Models for Reflective Grammar Activities
In this section, you will be able to:
- Identify the process of reflection
- Explore different models of reflection activities
In the previous lesson we explored the concept of the importance of a grammatical language in understanding and reflecting over errors. We can use metalinguistics as a way of reflection and to foster analysis of the language.
In this lesson, Delia Montesinos will present different exercises or activities that stimulate reflection. In the following video segments, we explore the process of reflection as well as the models of different reflection activities.
Video: Creating reflection models for grammatical points
Modelos gramaticales reflexivos
Video: Diario de Pruebas
Video: Reflexión sobre el aspecto verbal
Video: Reflexión sobre el registro
Video: Análisis de oración
In the following video segments, Delia Montesinos will explain the process of creating your own reflection activities for your students.
Video: Making your own Reflection activity
When we are making our reflection activities, what do our students need to know so they have a content in which they can reflect? Delia Montesinos explains this issue in the following video segment.
Video: Identifying students grammatical needs
Delia Montesinos explains that at times we assume that students have that implicit knowledge of grammar but that may not always be the case. Another element to keep in mind is the interference between Spanish and English which can affect their writing and speech. If we can understand the presence of inference as well as how this interference affects our students, we can better support them in their heritage language growth.
One of the questions that we need to answer is what do the students need to know? This is their knowledge that needs to be internalized in order to complete a task. Delia Montesinos presents the different models for reflection activities about comprehension and production.
Modelos para la creación de actividades gramaticales reflexivos
Video: Contrastar y Párrafo de ocho oraciones
Students can strengthen their writing through an analysis and reflection of their sentence structures. We are to encourage our students to see their potential for growth and reinforce the use of the knowledge they already have.
Connecting back to language arts
In this section, you will be able to:
- Explain the importance of language arts in the SHL classroom
- Explain the connection between language arts, metalinguistics, and grammar
Delia Montesinos explains the importance to develop a language arts perspective to help our students gain a foundation for their heritage language.
Video: Language arts as a foundation
Montesinos shares observations connecting the concept of language arts, metalinguistics, and grammar.
Video: Language arts, metalinguistics, and grammar
Delia Montesinos explains the development and exercises of the materials and workbooks she has created.
Video: Delia Montesinos’ Textbook
Delia Montesinos created these textbooks with her students in mind. It has been a battle to gain appropriate and quality materials for her heritage students. As educators, we desire to support our students and make them aware of their potential in their heritage language. Through the use of different reflexive activities that stimulate critical thinking upon their knowledge, students can grow and develop their heritage language.
Module 3 Conclusions
This module explored the importance of a language arts in the SHL classroom. In order to further develop our students’ linguistic competence, it is important to give them access to such understanding through having the grammatical language to talk about any errors. Educators are encouraged to process and analyze their students’ needs in terms of grammar so that this knowledge is effectively taught and attainable to them.
Montesinos supports the use of metalinguistics which supports the use of critical thinking, reflection, explanations of interlanguage phenomenon, as well as other elements. Educators can foster reflective thinking through the use of different activities that foster critical thinking. Montesinos presents different models so that educators can create their own reflexive activities.
The topics of metalinguistics, grammar, and language arts are elements that interweave to support heritage student development. The focus is not to make this a grammar class, but rather consider that the use of grammar cannot be left aside in the case of heritage students of Spanish. Montesinos concludes this workshop by sharing her experience with developing the two SHL textbooks that are currently used at UT Austin.
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