Accuracy vs. proficiency: an illustration

photo Steve Mullan

Accuracy refers to grammatical forms that match the standard form of the language. So, a student produces 'yo pensé' instead of 'yo piense' (something my 3's have been doing recently). Proficiency includes an aspect of accuracy, but primarily refers to how well the speaker (or writer) is able to communicate and comprehend meaning. The contrast is what Cathy Doughty (confusingly) refers to as focus on form vs. focus on formS. (The distinction is necessary but this way of referring to it has always driven me up the wall- I can't remember which is which without looking it up. Every.time.)

Next week, Ingrid Betancourt is coming to visit our local library, a super exciting event because every year for the past 3 years my Spanish 3 students have done a project related to her kidnapping and rescue. To prepare for her book talk, I got her book in Spanish and I'm trying to finish it before she comes. It's 700 pages long. I've made it halfway. I just read this morning a perfect example of the importance of proficiency over accuracy. I know that as Spanish teachers it makes us cringe inside every time we hear "Me llamo es..." but read this snippet of Betancourt's story and see which you think is more important.

Betancourt was in the jungle for more than 6 years. Not long after she was kidnapped, three American contractors were also kidnapped, and they ended up with her for a period of time in a type of jail in the jungle. The hostages bickered quite a bit amongst themselves, often targeted at Betancourt, so much so that at one point she was taken out of the jail and housed elsewhere in the camp. Then, the other hostages back in the jail complained so much that her conditions were now better than theirs, that she was transferred back. When she returned, one of the Americans, Marc Gonsalves, whom she says did not participate in all the bickering, approached her. Here's my loose translation:

Marc smiled sadly and told us in broken Spanish, with all the verbs in infinitive form, that he was very happy to see Lucho and I again. His words reached my soul...

"I can't believe it! You're speaking Spanish! I go away for three short weeks and you end up speaking better than me!"

...

Everyone laughed, because Marc answered with the three words of Spanish that he could patch together. He translated literally some English expressions that, miraculously, in Spanish came out hysterical and made us all laugh. Then he bid farewell courteously and went back to the barrack.

So, can verbs in infinitive "reach the soul"?

A song made for early Spanish 1

photo by Bogdan Tociacu

Last week Luis Fonsi's new album Tierra Firme came out - and it's good. It's worth the whole download, I promise. The Deluxe version came with the video for Gritar, as well as acoustic and ranchero versions of that fabulous song.

As I was listening, this song called "Me gustas tú" came on. The more I listened the more I thought, Seriously, did Fonsi write this song for the beginning units for Spanish 1? It's a gem for any unit on expressing likes/dislikes. Here's hoping a good video comes out for it, too.

Best songs for stem changing irreg. present

@lisajmch asked on Twitter this week about good activities for stem-changing verbs and my mind immediately went to a blog post I thought I'd made about a song with repetitions of 'puedo,' and again, it turned out it was in the dashboard and not written or published. So here goes.

I feel like a broken record, but to start off,
-only students who go on to major in Spanish will benefit from calling them "stem-changing" verbs. I've found it more useful to say things like "repite is a verb that acts like pide, so you have pido, repito, but rePETimos, PEDimos" - you're pointing out the difference without giving it a useless grammatical label and it gets you more accurate input in their ears.
-only accurate comprehensible input will cause them to spontaneously (read: without having to think & self-edit all the time) and consistently produce accurate forms. If all they ever hear is "puedo" and "poder," they won't produce "podo" or "pueder" unless they're overgeneralizing, and then that's just a creative, natural process of language that corrects itself with more input.

Anyway, for fun, here are two excellent songs to deal with that messy irregular present tense.



The Bacilos hit Pasos de gigantes is a gold mine with 9 repetitions of puedo just in the first verse. Have them count them. Have them touch their nose whenever they hear one. Something that lets you replay the accurate input into their ears. Also, you have a 'puedes' elsewhere and other stem-changers 'siento' & 'pienso' in the chorus which means they're also repeated. There used to be a good music video available for it on YouTube but it must have had copyright issues because I can't find it anywhere.



