1 00:00:00,000 --> 00:00:23,200 I think you are all familiar with this content, communication, conviction and culture circle 2 00:00:23,200 --> 00:00:29,840 which is taken from the coils and obviously we will be focusing on content, vocabulary 3 00:00:29,840 --> 00:00:35,760 by means of the written text which in this case is communication and conviction and culture 4 00:00:35,760 --> 00:00:41,360 will be represented in the way that we try to make our students think and to progress 5 00:00:41,360 --> 00:00:48,520 on their reading strategies in order for them to acquire new content vocabulary. 6 00:00:48,520 --> 00:00:51,720 So why is vocabulary important? 7 00:00:51,720 --> 00:00:56,560 As you all probably know this quotation from Nagy, vocabulary knowledge is fundamental 8 00:00:56,560 --> 00:01:02,160 to reading comprehension as one cannot understand a text without knowing what most of the words 9 00:01:02,160 --> 00:01:03,160 mean. 10 00:01:03,160 --> 00:01:11,440 Yesterday Miss Palmerley said that 95% of the words should be known or familiar to students 11 00:01:11,440 --> 00:01:16,880 in order for them to infer or guess meaning, probably not that much as an Asian says but 12 00:01:16,880 --> 00:01:22,920 most of the text because if not they won't be able to understand at all different activities 13 00:01:22,920 --> 00:01:27,920 you may suggest them to do by means of this text, okay? 14 00:01:27,920 --> 00:01:35,040 So it's a major focus in many classrooms because the words students use while speaking, reading 15 00:01:35,040 --> 00:01:38,800 and writing will influence their success in the academic area. 16 00:01:38,800 --> 00:01:44,000 When I talk about academic I'm referring to the language they have to learn regarding 17 00:01:44,000 --> 00:01:49,040 science or history or PE or music, that's the academic language they are supposed to 18 00:01:49,040 --> 00:01:52,400 learn, that is the content vocabulary, okay? 19 00:01:52,400 --> 00:01:58,440 So authenticity, this is a term which has come out in several presentations yesterday 20 00:01:58,440 --> 00:01:59,440 and today. 21 00:01:59,440 --> 00:02:01,520 What do we mean by authenticity? 22 00:02:01,520 --> 00:02:07,360 There are several definitions and many scholars have worked on with this term. 23 00:02:07,360 --> 00:02:16,120 I chose Menon's definition who says that authentic tests are those who have been produced 24 00:02:16,120 --> 00:02:22,960 in the course of GMA communication, not specifically for language teaching and they provide learners 25 00:02:22,960 --> 00:02:28,680 with opportunities to experience language as it is used within the classroom but if 26 00:02:28,680 --> 00:02:36,680 you read this quotation carefully, this authentic test may have problems in order for your students 27 00:02:36,680 --> 00:02:44,200 to understand them because they are not produced for language teaching so probably they are 28 00:02:44,200 --> 00:02:50,440 not adequate to your students' proficiency level and then you find texts which are too 29 00:02:50,440 --> 00:02:56,760 difficult for them which cause them some kind of stress and others which may be very easy 30 00:02:56,760 --> 00:02:58,840 so where's the balance? 31 00:02:58,840 --> 00:03:05,960 What can you do with this text in order to adapt them to your classroom situation, okay? 32 00:03:06,040 --> 00:03:14,280 So, language adjustment seems to be important in order to make the text... 33 00:03:14,280 --> 00:03:15,000 Yeah? 34 00:03:15,000 --> 00:03:18,040 Can you help me with this? 35 00:03:18,040 --> 00:03:19,640 Yeah, I promise. 36 00:03:19,640 --> 00:03:20,200 How? 37 00:03:20,200 --> 00:03:21,400 Not so far. 38 00:03:21,400 --> 00:03:25,160 Okay, well, is it fine here? 39 00:03:25,160 --> 00:03:26,680 Not that fine. 40 00:03:26,680 --> 00:03:31,240 If I'm here, is it that different here? 41 00:03:31,240 --> 00:03:32,440 Yeah, it's fine. 42 00:03:32,440 --> 00:03:35,080 Okay, I'll try to use that. 43 00:03:35,800 --> 00:03:41,000 So, as I said before, you need to adapt the text in order to make them readable, that 44 00:03:41,000 --> 00:03:54,120 is, readability, okay, which is another term which is necessary in order to... 45 00:03:54,120 --> 00:03:59,880 the complexity of words and sentences in relation to the reading ability of the reader, okay? 46 00:03:59,880 --> 00:04:04,520 There are others such as interest and motivation and legibility but we will be concentrating 47 00:04:04,520 --> 00:04:09,000 on the complexity of words because these words you will find in authentic texts, as 48 00:04:09,000 --> 00:04:15,880 you will see in a minute when I give you a handout, not yet, okay, will cause problems 49 00:04:15,880 --> 00:04:24,200 of understanding in your students so the learning will benefit as much as it should, okay? 50 00:04:24,200 --> 00:04:26,760 So, let's see which words... 51 00:04:26,760 --> 00:04:29,160 Damn, what's going on? 52 00:04:29,240 --> 00:04:37,160 So, this is also central, as I was repeating all the time, in order for acquiring a new 53 00:04:37,160 --> 00:04:40,040 vocabulary, that is, for the... 54 00:04:40,040 --> 00:04:42,920 Oh, it's not on. 55 00:04:42,920 --> 00:04:48,360 It's a problem, a technical problem. 56 00:04:48,360 --> 00:04:49,640 Smart or very smart? 57 00:04:49,640 --> 00:04:51,160 Is it smart or too smart? 58 00:04:51,160 --> 00:04:53,640 It's not that smart. 59 00:04:53,640 --> 00:04:55,640 Okay, it was... 60 00:04:55,640 --> 00:04:57,640 It's a catch. 61 00:04:58,600 --> 00:05:00,600 That's right. 62 00:05:07,720 --> 00:05:12,680 Okay, so, technical problems. 