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To readapt the activity , we took into account the following tips and strategies given in class by our professor and classmates:

Top down and bottom up

Receptive versus productive ( + receptive than productive)

Role of context

within the text

general→ role of prior knowledge

transfer phenomenon

5 words in a page that you don't understand→ the text is difficult

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We strongly believe that the use of mother tongue is necessary , especially if we take into account the chilean context in which there is still a lot to work on.

One of the main aspects that  we choose to focus an activity on, is on pre-reading activities. In those ones, I rather discuss concepts and present the words through images, so that, students are going to understand better what they are reading.

Also the most significant learning through this topic, was that we can use mother tongue, even sometimes we have to. A good class of English is not the one that is entirely made in english, but the one that the teacher, assuming the role of monitor, is aware of the different levels of proficiency of the students and readapts the the communication by dosifying the use of mother tongue in order to make input comprehensible.

Moreover, we also consider the role of translation in the extreme cases in which no English is understood. In those cases, there must be a focus on key words, together with words in English that are understood and also with others that are not;  those would be the one in which translation is used as an aid.

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Lucas Assmar--> 50%
Yessenia Gonzalez --> 50%

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Taking into account the strategies provided, we decided an activity in which
-Students had to pay attention what we supposed were the most difficult words.
-These difficult words were in bolds.
- We marked about 1 or 2 words per paragraph, with a total of 6 words.
-Students are given a chart with the words in spanish.
-Below, they have another chart. In column A, they are provided the words in bold again, but this time with its context translated into spanish.Once they have this clue, they will have to write in column A the word in spanish that corresponds to the word in bolds

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First, we thought about an activity in which they had to fill in the gaps with the word in English, which also had its translation into Spanish in order to help them to understand the meaning of the word. However, and thanks to the feedback provided by the professor, we realized that:
-The words we chose were not challenging enough to tackle a mixed audience
-These words were similar with their cognates in Spanish.
-Although we gave them the words in Spanish, it could be difficult for them to achieve the aim, because we did not provide any tool that helped them to understand the context in which this words were situated.

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Taking into account the mistakes made in the first try, we designed a new activity, in which:
-Words were more challenging
-We used cognates this time in context, in order to help them later to figure out its meaning in the chart of column B
EG : legal jeopardy,
responded snarkily
-We gave them the context in Spanish and we kept the word in bolds in English.This was thought to help them to understand the meaning in a context that was more familiar, which is their mother tongue.
-We considered this activity was suitable for both, low and high proficiency learners:
LPL--> paragraphs with the context in Spanish will help the to understand the meaning of the word in order to relate it with its cognate in spanish.
HPL--> as they propably understood the context in English, the paragraphs in Spanish will help them as confirmation.

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10th graders.

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The use of mother tongue is justified by the process of scaffolding supported by the mineduc in its document Planes y Programas. It recognizes that learning a new language is a systematic  and methodic process. We are conscious of the chilean context in which for the majority of students, the proper use of mother tongue could be a useful tool to reach a more proficient level of English

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Unit 4: Medios de comunicacion y formas de comunicarse