One of the all-time hits in my classroom is Fonseca's Hace tiempo, which does have a fabulous music video widely available too. Along with some really interesting cultural content, you've got a vast array of present tense to have fun with here, including present progressive and the 'g' verbs 'digo' and 'tengo' (another reason teaching "stem-changing" verbs doesn't work--what about when they're in both categories?). You'll also find the stem changers 'quiero,' 'siento,' and reflexive 'muero.' Incidentally, I have never had success "teaching" the hace + period of time concept and seeing students actually produce it until this song got into some of them.

Music works!

Low-level learners can't understand authentic media, what?

Low-level vocabulary, motivating subject matter, absolutely up-to-date...

tell me again why we aren't using authentic materials in the low levels?

Pure present tense & at least 22 repetitions of 'ya no'

This is an old song by Juanes but great for 'ya no'- a phrase used so frequently that doesn't have a good matchup as far as syntax with English. You could say "no longer" but we typically have the 'not' paired with do/does + 'anymore' after the main verb... yuck. 'Ya no' is much more user-friendly. ;-)

The YouTube video actually shows an execution by electric chair so it's a bit rough in that way.

Tweet with double objects

This tweet from @Fonseca came through just now--why not use it to see how your students do with the double objects?

Plus his use of 'q' and 'super' are fun.

"En Bogota hay un restaurante q se llama "EL COMEDOR", se los super recomiendo! Buenisimo!"

Scope & sequence, word list for Spanish 1

About three years ago I finally obeyed the inner voice that was yelling at me that textbooks were terribly unmotivating and out-of-date as soon as they were printed and we closed our textbooks forever and haven't looked back, in Spanish 1 through 3 anyway (we do use a workbook some in AP to get students used to the format of the AP exam).

(Side note: for a good blog post on throwing out your textbooks by Shelly Blake-Plock a.k.a. @teachpaperless, look here.)

As Shelly mentions, one thing textbooks do for us as teachers is give us structure. We do have to have structure, after all. At my school we just hired a new Spanish 1 & 2 teacher (and by new I mean it's her first year teaching as well) and for the past several weeks I've been working on organizing and updating the Spanish 1 and 2 scope & sequence and word lists for her. One thing I've been doing is using Mark Davies' amazing Corpus del Español to edit verb forms for higher frequency (look here for a good explanation by Michel Baker on how to use the Corpus), as well as checking to be sure we have the most frequent words in the lists.

And as I'm a firm believer in sharing the work we do, here are the documents for Spanish 1.
Word list (sorry all the dates are from 2008)
Scope and sequence ("extended" in the spring is because our spring quarters are technically 10 weeks long)
Feel free to "steal" and use whatever you can. As you read, keep in mind I teach in a private Christian school in a textbookless, translation-less, technology-based, storytelling classroom full of pop music and communicative, performance-based assessments.

Spanish 2 coming soon.

A warm-up from @samocamila: por vs. para

A tweet from @samocamila, he's just full of fun stuff these days:
A todos los fans les mando un besote!!!, tengo mucha emoción por cantar para ustedes esta noche en premios juventud, los amo!.

Úsalo para practicar la diferencia entre por y para, y no te pierdas la oportunidad de enfocarse a los estudiantes en esa palabrita muy chévere 'besote'. :-)

A case for avoiding "pet" grammar

My baby's been occupying a whole lot of my time lately, draining the life from my blogging and twittering, but in the grand scheme of priorities, she's above my blog, sorry. ;-)  But now that potty training is going more smoothly I'll make a concerted effort to get back into things.