63 00:05:12,680 --> 00:05:18,280 As I was saying, it's very important in order for vocabulary, learning vocabulary, for the 64 00:05:18,280 --> 00:05:24,600 intake, that is, the vocabulary you intend your students to learn to become output, that 65 00:05:24,680 --> 00:05:30,680 is, their own vocabulary, and to use them in different contexts. 66 00:05:30,680 --> 00:05:34,680 I don't know why it's not working now. 67 00:05:40,680 --> 00:05:42,680 Sorry. 68 00:05:42,680 --> 00:05:52,680 The problem is that now the slide doesn't work. 69 00:05:52,760 --> 00:05:54,760 So, I will be talking... 70 00:05:54,760 --> 00:05:56,760 And the... 71 00:05:56,760 --> 00:05:58,760 And the... 72 00:05:58,760 --> 00:06:00,760 The mouse is not working. 73 00:06:00,760 --> 00:06:02,760 The mouse is not working. 74 00:06:02,760 --> 00:06:04,760 So, I will be talking... 75 00:06:04,760 --> 00:06:06,760 Okay, I'll get the... 76 00:06:06,760 --> 00:06:08,760 There you are. 77 00:06:08,760 --> 00:06:10,760 Oh, there's a mouse. 78 00:06:10,760 --> 00:06:12,760 Okay. 79 00:06:12,760 --> 00:06:14,760 Now, thank you. 80 00:06:14,760 --> 00:06:16,760 Then... 81 00:06:16,760 --> 00:06:18,760 We were here. 82 00:06:18,840 --> 00:06:24,840 Secondly, to preserve the original rhetorical macro construct so that the students could 83 00:06:24,840 --> 00:06:30,840 develop academic skills, because if the text is too simple, as we will see in a minute, 84 00:06:30,840 --> 00:06:34,840 they won't get the academic skills which refer to the language they are learning through 85 00:06:34,840 --> 00:06:36,840 the content subject. 86 00:06:36,840 --> 00:06:44,840 And finally, to facilitate students' learning and usage of academic language. 87 00:06:44,840 --> 00:06:46,840 Each of the disciplines dictates. 88 00:06:46,920 --> 00:06:56,920 So, what ways can we find in order to adapt a text? 89 00:06:56,920 --> 00:07:04,920 There are three main, which are simplification, elaboration, and redisclassification. 90 00:07:04,920 --> 00:07:14,920 As you could all infer, simplification means simplify the text to lower linguistic complexity 91 00:07:15,000 --> 00:07:17,000 at the level of the sentence. 92 00:07:17,000 --> 00:07:27,000 And, to simplify a text, we can move the topics to the front, to shorten and simplify them. 93 00:07:27,000 --> 00:07:33,000 Then, high-frequency vocabulary, being content words more frequent than function words. 94 00:07:33,000 --> 00:07:39,000 We could be fine for our purpose, but later we will see that there are more problems than this. 95 00:07:39,080 --> 00:07:45,080 Finally, a limited range of syntactic and semantic relations, avoiding sentence embeddings 96 00:07:45,080 --> 00:07:51,080 and referring to relative clauses and elaborated formal language. 97 00:07:51,080 --> 00:07:59,080 Then, elaboration is the opposite, makes the text bigger, to lengthen the text. 98 00:07:59,080 --> 00:08:07,080 As Nietzsche says, by elaborative modification, we tend to preserve the text as much as possible 99 00:08:07,160 --> 00:08:13,160 and making its meaning more accessible by the addition of redundancy 100 00:08:13,160 --> 00:08:17,160 and clearing silently of the thematic structure. 101 00:08:17,160 --> 00:08:27,160 So, we tend to lengthen original sentences and utilizing paraphrasing or repetition 102 00:08:27,240 --> 00:08:37,240 avoiding the use of metaphors and referring to pronouns and retention of full-noun phrases. 103 00:08:37,240 --> 00:08:43,240 Then, redisclassification implies changes at higher level, that is, at discourse level. 104 00:08:43,240 --> 00:08:51,240 Probably this is the most difficult to be done, but perhaps, as I will try to show you throughout this workshop, 105 00:08:51,320 --> 00:08:57,320 is the most interesting to perform in the classroom. 106 00:08:57,320 --> 00:09:03,320 Because, as I was saying, adjustments tend to be bolder and have a large scope 107 00:09:03,320 --> 00:09:11,320 since this process intends to use the text as a means of social construction of learning experiences 108 00:09:11,320 --> 00:09:17,320 because it gives a ton of proximal development, constructivism and all those pedagogic theories 109 00:09:17,400 --> 00:09:23,400 which are so unfashionable nowadays. 110 00:09:23,400 --> 00:09:31,400 So, what changes do we have to apply to our texts? 111 00:09:31,400 --> 00:09:37,400 On the one hand, removal of secondary ideas and construction of new meanings 112 00:09:37,400 --> 00:09:43,400 which are close to, but are not exactly the same as those in the original text. 113 00:09:43,480 --> 00:09:49,480 So, changes in form and changes in meaning. These are referring to meaning. 114 00:09:49,480 --> 00:09:59,480 The text is reshaped and changed from informational production, simply written to convey facts 115 00:09:59,480 --> 00:10:03,480 for example, you will be dealing with a historical text in a minute 116 00:10:03,480 --> 00:10:11,480 and to involve production, that is, a text to usher students into a new topic, in our case, a history topic. 117 00:10:11,560 --> 00:10:19,560 Then, formal adaptation is also needed by using graphs, asides, footnotes, visual aids, 118 00:10:19,560 --> 00:10:25,560 glossaries, parenthetical information or pre-tasks. 119 00:10:25,560 --> 00:10:29,560 And now, I'm going to give you a handout. 120 00:10:29,560 --> 00:10:33,560 In the handout, you will find four texts. 121 00:10:33,560 --> 00:10:39,560 First of all, I want you to identify which is which. 122 00:10:39,640 --> 00:10:47,640 That is, source text, simplified text, elaborated text and pre-discursive text. 123 00:10:47,640 --> 00:10:51,640 So, there are four. 124 00:10:55,640 --> 00:10:59,640 It is the same text. 125 00:10:59,640 --> 00:11:05,640 So, you have to identify the source text, the simplified version. 