AcquiringaLanguage

MYPPersonalProject2015

SahanaKanabarGujarati

LearnenoughconversationalGujaratitobeabletoholdaconversationAvideoseriesdocumentingmyprogress

WordCount:3,711QatarAcademy20142015

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TableofContents:Introduction.3A.Investigating...3

i.MyGoalandGlobalContext.3ii.PriorLearningandSubjectspecificKnowledge...3iii.Research.4

B.Planning..5

i.DevelopingmyCriteria.5ii.ProjectPlan....6iii.SelfManagement...6

C.TakingAction.6

i.Theoutcomeinresponsetothegoal,globalcontext,andcriteria.6ii.ThinkingSkills..7iii.SocialandCommunicationskills..8

D.Reflecting...8

i.EvaluatingtheProductagainstmycriteria8ii.Howprojecthelpedimproveunderstandingoftopicandglobalcontext..9iii.MydevelopmentasanIBlearner..9

Bibliography.10Appendices....11

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IntroductionIn order to complete my Middle Years Program of the International Baccalaureate I completed an individual project in grade 10 known as Personal Project. My personal project is to learn enough Gujarati to hold a casual conversation, with greetings, to discuss who I am, my family and activities I engage in. I chose this as my project because I have always wanted to learn another language and Gujarati seemed like a good place to start. The project is a very personal one and does not have an impact on the community. During the process of investigating, planning, taking action, and reflecting I have had to overcome many challenges that have allowedmetogrowasalearner.A.Investigatingi. MyGoalandGlobalContextThe goal of my project is to be able to hold a conversation in Gujarati, the language spoken in Gujarat, a state in India. My Dads side of the family is Gujarati and speaks this language at home. My motivation to pursue this project stems from both an interest in languages and connecting with my heritage. When visiting my grandparents I was never really able to properly communicate with them due to the language barrier. I took some Gujarati lessons when I was younger but was never able to practice as I only stayed with them for short periods of time. They are both deceased now but I have still have that desire to learn. My goal is to learn enough Gujarati over the four months of my project to hold a conversation about who I am, what I do, myfamilyandgeneralactivities.The Global Context I chose for my project is Personal and Cultural Expression. Personal and Cultural expression refers to creative expression as an individual or through culture. Language is one of the most basic forms of expression and has developed differently around the world. In this case Gujarati connects to my cultural heritage and how that makes me want to express myself, which is why I chose this particular Global Context. Even though my goal seems challenging, thepersonalconnectiongivesmemotivation.ii. PriorLearningandSubjectspecificKnowledgeMy previous knowledge of Gujarati was limited to a handful of words related to greetings and terms to refer to family members, but nothing to link these words together to create sentences. I realised that in order for me to pick this language up quickly I needed to be focused and use a variety of resources. It was tricky picking the topics I would study as a conversation could really be about almost anything. To hold the conversation I needed to include a person that speaks Gujarati so I can practice with them and they can also assess my progress. It relates back to the GlobalContextIselected,aslanguageisthemainwaypeopleexpressthemselves.

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iii. ResearchWhile deciding my goal, I came up with some research questions that will help guide the creation of my product. My questions are targeted specifically at Gujarati and learning languages. I decided on my inquiry questions by isolating the important things I would need to know in order to even start my product. Without doing the research and learning the answers to these questions it will be difficult for me to learn Gujarati successfully. I have found a variety of sources, in different mediums, which can help me answer these vital questions. However, with each source, it is necessary to evaluate its reliability and usefulness. (Refer to Appendix B for my InquiryQuestions.)Because of the nature of my project it is hard to assess my progress and the level I have reached at the end of four months of learning. In order to make this project achievable I chose to focus on learning to speak Gujarati, disregarding reading and writing. This is partly because the Gujarati script is so different from English it might hinder my progress the Gujarati alphabet contains fortyfive letters compared to the English languages twentysix. Learning grammar can be complexsoIwillrefertoamultitudeofsourcestoensurethatIamgettingaccurateinformation.While investigating for my project I used varied sources, both physical and virtual. The book sources came from my family bookshelf as my mother had collected them in a past effort to learn Gujarati. Finding sources online was a little tricky as Gujarati is not a very wellknown language, although it is the twentysixth most spoken language in the world . However the sources that I 1ended up finding were diverse enough to still help me with my project. The websites that would have been the most helpful, such as Duolingo and others specifically designed to help people learn languages, only had Hindi, which may be similar but is still not the same. Most of the resources I used were about Gujarati, both its vocabulary and grammar, while a few sources were justaboutlanguageingeneral.