Way too long ago I saw a few tweets from some Twitter friends, also Spanish teachers, retweeting and agreeing with this post about how students in U.S. Spanish classes should learn the vosotros.  It caused a twinge of guilt in me, I'll admit, because I don't teach the vosotros.  We call it "that y'all -ais isteis ending they use in Spain" every once in a while when it comes up in conversation, but I don't explicitly teach it, not even in AP Spanish. Why? Because I like to think I'm on a mission to get my students communicative in the comparatively tiny amount of time I have, and vosotros isn't part of it.  But what if they're right? What if I'm cheating them out of something, just because never in my Spanish-speaking 20 years have I ever used or needed the vosotros form?  So, I thought, I'll ask.  I do have one student in my six years of teaching who did study abroad in Spain. Also, my colleague who teaches lower-level Spanish with me studied abroad in Spain.  I'll ask them.  My colleague told me that she thought it's a good idea to introduce it so they can recognize it when they see it, but other than that it's more or less a waste of time.  As for my former student, here's what she told me via facebook message:
"Having spent time in Spain I think I would still agree with you that spending a lot of time teaching vosotros isn't really needed. I think as long as you told your students what it is and maybe went over some of the verbs like ir, comer, and hablar to give them an idea of how it works. I think the best explanation of it is to tell them it is the form the Spaniards use for y'all."

Whew, mental forehead wipe.  So the two people I know who might have told me I'd been cheating my students reassured me that as long as they know what it is, it's not a big deal if they can't really use it.

What makes me think this even more is the Latin American use of vos.  I had friends in Texas who regularly used the preterite conjugation of vosotros with me as a conjugation of vos, which isn't taught in any textbook.  What about that?

This got me thinking more about pet grammar and about my own shortcomings.  How much time do we as teachers spend teaching stuff that's just uncommunicative junk that doesn't matter?  Take me, for instance.  Would you believe that at the beginning of this year I actually spend a few days and a good part of a test teaching and evaluating the presence or absence of the definite article before a qualified or unqualified profession word? I mean, come on! (If you're as lost as you should be, what I mean is, 'él es abogado' vs. 'él es un buen abogado'.)  Where in the grand scheme of communicative language teaching did I need to waste time on that?

Another example: I distinctly remember having to memorize in college a list of the country words in Spanish and which ones typically did or did not take the definite article.  I remember memorizing that you have to use la Argentina instead of just Argentina.  Fast forward to now when I regularly read news articles in Spanish on website and see en Argentina, de Argentina, desde Argentina. Wait, where, what? Why did I memorize that again?

Let me hit a little closer to home--verb conjugations.  Oh how we love to drill them, practice them, mark them wrong, am I right?  A few weeks ago Laura Pausini put on her twitter feed @officialpausini that she wanted people to donate to Haiti or Chile earthquake relief, can't remember which, and "yo también lo hizo." ¿Hizo? Sure, you say, but Laura is actually Italian.  But she speaks Spanish quite fluently and makes more money singing in Spanish than in Italian.

But let's talk native Spanish speakers.  My students and I were doing some class activities regarding the wave of violence in Ciudad Juárez and watched some videos, including one showing a protest sign that read "Señor Presidente, hasta que encuentremos el culpable..." What a minor detail, that stem change that shouldn't be there in an -ar subjunctive, but I remember how much we studied those little details.

Pet grammar.  If it's your goal, fine, but I'd argue that's when you're really cheating your students--cheating them of the opportunity to be communicative.  Grammatical accuracy comes with a whole lot of time and comprehensible input, and in the meantime, why not just have fun with communication?  My most communicative students are the ones whose verb accuracy is all over the place, but their affective filters are low and they're willing to experiment and have fun and just lay it out there and try it and negotiate meaning.  One of them just won first place in level 4 oral proficiency at the district language festival and I can assure you my college Spanish professor would be appalled at her verb accuracy.  But when she goes to a restaurant and tries her best to chat about whatever she can think of, I can assure you the people there couldn't care less.

Authentic audio with future tense

I found a recent broadcast from Radio ONU (incidentally a great source for AP Spanish audio) that uses several verbs in the future tense because it's about a future meeting of a group discussing what they want to do about the H1N1 virus.  Current event + grammar = :o)

My favorite thing to do with these is to print the script (which is what the link will take you to), black out the target features (whether verbs or vocabulary or whatever) and copy the script, and then play the audio several times and use it as a type of cloze quiz.  I combined this with a few other future activities (a song and 2 news articles) so they were finding a total of 22 verbs, but 2 of the verbs in this audio (reunir and evaluar) they're not terribly familiar with, so I made the quiz grade worth 20 pts.  The highest grade I got was 20/20, and I only got 1 of those out of 13 students.  My lowest was 17/20, just to give you an idea.