126 00:11:05,720 --> 00:11:09,720 Source, original text, yeah, it's the same. 127 00:11:09,720 --> 00:11:13,720 Then, the elaborated text and the pre-discursive text. 128 00:11:13,720 --> 00:11:15,720 And then, we will be working with that. 129 00:11:15,720 --> 00:11:19,720 Just prepare for a couple of minutes. 130 00:11:19,720 --> 00:11:23,720 More handouts? 131 00:11:23,720 --> 00:11:27,720 Thank you. 132 00:11:27,720 --> 00:11:31,720 So, let's have a look at them. 133 00:11:35,720 --> 00:11:39,720 Yes? 134 00:11:39,720 --> 00:11:43,720 Thank you. 135 00:11:43,720 --> 00:11:47,720 So, yes? 136 00:11:47,720 --> 00:11:51,720 Go ahead. 137 00:11:51,720 --> 00:11:55,720 Simplified text. 138 00:11:55,720 --> 00:11:59,720 Elaborated text. 139 00:11:59,720 --> 00:12:03,720 And? 140 00:12:03,800 --> 00:12:07,800 Pre-discursive, right? 141 00:12:07,880 --> 00:12:11,880 Do you want to charge? 142 00:12:27,880 --> 00:12:31,880 So, one is the original text. 143 00:12:31,880 --> 00:12:35,880 The other one is the simplified text. 144 00:12:35,960 --> 00:12:39,960 Okay? 145 00:12:39,960 --> 00:12:43,960 Perhaps you don't need to read everything, yeah? 146 00:12:43,960 --> 00:12:47,960 Who will? 147 00:12:47,960 --> 00:12:51,960 It's very, very quick for you. 148 00:12:51,960 --> 00:12:55,960 Perhaps a bit more difficult for you students, yeah? 149 00:12:55,960 --> 00:12:59,960 Okay. 150 00:13:00,040 --> 00:13:04,040 Okay. 151 00:13:12,040 --> 00:13:16,040 So, now, which 152 00:13:16,040 --> 00:13:20,040 is the source text? A, B, C, or D? 153 00:13:20,040 --> 00:13:24,040 B. Why? 154 00:13:24,040 --> 00:13:28,040 I said B. Okay? 155 00:13:28,120 --> 00:13:32,120 Why? You say it is B, and not 156 00:13:32,120 --> 00:13:36,120 D, for example. You are right, it is B. 157 00:13:36,120 --> 00:13:40,120 Style. What do you mean by style? 158 00:13:40,120 --> 00:13:44,120 Sentence structure. 159 00:13:44,120 --> 00:13:48,120 Sentence structure, clauses. 160 00:13:48,120 --> 00:13:52,120 Same font. 161 00:13:52,120 --> 00:13:56,120 Style. What do you mean by style? 162 00:13:56,200 --> 00:14:00,200 The way it is 163 00:14:00,200 --> 00:14:04,200 written. 164 00:14:04,200 --> 00:14:08,200 Linking words and phrases. 165 00:14:08,200 --> 00:14:12,200 Lots of linking words and phrases. 166 00:14:12,200 --> 00:14:16,200 So, lots of meaning, yeah? 167 00:14:16,200 --> 00:14:20,200 What about 168 00:14:20,200 --> 00:14:24,200 vocabulary? 169 00:14:24,280 --> 00:14:28,280 What about vocabulary? Try to focus on vocabulary. 170 00:14:28,280 --> 00:14:32,280 Authentic vocabulary, yeah? 171 00:14:32,280 --> 00:14:36,280 And it refers to 172 00:14:36,280 --> 00:14:40,280 two main fields, yeah? History and 173 00:14:40,280 --> 00:14:44,280 history and religion, okay? 174 00:14:44,280 --> 00:14:48,280 History and religion. 175 00:14:48,280 --> 00:14:52,280 Then, you have answered the second question. 176 00:14:52,360 --> 00:14:56,360 Problems it may have for your students. 177 00:14:56,360 --> 00:15:00,360 On the one hand, technical and semi-technical vocabulary 178 00:15:00,360 --> 00:15:04,360 from the field of history. Then, subordinated structures 179 00:15:04,360 --> 00:15:08,360 as you all pointed out. Unwritten and difficult texture 180 00:15:08,360 --> 00:15:12,360 that somebody said as style. And obviously there's no 181 00:15:12,360 --> 00:15:16,360 fonting, no bold italics or something. 182 00:15:16,360 --> 00:15:20,360 Okay. Then, simplified 183 00:15:20,440 --> 00:15:24,440 text. A. A. Why A? 184 00:15:24,440 --> 00:15:28,440 Tenses, the chosen tenses on the right hand. 185 00:15:28,440 --> 00:15:32,440 Can you be more precise? I'm going to talk about sentences. If you compare 186 00:15:32,440 --> 00:15:36,440 this person with the source text. 187 00:15:36,440 --> 00:15:40,440 Short sentences. Any connection? 188 00:15:40,440 --> 00:15:44,440 Short sentences. 189 00:15:44,440 --> 00:15:48,440 Words are very scarce, for example. 190 00:15:48,520 --> 00:15:52,520 That's right. What about cohesion? 191 00:15:52,520 --> 00:15:56,520 Linking words. 192 00:15:56,520 --> 00:16:00,520 That's right. Very, very easy. 193 00:16:00,600 --> 00:16:04,600 Practically, no supporting clauses. 194 00:16:04,600 --> 00:16:08,600 That, for example, Leighton and Donald take your source text 195 00:16:08,600 --> 00:16:12,600 and then here the Germanic don't predict stress from here. 196 00:16:12,600 --> 00:16:16,600 It's a little explain for things, right? 197 00:16:16,600 --> 00:16:20,600 So, 198 00:16:20,600 --> 00:16:24,600 as I said, syntactic complexities left out. 199 00:16:24,600 --> 00:16:28,600 Vocabulary reduced to the minimum. 200 00:16:28,680 --> 00:16:32,680 Subordinate structures have vanished. 201 00:16:32,680 --> 00:16:36,680 Sentences stand in isolation because, if you notice, 202 00:16:36,680 --> 00:16:40,680 there are four paragraphs in a 12-line 203 00:16:40,680 --> 00:16:44,680 text, which is perhaps too much. 204 00:16:44,680 --> 00:16:48,680 Do you think this adaptation is 205 00:16:48,680 --> 00:16:52,680 adequate to the level? I think this test is intended for 206 00:16:52,680 --> 00:16:56,680 third or fourth ESO students. 207 00:16:56,760 --> 00:17:00,760 What do you think? Would you use it as it is here 208 00:17:00,760 --> 00:17:04,760 in your classroom context? 209 00:17:04,760 --> 00:17:08,760 The simplified version. Is it too simple? Do you think they're 210 00:17:08,760 --> 00:17:12,760 learning adequate academic language? 211 00:17:12,760 --> 00:17:16,760 Somebody's saying no. 212 00:17:16,760 --> 00:17:20,760 Why not? 213 00:17:20,760 --> 00:17:24,760 It depends on the level of students. 