Book sources, at least if they are nonfiction, need to be as accurate as possible since they are harder to update once a book is published the mistake cant be quickly corrected. The main book source I used was Learn Gujarati in 30 Days (9th edition). Although this edition of the book was published in 1994, it is still a reliable source, as languages arent something that change dramatically over short periods of time. This book was perfect for me as all the learning is through English, meaning there are specific issues addressed relating to the differences between the two languages. This particular book came about as part of Indias National Integration Language Series published by Balaji Publications. They collaborated with N. S. R. Ganathe who has two Masters degree, one in Hindi, and who also worked on various other National Integration books including Punjabi, Arabic and Bengali. By using their combined experience, and this also being the ninth edition, this book is pretty much the best it can be and will help me withthebasicinformationIneed.

The electronic resources that I was able to find were varied but were not perhaps of the highest standard. Each website that I found seemed to be someones own project instead of something

1LearnGujarati.Learn101.org,2013.Web.4

more official, based on appearance. However many of the sites offer additional links to websites that teach other languages, often from India, which could suggest that the creators have both the experience and the skills necessary to teach languages. My research revealed me to be a visual and auditory learning, so both words and sounds help me learn. The websites that are the most useful are the ones that include audio files, as I am learning both the meaning and the pronunciation.(RefertoAppendixAforpictures.)Overall, the sources I found covered all the topics I intended to learn as well as additional vocabulary and grammar. While I may consider these web sources reliable, I intended to use my people sources to clarify points of usage and pronunciation. There has been a bit of a struggle as some of the sites have slight variations in some of the phrases. I am aware that there are sometimes multiple ways to say similar things, especially with greetings, but that makes it all the more important to have a partner knowledgeable in Gujarati to practice with as they would be able to help clear up the confusion. I was originally planning to use my Dad and Mahima, a family friend, as my people sources. However, due to conflicting schedules I never ended up meeting with Mahima. Instead I arranged a meeting with Tinju. She works in the primary school and went to university in Gujarat. She was the first person that I practiced with and was extremely helpful to me. For my product I recorded two videos with Tinju and one with my Dad. My people sources were both able to help me crosscheck any information I had learnt online withtheiryearsofpracticalknowledge.

When determining the reliability of my sources, I considered how useful a resource would be to me, if it had all or only some of the necessary things I was looking for and how that information was presented through audio or mostly text. Then came considering the reliability and authenticity of the source. While many things on the Internet are doubtable looking at things such as the author(s), origin, objectivity, quality and quantity of the source distinguishes an acceptable source from an excellent one. Objectivity only impacted the research around my inquiry question, What is the best way to learn a new language?, as no other area of my researchinvolvedopinions.B.Planningi. DevelopingmyCriteriaThe goal of my project is to be able to hold a conversation in Gujarati. In order to make sure I could meet this goal I created criteria. (Refer to Appendix B.) At the start of September I was not certain how I would be presenting my research and new knowledge as a final product until I talked with my supervisor and settled on creating a video series. The criterion covers what I aim toachievethroughmyproduct,theresearchIhavedoneandmynewlanguagespeakingability.

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ii. ProjectPlanMy Project Plan involved the creation of a timeline of selfimposed and schooldecided deadlines. The timeline was very useful at keeping me on track and made tasks seem more manageable by breaking them down into small sections. This plan included all the steps needed to achieve my goal which include: researching resources researching language acquisition methods determining my learning style creating my product in stages completing the write up. Besides having a table I also put the deadlines into iProcrasinate, an interactive organizational app I am familiar with using. (Refer to Appendix C.) I generally followed the project plan closely, except for connecting with my person resources as early as possible. My initial person, Mahima, was not available due to travel and it took some time before I was able to identify an alternate person to practice my conversation with. This change limited the number of conversations I recorded for my product and therefore how much I could practice a range of topicswithsomeoneelse.iii. DemonstrateSelfManagementSkillsThroughout the process I have been keeping a process journal that details what I have accomplished and helps me organize my thoughts regarding what still needs to be done. At the start of the project I was more focused on doing research, analyzing sources and creating a good base for learning Gujarati. In the middle I am more focused on creating my product and expanding what I know. (Refer to Appendix D for a selection of entries.) The final entries reflect on the content, progress and quality of my product and how it measured up to the goal of having aconversationinGujarati.In one of my first process journal entries I expressed my concern with my selfmanagement skills. While I always manage to get things done, learning a language isnt something I can fake and it has never been my strong suit to do something consistently everyday. In an effort to avoid disaster I set myself up for success by creating a timeline and staying as organized as possible. Throughout the project I have been showing progress and keeping track of deadlines by using the application iProcrastinate. These methods have helped me to improve my selfmanagement skills.C.TakingActioni. Theoutcomeinresponsetothegoal,globalcontext,andcriteriaMy goal was to hold a conversation in Gujarati, but the specifics were not clear until I was into the planning stage. Although the specifications that I created remained unchanged, I do not think that my goal was fully achieved because I can only hold conversations with guided structure. Due to the time constraints I was only able to reach a certain level holding a conversation that I do not consider satisfactory. The global context I chose is Personal and Cultural Expression. I