A high-interest exercise for imperfect/pasado continuo

In my class, my students know that I don't care if they know what imperfect or preterite means. Often we call them descriptive past and sudden past, because that's the best way in my opinion to contrast them.  The trick with putting them together is to get students to use one when they're describing ongoing action and switch to the other when they want to say what happened.  We do a story, where they fill in the details, in which our two characters were going somewhere (a birthday party for the horse's mother) in some way (on an airplane) doing something (eating chocolate straws) with someone else doing something (Miley Cyrus not wearing enough clothing) when something happens (the plane fell) and while that was happening other things happened (the people screamed, the horse pushed Miley Cyrus out of the plane).

I thought about using children's books as a follow-up exercise, having them describe what was happening on the page.  I did that very quickly at the end of a class, as an oral activity, and I pushed them to make the exercise very rapid so they didn't have time to get bored, but I thought, if I do this again they're going to get bored with it as a writing exercise.  But it's almost March Madness.  We live in KY where basketball is king. I have 2 girls who will probably have a volleyball scholarship in college.  I've been hyping up the upcoming World Cup. What if I find amazing sports videos, culturally relevant, in Spanish, to use instead?

So these are what we found.  Manu Ginobli, the most accomplished Latin American basketball player ever, beats Serbia & Montenegro at the buzzer in the 2004 Olympics (make sure your students watch the clock & the score box).  The USA scores on a fabulous corner kick in a World Cup qualifier vs. Mexico. Peru's volleyball team makes an amazing play in their bid for a spot in the 2010 World Championship games in Japan after their star actually kicks the ball--I didn't even know that was legal.

We watched the videos through, used sudden past to say what happened in the big moment of the game, and then paused the video in different areas.  We named some random person on the screen, and each student had to use the continuous past (our focus of the week) to say qué estaba haciendo esa persona. We did this 3 or 4 times for each video and I took the writing as a daily grade. It worked beautifully.  My students could have watched the videos a dozen times so they didn't even care that they were technically doing a grammar writing exercise.

Here are the videos:

A song with 17 verbs in past subjunctive

Past subjunctive is not the easiest thing to find in a song, much less several repetitions of it.  I blogged a bit about a couple of songs that do it, but I this song just crossed my radar and wow, what a gem for past subjunctive.  It has 17 verbs in the past subjunctive, 8 of them unique.  They're almost all part of unreal if clauses, and the cool thing is that you can see the use of the concept without the actual word 'if,' something that's not taught in textbooks. (Again, textbooks fail us.)

As an added benefit, you have 'quiera' as  subjunctive by reason of indefinite antecedent (for a better song for that, see this post).  Thanks Carlos Vives (@carlosylaprovin on Twitter) for injecting some fun in one of the hardest concepts in the Spanish language.

Como Tú

Carlos Vives

Tú no sabes lo que diera
si me vieras y dijeras tú,
que no sabes que yo quiero
que mi vida la quisieras tú,
si supieras que me gustan
son las cosas que prefieres tú,
que quisiera que los hijos
que tengamos fueran como tú.

Como tú, la primavera.
Como tú, la vez primera.
No haya nadie que me quiera.
Como tú, mi vida entera.

Tú, tú, tú, mi vida entera.
Tú, tú, tú, mi vida entera.

Me perdonas si yo insisto,
que mi vida la quisieras tú.
Que de todas las estrellas
que yo he visto, la más linda, tú.
Si supieras que me gustan
son las cosas que prefieres tú.
Que quisiera que los hijos
que tengamos fueran como tú.