214 00:17:24,840 --> 00:17:28,840 I haven't seen anyone in a secondary school yet, so probably 215 00:17:28,840 --> 00:17:32,840 that could be a good idea for some schools. I was talking about English schools. 216 00:17:32,840 --> 00:17:36,840 I don't know, such as Kensington American, but obviously that's too simple. 217 00:17:36,840 --> 00:17:40,840 It depends. It depends on the learners you have. 218 00:17:40,840 --> 00:17:44,840 Do you agree with Javier? Any other comments? 219 00:17:44,840 --> 00:17:48,840 Do you think it's too simple for a 14-year-old 220 00:17:48,840 --> 00:17:52,840 Spanish student of English who has been learning English for 10 years 221 00:17:52,920 --> 00:17:56,920 and is now in a bilingual section? 222 00:17:56,920 --> 00:18:00,920 But 223 00:18:00,920 --> 00:18:04,920 probably 224 00:18:04,920 --> 00:18:08,920 is this real language use? 225 00:18:08,920 --> 00:18:12,920 Students will not acquire real language use. I'm referring to academic 226 00:18:12,920 --> 00:18:16,920 language. They got the words. 227 00:18:16,920 --> 00:18:20,920 The content vocabulary is there, as you say, but there's no 228 00:18:21,000 --> 00:18:25,000 subordination, no syntactic complexity. 229 00:18:25,000 --> 00:18:29,000 So probably if they have to face an original text 230 00:18:29,000 --> 00:18:33,000 in the middle of time, talking about this topic, they won't be able to 231 00:18:33,000 --> 00:18:37,000 understand anything. So perhaps simplification 232 00:18:37,000 --> 00:18:41,000 could be useful in some cases, and probably you're talking about primary text 233 00:18:41,000 --> 00:18:45,000 needs to be simplified, because if not, your learners 234 00:18:45,000 --> 00:18:49,000 won't understand the words. 235 00:18:49,080 --> 00:18:53,080 If they don't understand the words, they can't infer any meaning. 236 00:18:53,080 --> 00:18:57,080 It's maybe a good idea to ask them 237 00:18:57,080 --> 00:19:01,080 to write a summary like this out of the source text, because that means 238 00:19:01,080 --> 00:19:05,080 that we're going to see whether they want to do the text or not. 239 00:19:05,080 --> 00:19:09,080 So like a stretched technique, I think that would be a nice one. 240 00:19:09,080 --> 00:19:13,080 Yeah, but what do you mean? At the beginning, by providing them with the source text, or 241 00:19:13,080 --> 00:19:17,080 using other text, yes, and at the end, after using graphic organizers, 242 00:19:17,160 --> 00:19:21,160 we will work on that later. 243 00:19:21,160 --> 00:19:25,160 This is a nice summary for a big one student, that's right. 244 00:19:25,160 --> 00:19:29,160 Other thing is the text, we have to provide them with, 245 00:19:29,160 --> 00:19:33,160 if they're a bit ambitious. 246 00:19:33,160 --> 00:19:37,160 Elaborated text is text 247 00:19:37,160 --> 00:19:41,160 which one is the elaborated version? 248 00:19:41,160 --> 00:19:45,160 That's right, this one. 249 00:19:45,240 --> 00:19:49,240 Advantages and disadvantages of elaboration 250 00:19:49,240 --> 00:19:53,240 are only advantages or disadvantages as to you. 251 00:19:53,240 --> 00:19:57,240 Perhaps you need to read it in detail, okay? I'll give you some time to go 252 00:19:57,240 --> 00:20:01,240 through it, okay? And concentrate on content and also 253 00:20:01,240 --> 00:20:05,240 sentence embedding and all that stuff. 254 00:20:15,160 --> 00:20:19,240 Okay. 255 00:20:45,160 --> 00:20:49,240 Okay. 256 00:21:15,160 --> 00:21:19,240 Okay. 257 00:21:45,160 --> 00:21:49,240 Okay. 258 00:22:15,240 --> 00:22:19,240 Okay. 259 00:22:19,240 --> 00:22:23,240 Okay, any comments? 260 00:22:23,240 --> 00:22:27,240 On language? 261 00:22:27,240 --> 00:22:31,240 The choice of verbs. The verbs are more common. 262 00:22:31,240 --> 00:22:35,240 They're from different lists. 263 00:22:35,240 --> 00:22:39,240 It's different. 264 00:22:39,240 --> 00:22:43,240 So the verbs are easier. 265 00:22:43,320 --> 00:22:47,320 What about the content? 266 00:22:47,320 --> 00:22:51,320 The words referring to clergy, 267 00:22:51,320 --> 00:22:55,320 monastery, bishop. 268 00:22:55,320 --> 00:22:59,320 It's elaborated on. 269 00:22:59,320 --> 00:23:03,320 Which means, which are. 270 00:23:03,320 --> 00:23:07,320 Which isn't necessarily a monastery. 271 00:23:07,320 --> 00:23:11,320 So it's everything. 272 00:23:11,400 --> 00:23:15,400 So it gets longer, obviously. 273 00:23:15,400 --> 00:23:19,400 There's also some content using italics with the main 274 00:23:19,400 --> 00:23:23,400 terms in each of the paragraphs. 275 00:23:23,400 --> 00:23:27,400 How do you see this adaptation? 276 00:23:27,400 --> 00:23:31,400 I used to focus on technical terms. 277 00:23:31,400 --> 00:23:35,400 That's a good idea because they're highlighted. 278 00:23:35,400 --> 00:23:39,400 They can see clearly and they retain the technical terms. 279 00:23:39,480 --> 00:23:43,480 They skip the technical terms because they're highlighted. 280 00:23:43,480 --> 00:23:47,480 That's right. As we will see in a minute, in order to infer the terms, it's necessary to highlight them. 281 00:23:47,480 --> 00:23:51,480 For the students to see what are the most important. 282 00:23:51,480 --> 00:23:55,480 Perhaps it's a bit too long, okay? 283 00:23:55,480 --> 00:23:59,480 But it's not a bad idea. 284 00:23:59,480 --> 00:24:03,480 Though, there are people who criticize this because it is too worthy 285 00:24:03,480 --> 00:24:07,480 and redundant for so many explanations. 286 00:24:07,560 --> 00:24:11,560 The main criticism is the avoidance of all-force 287 00:24:11,560 --> 00:24:15,560 economical language, as I said before. 