feel safe in the the environment they’re learning in. Fostering communication, giving guidance, and allowing ample opportunities for to students interact is key.

As I read the paragraph about developing listening comprehension, vocabulary acquisition, and the retention of the important information, I thought about adapting some ideas to my literacy classroom. Giving opportunities to infer the meanings of new words or expressions, and hyperlinking vocabulary words so students can go right to the meaning, a picture, or possibly a short video or demonstration, were two great ideas behind learning and retaining. Shown in context rather than just being told hits upon many different learning styles rather than just one, and allows for a more in-depth understanding of the information you’re teaching.

Finally, I have to agree with what researchers have found about asynchronous networks being in use when learning to read and write (even in a different language). Reading Recovery is big on this theory. If you can read it, you can write it, and vise versa. Both are needed to help our language learners be effective in both areas. At higher levels, the use of telecommunication networks are awesome for developing both areas in a highly motivating and interesting way.