(coro otra vez)

Si las noticias fueran como tú.
Y las ciudades fueran como tú.
Y si las calles fueran como tú.
Y si mi jefe fuera como tú.
Y si mi vida fuera como tú.
Y mis canciones fueran como tú.
Y si la guerra fuera como tú,

No habría problema todos como tú

(coro y tag otra vez)

A song with 37 repetitions of "más que"

The winner of the Latin Grammy for Mejor Nuevo Artista this year, and nominated in a similar category for Premio Lo Nuestro 2010, is a blond, dimpled native of D.F. named Alexander Acha. One of his most popular tunes is the song "Te Amo." I had to tell my students to give him a chance through the Josh Groban/Andrea Bocelli-sounding verse (which I love) and get to the chorus, and I actually had several of them vote for him for Premio Lo Nuestro. The most important feature of the song is that I count 37 repetitions of "más que" or "más aun que". Fabulous.

The best songs for voy + a + infinitive

Voy + a + infinitive is a fun construction because it gives students the ability to talk about the future without too much trouble. It's also fun to teach through music because there are several good songs for it. The first is 'Irreemplazable' by Beyonce, always fun because the students know the English version. It has three unique and at least 9 repetitions of voy a constructions.
Another song that's good for this is new on my radar, El amor de mi tierra by Carlos Vives. It has four occurrences of voy a.


There was another one, and I wrote down the wrong title. When I come across it again I'll update this post.

It's 19 de noviembre!

19 De Noviembre - Carlos Vives

Take advantage of today's date to play Carlos Vives' song 19 de noviembre. Here are some ways to use it:

Listening:
-See if they can hear the date at the beginning without seeing it (Spanish 1).

Culture:
-Tell students to look under "Historia" in this article to see why 19 de noviembre is an important day in Puerto Rico.
-Offer a bonus to someone who can find out why a Colombian singer wrote a song about Puerto Rico. (Interesting that now he and the 2nd wife he wrote the song for are separated.)

Vocabulary:
-patriotic words (evident even for low learners)

Grammar:
-preterite tú forms (almost as good as Qué Hiciste)
-good example of passive se in "se oyen" (hard to find in songs)
-yo/tú future switch
-pronouns, esp. yo reflexives and a rare double-object on double verb phrase in 'te lo quiero agradecer'

Enjoy--it's a good song!

Noviembre - a popular month for songs

November seems to be kind of a popular topic for songs. Celebrate this oddity by playing a couple of songs, starting with Noviembre sin ti by Reik, winners of this year's Latin Grammy for best albúm pop vocal grupo o duo. The things I like to point out in this song are:
--weather/environment vocabulary
--nosotros forms
--understanding 'hojas' by context if they know 'caen' (and it's November, sooo...)
--'otra vez'
--'aquel' for distance in time and not just space
-- who/what is the subject of 'me dice' in the chorus?
Here's another version at a concert. Both of those videos do not have copyright problems; show away!

The other song is packed with cultural connections: 19 de noviembre by Carlos Vives.

What I do with this song:
--Play it and see if they can catch the date at the beginning (in Spanish 1)
--Offer some sort of reward for who can figure out what 19 de noviembre is in Puerto Rico and why Carlos Vives is singing about it when he's Colombian.
--Look for patriotic vocabulary.

¡Disfruta de noviembre!

Zachary Jones's "Clozeline"

Don't re-invent the wheel-often there are magically appealing and effective activities out there on the web if you just know where to look. I just got a link over Twitter to Zachary Jones's post about his activity called "Clozeline." He's got cloze quizzes to a whole bunch of songs, with grammatical topics. Enjoy!

Two songs + resources for Ojalá + subjunctive

The word Ojalá is, in my estimation, the only 'verb' in Spanish that isn't conjugated. It finds its roots in Arabic, meaning "May allah grant that." In any case, in Spanish it's always followed by subjunctive, and here are two songs to help work with that.

The first is with present, Ojalá que llueva café, by Juan Luis Guerra. It's one of those songs that can lead you in a hundred different directions. It's a bit controversial from what I understand, and is a perspective on the life of the poor in the Dominican Republic.