288 00:24:15,560 --> 00:24:19,560 Because, you know, academic language uses this economic language. 289 00:24:19,560 --> 00:24:23,560 And in a way, probably we are not dealing with text as such. 290 00:24:23,560 --> 00:24:27,560 And besides Spanish, they're very verbal. 291 00:24:27,560 --> 00:24:31,560 So they like to have very complicated constructions. 292 00:24:31,560 --> 00:24:35,560 And this text is like this. 293 00:24:35,640 --> 00:24:39,640 There is a certain parallelism between Spanish and English. 294 00:24:39,640 --> 00:24:43,640 That's right. It could be written by a Spanish writer 295 00:24:43,640 --> 00:24:47,640 which is probably a bit too level. 296 00:24:47,640 --> 00:24:51,640 So probably you can use this text 297 00:24:51,640 --> 00:24:55,640 but not for pedagogical reasons. 298 00:24:55,640 --> 00:24:59,640 I mean, just to show them that English is not as worthy 299 00:24:59,640 --> 00:25:03,640 as Spanish, that it is much more economical. 300 00:25:03,720 --> 00:25:07,720 You can compare these two texts. 301 00:25:07,720 --> 00:25:11,720 Even the source text and the elaborated text. 302 00:25:11,720 --> 00:25:15,720 Compare those texts and work with them by saying 303 00:25:15,720 --> 00:25:19,720 who do you think the writer is? 304 00:25:19,720 --> 00:25:23,720 A native speaker? A non-native speaker? Why? 305 00:25:23,720 --> 00:25:27,720 Perhaps this is too difficult for a secondary student. 306 00:25:27,720 --> 00:25:31,720 Because even university students have difficulties in finding that. 307 00:25:31,800 --> 00:25:35,800 This is an example of a text written by a Spaniard. 308 00:25:35,800 --> 00:25:39,800 So not a good example either. 309 00:25:39,800 --> 00:25:43,800 Then, this redisclosified text which changes in meaning 310 00:25:43,800 --> 00:25:47,800 and form by adding graphs as you've got there 311 00:25:47,800 --> 00:25:51,800 with these plants from the cathedral. 312 00:25:51,800 --> 00:25:55,800 The text is a bit shorter than 313 00:25:55,800 --> 00:25:59,800 the elaborated one and also than the source text. 314 00:25:59,880 --> 00:26:03,880 And not much longer, only a bit longer 315 00:26:03,880 --> 00:26:07,880 than the simplified version. 316 00:26:07,880 --> 00:26:11,880 If you have a look at it again, words are again 317 00:26:11,880 --> 00:26:15,880 highlighted in italics and those 318 00:26:15,880 --> 00:26:19,880 for which you've got some kind of 319 00:26:19,880 --> 00:26:23,880 visual aid are followed by an asterisk. 320 00:26:23,880 --> 00:26:27,880 Then you've only got the ground plan and the transcript. 321 00:26:27,960 --> 00:26:31,960 There will be also a picture for the spire and the dome. 322 00:26:31,960 --> 00:26:35,960 That's an example that will be fine just with these two. 323 00:26:35,960 --> 00:26:39,960 But they are the same. 324 00:26:39,960 --> 00:26:43,960 This is a poem about Verna. 325 00:26:43,960 --> 00:26:47,960 She's the same. 326 00:26:47,960 --> 00:26:51,960 Probably it's my fault when I copied it. 327 00:26:51,960 --> 00:26:55,960 Because it's taken from Lorenzo. 328 00:26:56,040 --> 00:27:00,040 I couldn't place the same thing. 329 00:27:00,040 --> 00:27:04,040 Sorry about that. That's my fault. 330 00:27:04,040 --> 00:27:08,040 Thank you for a good title. 331 00:27:08,040 --> 00:27:12,040 If you look at it, it's the same. 332 00:27:12,040 --> 00:27:16,040 Because you are doing something wrong. 333 00:27:20,040 --> 00:27:24,040 Any questions about this? 334 00:27:24,120 --> 00:27:28,120 I have a question about the text itself. 335 00:27:28,120 --> 00:27:32,120 It starts talking about the cathedrals. 336 00:27:32,120 --> 00:27:36,120 Then in the middle there's all this stuff about the community. 337 00:27:36,120 --> 00:27:40,120 I was wondering about rearranging the text a little bit. 338 00:27:40,120 --> 00:27:44,120 This seems like very complex information about how the community is structured. 339 00:27:44,120 --> 00:27:48,120 Here we're introducing what a cathedral is and here we're talking about how a cathedral is physically laid out. 340 00:27:48,120 --> 00:27:52,120 If you read all the other three versions 341 00:27:52,200 --> 00:27:56,200 you can follow the same pattern. 342 00:27:56,200 --> 00:28:00,200 If you want you can also reorganize. 343 00:28:00,200 --> 00:28:04,200 Perhaps you will concentrate on cathedrals and then who lives there. 344 00:28:04,200 --> 00:28:08,200 All the information about the cathedral all together. 345 00:28:08,200 --> 00:28:12,200 And then talking about the communities who live there. 346 00:28:12,200 --> 00:28:16,200 Do you agree with this view? 347 00:28:16,200 --> 00:28:20,200 It's possible. 348 00:28:20,280 --> 00:28:24,280 It depends on you mainly. 349 00:28:24,280 --> 00:28:28,280 But the idea is that you have to adapt the text to your current situation. 350 00:28:28,280 --> 00:28:32,280 If you find the necessity of adapting, 351 00:28:32,280 --> 00:28:36,280 if you want to use the complete authentic text, 352 00:28:36,280 --> 00:28:40,280 if you're adapting for your level of teaching. 353 00:28:40,280 --> 00:28:44,280 If I was doing this in the university then I wouldn't adapt because I didn't know about the text. 354 00:28:44,280 --> 00:28:48,280 Primary and secondary, it's a possibility. 355 00:28:48,360 --> 00:28:52,360 Can you give an example of how you would use a redisclosive text? 356 00:28:52,360 --> 00:28:56,360 Or in what situation? 357 00:28:56,360 --> 00:29:00,360 When would I use this text? 358 00:29:00,360 --> 00:29:04,360 I would use this text with your secondary students. 359 00:29:04,360 --> 00:29:08,360 Obviously with the right grasp. 