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Maximizing the Strengths ofLow-Proficiency College-Level Heritage Learners презентация
Содержание
- 1. Maximizing the Strengths ofLow-Proficiency College-Level Heritage Learners
- 2. Born and raised in the US
- 3. © 2009 Alla Smyslova
- 4. МИНА ЗАВООТ ... . МНЕ 18
- 5. Methodology audio and visual images
- 6. У мен_____ зазвон____л телеф___н. Кт____
- 7. Contact hours by group HS
- 8. ACTR Advanced Placement Examination listening comprehension
- 9. Listening Comprehension Chart (second- and third-year learners,
- 10. Listening Comprehension (heritage speakers 0, I
- 11. Listening Comprehension (heritage speakers 0,
- 12. Reading Comprehension Chart (heritage speakers I &
- 13. Reading Comprehension
- 14. Integrated tasks (second- and third-year learners, heritage speakers I & II) © 2009 Alla Smyslova
- 15. Integrated tasks (heritage speakers I & II,
Born and raised in the US or arrived at a pre-school age (Kagan & Dillon 2004) Newly arrived. Attended a Russian elementary school (Kagan & Dillon 2004)
Слайд 1Maximizing the Strengths of
Low-Proficiency College-Level Heritage Learners
Alla Smyslova
as2157@columbia.edu
Columbia University
NHLRC Conference 2010
Слайд 2
Born and raised in the US or arrived at a pre-school
age
(Kagan & Dillon 2004)
(Kagan & Dillon 2004)
Newly arrived. Attended a Russian elementary school
(Kagan & Dillon 2004)
Changes in the classification of Russian heritage speakers in the USA
Born in the US to Russian speaking families—without any schooling in Russian and newly arrived with up to three years of schooling in Russian
(Bermel and Kagan 2000)
Newly arrived. Completed or nearly completed high school in Russian: Native speakers
(Bermel and Kagan 2000)
Newly arrived. Completed up to eight years of secondary education in Russian (equivalent to a junior high education in the US)
(Bermel and Kagan 2000)
© 2009 Alla Smyslova
Слайд 4 МИНА ЗАВООТ ... . МНЕ 18 LИТ. Я РАДИЛАС В
КIEVE
И Я ПАЩЬЛА В ЩЬОLО В АМЕРIКЕ. МНЕ ВЕLE 3
ГОДА КАГД Я ПРЕЯ(HA)LА В АМЕRIКО. ОU МЕNЯ NET
ВРАТЕS И COCTES. Я ГАVAРОU ПА РУССКУ С МУЕ
МАМА И С МУЕМЕ ДРОUГЕМЕ РОТСVENИКАМЁ. Я
LOUBLOU ЧЕТАТ И ПЕСАТ И OUVLИКАOUS
ТИАТРАМ.
И Я ПАЩЬЛА В ЩЬОLО В АМЕРIКЕ. МНЕ ВЕLE 3
ГОДА КАГД Я ПРЕЯ(HA)LА В АМЕRIКО. ОU МЕNЯ NET
ВРАТЕS И COCTES. Я ГАVAРОU ПА РУССКУ С МУЕ
МАМА И С МУЕМЕ ДРОUГЕМЕ РОТСVENИКАМЁ. Я
LOUBLOU ЧЕТАТ И ПЕСАТ И OUVLИКАOUS
ТИАТРАМ.
© 2009 Alla Smyslova
Слайд 6У мен_____ зазвон____л телеф___н.
Кт____ говор____т?
У м__н__ з__зв__н__
л т__л__ф___н
Кт__ г__в__р____т?
У _______ _______________ ______________.
_________________________________ ?
Кт__ г__в__р____т?
У _______ _______________ ______________.
_________________________________ ?
© 2009 Alla Smyslova
Слайд 7Contact hours by group
HS I - 42 (10 students)
HS II –
84 (10 students)
2nd year students – 280 (9 students)
3rd year students – 392 (7 students)
2nd year students – 280 (9 students)
3rd year students – 392 (7 students)
© 2009 Alla Smyslova
Слайд 8ACTR Advanced Placement Examination
listening comprehension (36 recordings)
reading comprehension (45 texts)
integrated
tasks and dialogue completion
© 2009 Alla Smyslova
Слайд 9Listening Comprehension Chart
(second- and third-year learners, heritage speakers I & II)
(%)
©
2009 Alla Smyslova
Слайд 10 Listening Comprehension (heritage speakers 0, I & II, second- and third-year
learners (%)
© 2009 Alla Smyslova
Слайд 11
Listening Comprehension
(heritage speakers 0, I and II , second- and third-year
learners)
(%)
© 2009 Alla Smyslova
Слайд 12Reading Comprehension Chart
(heritage speakers I & II, second- and third-year learners)
(%)
©
2009 Alla Smyslova
Слайд 13
Reading Comprehension
(heritage speakers I & II , second- and third-year
learners)
(%)
© 2009 Alla Smyslova
Слайд 14Integrated tasks
(second- and third-year learners, heritage speakers I & II)
© 2009
Alla Smyslova
Слайд 15Integrated tasks
(heritage speakers I & II, second- and third-year learners)
(%)
© 2009
Alla Smyslova