I found some interesting blogging on the song. For example, read what José has to say about the song and its meaning. Then, use this cool site by Ms. Nelson to work with the song, complete with lyrics linked to pictures to aid in comprehension.
I just found out that the song was re-recorded by Café Tacvba, with some killer fiddling:


The other song unfortunately does not have much in the way of resources but is the best I've heard to work with Ojalá + past subjunctive or just past subjunctive by itself (Si volvieras a mí by Josh Groban is beautiful to me but not so appealing to most of my high-schoolers). It's Ojalá pudiera borrarte by Maná. The video used to be on YouTube but was removed, and now is only available in cheesy photo collages, especially since I can't get imeem to search anything at the moment.

Ojalá que you enjoy them.

You can't buy this in a textbook

There are so many reasons to dislike conventional world language curriculum; my #1 is that the books are out of date before they go to press. So your students are reading about how there hasn't been a successful coup d'etat in Latin America since the end of the Cold War, and meanwhile Micheletti and the Supreme Court rocked the Honduran world with global repercussions, and some good ole' Costa Rican, Brazilian, and U.S. intervention later, signed a historic agreement to try to resolve the crisis. Our students should know this stuff as they become world citizens but they aren't going to get it from a textbook.

As some recent examples of how this has played out in my class, let me share some ways the vast free material on the internet has impacted my students' learning and awareness.

When you're teaching past participles, you've gotta go to news articles. They're rife with "it's closed" "he was shot" "they have said" "this has happened". So my students were surfing a muy actual article about the US authorities bringing down 300 members of the powerful Mexican drug cartel knows as "La familia." The article contains at least 5 uses of haber + past participle, 9 of ser/estar + past participle, and 12 past participles used purely as an adjective. So they were going through looking for those and we discussed what the article was about.
The next day one of my students said, "We heard about this on the radio this morning and I was like, "Mom, we already talked about that yesterday in Spanish class!" So my students were all informed on this big drug bust before it even came on their radio.

A few days later, a student came in and wanted to write on the board, "Ashley is eating oatmeal." But they've never had the word for oatmeal so she asked me what it was. I told her and she put it on the board. Not 10 minutes later, a tweet came through from @jesseyjoy, one of their favorite pop artists especially lately with the release of Adios, and it came up on my screen because I always have TweetDeck opened. Joy was tweeting that she had just eaten oatmeal as a healthy breakfast but would likely have pizza soon. My student *squealed* at the coincidence of Joy using the word 'avena' right after she had used it.

A couple of days after that, I read a few tweets by @Ricky_Martin, who frequently tweets in English, then Spanish, then Portuguese. He said that rhyming dictionaries suck, in Spanish they 'no sirven para nada', and in Portuguese used a rather, um, colorful word. So I tweeted that Ricky Martin was swearing in Portuguese and I was actually sad that I understood it. Next thing I know I get a direct message from Ricky Martin laughingly apologizing and sending love and peace to me and my family! WHOA! What do you think my students thought about that?

Seriously, like someone said on Twitter this week, if you don't like change, let's see how you like irrelevance.
You just can't buy this stuff in a textbook.

Four songs for contrasting que & lo que

If you're going to explain to students the difference between que and lo que and expect that to do the trick, good luck. I don't think I've ever taken the time to explain the difference in my class, but it's interesting to see how students use it just with input. For a more focused approach, to take advantage of noticing, try using these songs and just pointing out the most obvious contrasts.

For 'que,' you need input where the 'que' appears at the beginning a lot. It's easy enough to understand that 'que' joins to clauses, but what about at the beginning of an expression? For this, try the songs "Tú no eres para mí" by Fanny Lu and "Quién te dijo eso" by Luis Fonsi:


For 'lo que', you need the same thing in order to make a good contrast. For this, try the songs "Lo que me gusta a mí" by Juanes and "Esto es lo que soy" by Jesse y Joy:


I especially like these because in each pair, one is fast and one is slower, and there's one guy (well, two if you count Jesse) and one girl, so they're appealing in different ways to different audiences.

(Note: Fanny Lu's too skanky to show in my class, at least all of her videos except 1 that I've seen. The Juanes video is just the song. The Fonsi video is fine but a copyright violation in my opinion and likely won't be on Youtube for long. The Jesse y Joy is the only one that's classroom-worthy without copyright problems.)