360 00:29:08,360 --> 00:29:12,360 I think it's interesting because you've got everything here. 361 00:29:12,360 --> 00:29:16,360 You've got the words with a brief explanation. 362 00:29:16,440 --> 00:29:20,440 Then you've got the visual aid for those who are perhaps the most difficult for them. 363 00:29:20,440 --> 00:29:24,440 Because they are not familiarised with art in general. 364 00:29:24,440 --> 00:29:28,440 And with art in English. 365 00:29:28,440 --> 00:29:32,440 So that's why I think this is a good option. 366 00:29:32,440 --> 00:29:36,440 Because it's not easy, it's challenging for them to learn things. 367 00:29:36,440 --> 00:29:40,440 We will work on several activities focusing on this redisclosive text in a minute. 368 00:29:40,440 --> 00:29:44,440 Then we'll talk about rhythm strategies. 369 00:29:44,520 --> 00:29:48,520 How to infer some vocabulary. 370 00:29:48,520 --> 00:29:52,520 How to do follow-up activities. 371 00:29:52,520 --> 00:29:56,520 How to use visual organisers with this text. 372 00:29:56,520 --> 00:30:00,520 It's not more complex but it's longer. 373 00:30:00,520 --> 00:30:04,520 And I think it's useless. 374 00:30:04,520 --> 00:30:08,520 So much information when there's no need. 375 00:30:08,520 --> 00:30:12,520 Because if they're interested in finding information about clergy at the time. 376 00:30:12,600 --> 00:30:16,600 Or monasteries or whatever, there are lots of sources. 377 00:30:16,600 --> 00:30:20,600 They can go now, for example the internet. 378 00:30:20,600 --> 00:30:24,600 And they will find millions of pages. 379 00:30:24,600 --> 00:30:28,600 Any further questions on this first part? 380 00:30:28,600 --> 00:30:32,600 Then, rhythm strategies. 381 00:30:32,600 --> 00:30:36,600 Crandall, who worked with content-based instruction in the States 382 00:30:36,600 --> 00:30:40,600 several years ago, said that students should be aware of learning strategies. 383 00:30:40,680 --> 00:30:44,680 Especially those emphasising interactive reading and writing. 384 00:30:44,680 --> 00:30:48,680 Focusing on new content vocabulary. 385 00:30:48,680 --> 00:30:52,680 And referring to the academic area of the site it's being learned. 386 00:30:52,680 --> 00:30:56,680 Then, as you know, reading is an active skill. 387 00:30:56,680 --> 00:31:00,680 Which involves guessing, inferring, asking oneself questions and checking. 388 00:31:00,680 --> 00:31:04,680 And students should be aware of these skills. 389 00:31:04,680 --> 00:31:08,680 In order to benefit from the text they were with in class. 390 00:31:08,760 --> 00:31:12,760 So, first strategy. 391 00:31:12,760 --> 00:31:16,760 Inferring. 392 00:31:16,760 --> 00:31:20,760 By inferring, we imply making use of syntactic, logical and cultural clues 393 00:31:20,760 --> 00:31:24,760 to discover the meaning of unknown words. 394 00:31:24,760 --> 00:31:28,760 Obviously, we need to train our students. 395 00:31:28,760 --> 00:31:32,760 Because if we give them a test and we say 396 00:31:32,760 --> 00:31:36,760 try to infer, probably if we say monasterium, 397 00:31:36,840 --> 00:31:40,840 it's a comment they could find easily. 398 00:31:40,840 --> 00:31:44,840 But if we go to words like spire 399 00:31:44,840 --> 00:31:48,840 they will be familiar with that. 400 00:31:48,840 --> 00:31:52,840 So, they need to focus on the core of the sentence. 401 00:31:52,840 --> 00:31:56,840 Because if, for example, they don't understand the verb 402 00:31:56,840 --> 00:32:00,840 it's very difficult for them to infer any meaning. 403 00:32:00,840 --> 00:32:04,840 And the same happens with the words which are next to this core word. 404 00:32:04,920 --> 00:32:08,920 That is nouns and adjectives. 405 00:32:08,920 --> 00:32:12,920 Then, 406 00:32:12,920 --> 00:32:16,920 it's important to let them know that a text is a web 407 00:32:16,920 --> 00:32:20,920 of related ideas. And if there's no cognition in the text 408 00:32:20,920 --> 00:32:24,920 as, for example, in the simplified version, we can't 409 00:32:24,920 --> 00:32:28,920 make them think of how to link ideas. 410 00:32:28,920 --> 00:32:32,920 And perhaps that one idea will come at the beginning and will follow at the end. 411 00:32:33,000 --> 00:32:37,000 So, it's some kind of web. 412 00:32:37,000 --> 00:32:41,000 Then, Nation distinguishes five strategies 413 00:32:41,000 --> 00:32:45,000 or five in-the-guessing-from-context strategies. 414 00:32:45,000 --> 00:32:49,000 First of all, to focus on the word, probably by highlighting 415 00:32:49,000 --> 00:32:53,000 the word. Then, looking at the immediate context 416 00:32:53,000 --> 00:32:57,000 as I have just said, that is the words which are next to this word. 417 00:32:57,000 --> 00:33:01,000 Then, to a wider context, probably the whole paragraph. 418 00:33:01,080 --> 00:33:05,080 Then, to try and guess the word 419 00:33:05,080 --> 00:33:09,080 and finally to check if 420 00:33:09,080 --> 00:33:13,080 the guess is right. Either with a teacher's help or by 421 00:33:13,080 --> 00:33:17,080 looking it up in a dictionary. But looking things up 422 00:33:17,080 --> 00:33:21,080 in dictionaries is not an easy task for secondary students. 423 00:33:21,080 --> 00:33:25,080 Because most of the times they don't get the right meaning. But a meaning which has nothing 424 00:33:25,080 --> 00:33:29,080 to do with the intended one. 425 00:33:29,160 --> 00:33:33,160 So, what 426 00:33:33,160 --> 00:33:37,160 I want you to think. 427 00:33:37,160 --> 00:33:41,160 Now, again, with this redisclosing part. 428 00:33:41,160 --> 00:33:45,160 First of all, words you think your students may infer. 429 00:33:45,160 --> 00:33:49,160 From this text. 430 00:33:49,160 --> 00:33:53,160 And also, have a look at these clear, basic concepts 431 00:33:53,160 --> 00:33:57,160 of taking into account previous knowledge 432 00:33:57,240 --> 00:34:01,240 for them to acquire new knowledge. 433 00:34:01,240 --> 00:34:05,240 So, imagine, if you give them this text and you say 434 00:34:05,240 --> 00:34:09,240 try to infer the meaning of these words, they would do nothing. 435 00:34:09,240 --> 00:34:13,240 But, as Nation says, 436 00:34:13,240 --> 00:34:17,240 attention-drawing activities are effective 437 00:34:17,240 --> 00:34:21,240 or the most effective, as he said, to facilitate learning vocabulary 438 00:34:21,240 --> 00:34:25,240 through its context. And it can be done in three ways. 439 00:34:25,320 --> 00:34:29,320 Paying attention to the word. 440 00:34:29,320 --> 00:34:33,320 Providing access to the meaning of the word. 441 00:34:33,320 --> 00:34:37,320 And motivating attention to the word. And he suggests several activities. 442 00:34:37,320 --> 00:34:41,320 You can do, for example, pre-teach words. 443 00:34:41,320 --> 00:34:45,320 Your students may find difficult in reading comprehension. 444 00:34:45,320 --> 00:34:49,320 Do this brainstorming activity, I was saying before, in order to know how much 445 00:34:49,320 --> 00:34:53,320 they know about the words they will be dealing with. 446 00:34:53,400 --> 00:34:57,400 And then, doing follow-up activities. 447 00:34:57,400 --> 00:35:01,400 Just to refresh and to go back to the vocabulary they have been working with 448 00:35:01,400 --> 00:35:05,400 during each of the sessions. 449 00:35:05,400 --> 00:35:09,400 And motivating attention to the word includes also testing 450 00:35:09,400 --> 00:35:13,400 at the end and asking them for this. And also, to apply these terms 451 00:35:13,400 --> 00:35:17,400 for example, as you said before, by writing a summary 452 00:35:17,400 --> 00:35:21,400 of the text. Or, if the level of your students is low, perhaps by 453 00:35:21,480 --> 00:35:25,480 writing a sentence with more or less the same meaning. 454 00:35:25,480 --> 00:35:29,480 You are doing most of these activities. 455 00:35:29,480 --> 00:35:33,480 These are simply suggestions. 456 00:35:33,480 --> 00:35:37,480 So, what possible task you can do, as I said, 457 00:35:37,480 --> 00:35:41,480 is to highlight the words, to check students' previous knowledge, 458 00:35:41,480 --> 00:35:45,480 to teach unknown vocabulary using definitions 459 00:35:45,480 --> 00:35:49,480 or synonyms, just to be working with 460 00:35:49,560 --> 00:35:53,560 the language, your target language, all the time. I will try to avoid translations 461 00:35:53,560 --> 00:35:57,560 but sometimes it's very, very difficult. 462 00:35:57,560 --> 00:36:01,560 Because if you try to explain the word, you repeat the definition four times 463 00:36:01,560 --> 00:36:05,560 and your students are unable to guess the meaning, perhaps 464 00:36:05,560 --> 00:36:09,560 you have to translate it. But, I tend 465 00:36:09,560 --> 00:36:13,560 to avoid. Now, obviously, at university I was a secondary teacher for some time 466 00:36:13,560 --> 00:36:17,560 I try to give them synonyms or translations. 467 00:36:17,640 --> 00:36:21,640 And, after reading the text, for example 468 00:36:21,640 --> 00:36:25,640 do follow-up activities with this vocabulary. And one, which is very, very 469 00:36:25,640 --> 00:36:29,640 common, is matching the content words 470 00:36:29,640 --> 00:36:33,640 with the definitions, as you can see here. 471 00:36:33,640 --> 00:36:37,640 What I did is try and find these definitions on 472 00:36:37,640 --> 00:36:41,640 Cambridge Online Dictionary. So, it's academic language. 473 00:36:41,640 --> 00:36:45,640 It's not my definition, but an academic definition. 474 00:36:45,720 --> 00:36:49,720 The idea is to see if they can match them. 475 00:36:49,720 --> 00:36:53,720 And probably they will find problems with the vocabulary 476 00:36:53,720 --> 00:36:57,720 in these definitions, because they are not familiar with the words 477 00:36:57,720 --> 00:37:01,720 for example, priest, or 478 00:37:01,720 --> 00:37:05,720 I don't know, lower rank. 479 00:37:05,720 --> 00:37:09,720 So, probably more vocabulary would appear. 480 00:37:09,720 --> 00:37:13,720 Any questions? 481 00:37:13,800 --> 00:37:17,800 Next strategy. 482 00:37:17,800 --> 00:37:21,800 When we skim a text, we go through the reading material quickly 483 00:37:21,800 --> 00:37:25,800 in order to get the gist of it. To know how it is organised 484 00:37:25,800 --> 00:37:29,800 or to get an idea of the tone or the intention of the writer. 485 00:37:29,800 --> 00:37:33,800 So, there are some clues to help you. As we said before, 486 00:37:33,800 --> 00:37:37,800 fonting, or pictures, or balance points. 487 00:37:37,800 --> 00:37:41,800 So, if a possible activity, possible skimming activity 488 00:37:41,880 --> 00:37:45,880 would be a general one, this perhaps is 489 00:37:45,880 --> 00:37:49,880 just for them to tick the right answer. The aim of the text is 490 00:37:49,880 --> 00:37:53,880 to entertain, to persuade, to inform. 491 00:37:53,880 --> 00:37:57,880 Then, the term Ecclesia Cathedral was used for the first time. 492 00:37:57,880 --> 00:38:01,880 Then we are asking for specific information, but we are providing all the information. 493 00:38:01,880 --> 00:38:05,880 Again, they simply have to tick, they don't have to write any content words. 494 00:38:05,880 --> 00:38:09,880 And, cathedrals usually have circles. 495 00:38:09,960 --> 00:38:13,960 Obviously, you can complicate things. This is probably for a lower 496 00:38:13,960 --> 00:38:17,960 level class. 497 00:38:17,960 --> 00:38:21,960 Then, scanning. We try to locate specific 498 00:38:21,960 --> 00:38:25,960 information, and often we don't even follow the linearity 499 00:38:25,960 --> 00:38:29,960 of the passage. We simply let our eyes wander 500 00:38:29,960 --> 00:38:33,960 over the text. And we find what we are looking for, whether it be a name, 501 00:38:33,960 --> 00:38:37,960 a date, or a less specific. So here, I would suggest 502 00:38:38,040 --> 00:38:42,040 an activity with questions, for them to write things down. 503 00:38:42,040 --> 00:38:46,040 First of all, when was the term Ecclesia Cathedral used for the first time? 504 00:38:46,040 --> 00:38:50,040 Or, who formed a religious community? Content vocabulary there. 505 00:38:50,040 --> 00:38:54,040 How was it called? How was the cathedral 506 00:38:54,040 --> 00:38:58,040 organized during the 10th and 11th centuries? 507 00:38:58,040 --> 00:39:02,040 And, what is the name of the place where the nerve and the transept meet? 508 00:39:02,040 --> 00:39:06,040 So, trying not to write many, many words, but content words 509 00:39:06,120 --> 00:39:10,120 for this historical text. 510 00:39:10,120 --> 00:39:14,120 Any questions about skipping scanning? 511 00:39:18,120 --> 00:39:22,120 I will use them at the end. 512 00:39:22,120 --> 00:39:26,120 Scaffolding, as Mahisto March 513 00:39:26,120 --> 00:39:30,120 and Figo said, is akin to a temporary supporting structure 514 00:39:30,120 --> 00:39:34,120 that students learn to use and rely on in order to achieve learning outcomes. 515 00:39:34,200 --> 00:39:38,200 So, to access previously acquired knowledge, 516 00:39:38,200 --> 00:39:42,200 to process new information, and to take their understanding several 517 00:39:42,200 --> 00:39:46,200 steps further. 518 00:39:46,200 --> 00:39:50,200 Again, Crandall, who worked with graphic organisers, 519 00:39:50,200 --> 00:39:54,200 there are many graphic organisers here, and we point out just mind maps, 520 00:39:54,200 --> 00:39:58,200 bell diagrams, tables, flowcharts, and timelines 521 00:39:58,200 --> 00:40:02,200 are useful to activate schema for prayer reading or 522 00:40:02,280 --> 00:40:06,280 focusing on reading activities, but most of this 523 00:40:06,280 --> 00:40:10,280 could also be applied to listening activities. 524 00:40:10,280 --> 00:40:14,280 And, to organise information, which is what I'm focusing on, 525 00:40:14,280 --> 00:40:18,280 from written text to develop efficient reading strategies 526 00:40:18,280 --> 00:40:22,280 and to capture and organise ideas during the pre-writing stage. 527 00:40:22,280 --> 00:40:26,280 So, this person links oral skills 528 00:40:26,280 --> 00:40:30,280 with written skills. 529 00:40:30,360 --> 00:40:34,360 Mind maps, I think you're all familiar with what a mind map is. 530 00:40:34,360 --> 00:40:38,360 There are several ways of doing mind maps, 531 00:40:38,360 --> 00:40:42,360 as simple as, for example, the example I've written here, 532 00:40:42,360 --> 00:40:46,360 with the paths of a cathedral, simply just a main circle, a cathedral, 533 00:40:46,360 --> 00:40:50,360 which is a board, and the paths of a cathedral. 534 00:40:50,360 --> 00:40:54,360 You can use it with the clergy, or any other thing. 535 00:40:54,360 --> 00:40:58,360 Then, bell diagrams, 536 00:40:58,440 --> 00:41:02,440 to compare differences from two or three objects. 537 00:41:02,440 --> 00:41:06,440 Here, what you can do is to compare the 10th century 538 00:41:06,440 --> 00:41:10,440 to the 21st. Probably there's not much difference in this text, 539 00:41:10,440 --> 00:41:14,440 because the church is not the one that matters so much, 540 00:41:14,440 --> 00:41:18,440 but things are different, and in the middle, the things, 541 00:41:18,440 --> 00:41:22,440 they share. 542 00:41:22,440 --> 00:41:26,440 Flow diagrams, I haven't got any examples with flow diagrams, 543 00:41:26,520 --> 00:41:30,520 because they're not relevant for this text, but represent information 544 00:41:30,520 --> 00:41:34,520 to show the steps in the process of making a decision. 545 00:41:34,520 --> 00:41:38,520 Tables are used to categorise information, 546 00:41:38,520 --> 00:41:42,520 usually with columns and headings, and timelines, which are also very useful 547 00:41:42,520 --> 00:41:46,520 with historical texts, but in this text there's no 548 00:41:46,520 --> 00:41:50,520 March dates, there are no May dates there, so that's why I haven't found any. 549 00:41:50,520 --> 00:41:54,520 And then, I think that's all 550 00:41:54,600 --> 00:41:58,600 I have to say, that's all of my part, so if you have any questions, 551 00:41:58,600 --> 00:42:02,600 perhaps sometime maybe to ask me. 552 00:42:02,600 --> 00:42:06,600 And then, no questions? 553 00:42:06,600 --> 00:42:10,600 So, concluding remarks. 554 00:42:10,600 --> 00:42:14,600 Authentic texts should be adapted to your student's level, 555 00:42:14,600 --> 00:42:18,600 so that they can acquire new content vocabulary. 556 00:42:18,600 --> 00:42:22,600 Rediscursive texts seem to be the most effective, 557 00:42:22,680 --> 00:42:26,680 as well as being challenging, coherent and complex. 558 00:42:26,680 --> 00:42:30,680 Though, you can also use the others for other reasons. 559 00:42:30,680 --> 00:42:34,680 Inferring, skimming and scanning activities provide examples 560 00:42:34,680 --> 00:42:38,680 of how to teach and work with content vocabulary 561 00:42:38,680 --> 00:42:42,680 in a clear context, and graphic organisers are useful 562 00:42:42,680 --> 00:42:46,680 tools to tag and repackage content vocabulary. 563 00:42:46,680 --> 00:42:50,680 So, thank you very much. 564 00:42:52,600 --> 00:42:56,680 Thank you very much for coming.