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chose this as it fit with my decision to learn a language that is part of my personal cultural heritage and meaningful for me to connect with. It matches my goal really well and encompassesmymotivationforthechoiceImadeforpursuingthisPersonalProject.In order to complete my project I had to do research about my topic, the language Gujarati, along with its grammar, and use that to create my product, a video series documenting my progress. One of the main problems I faced was finding enough time to practice. In order to become confident with anything I need to practice. With language this is especially important as continued practiced is the best way to remember everything I am trying to learn. There have definitely been periods where I was too busy with other schoolwork and activities to put much effort into Personal Project, which led to a slump in my learning. Keeping a process journal helped me to solve my problems, as I was able to observe any patterns I was keeping and make adjustments based on that. It was also challenging to decide what topics to learn and where to focus my efforts. What I was learning influenced what I including in my videos and in order to showprogressthereneededtobeashiftfromjustvocabularytogrammartoconversation.

I have met all but one of the criteria that I set for myself at the beginning of the project: have a five minute conversation about three different topics. Therefore I would say that my project was successful. Although there are many improvements that I could make to my product such as quality of filming or creating simple sentences to demonstrate the combination of grammatical learning with vocabulary development, what is most important is what I have learnt and how I have grown throughout the course of doing Personal Project. My supervisor enjoyed my videos and offered me support, advice, and some constructive criticism that helped to shape what I did. Therewillbeafurtheranalysisofmyproductinthenextsection.ii. DemonstrateThinkingSkillsIn order to overcome the difficulties I faced throughout my project I needed to be creative and problem solve. At the beginning it was tricky for me to clearly define my goal, as I wanted it to be on the topic of Gujarati but still achievable and realistic. After starting research I was a little disappointed on the lack of sources I could find but was still able to work around that to find all the information I needed and more. Since my product had the largest effect on me I did not have to consider a widescale effect when making any major changes. My thinking skills were most apparent when I was reflecting on my project, considering my options, identifying problems and weaknesses then translated that into creating solutions. I considered my own personal learning style and also whether I should consider altering the Global Context to Identities and Relationships as this Global Context considers an exploration of the development of personal identity. My interest in learning Gujarati stems from my personal identity and my cultural heritage and the desire to communicate with this part of my family particularly with my grandparents who were not able to speak fluent English. However, I decided that if I were to do this again, I would keep the focus on Personal and Cultural Expression because it connected better with how I chose to pursue my project through learning Gujarati and not just with the motivationbehindwhyIchosetolearnthis.

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iii. DemonstrateCommunicationandSocialSkillsIn order to complete my project I had to communicate with a few people. Firstly my supervisor, who helped me to keep organized, marked my progress and analyzed my product. I also had to work with the people that took part in my videos and helped me to practice my conversation. It was a challenge for me to find and organize the assistance I needed from people resources as my original person was not available and I decided early on not to get frequent support from my father as I wanted to be selfreliant in learning Gujarati and use him for only the final stages of practice. It was meaningful to me to communicate with him in Gujarati and get his feedback. My new source of help from Tinju was very helpful in providing encouragement and advice on pronunciation and sentence structure for basic greetings and the topics of family and school. She also taught me some new phrases that I didnt find online, which is a genuine way in which languages are learnt, through interaction with others. If I was to do this project again or continue learningGujarati,Iwouldcommitmoretimedevelopingmyskillswithotherpeople.D.Reflecting i. EvaluatingthequalityofmyproductagainstmycriteriaBy my selfassessment, my product meets the criteria I created, which allows me to consider it a success. I created ten videos, which showed an increasing vocabulary and began to build sentences around specific topics. The limitations included a reduced minute count on how fluent I could be in conversation. This could be rectified by spending more time on conversational practice to build confidence and fluency. The actual filming and editing could have used better lighting and some variation in background for a more interesting visual experience. I liked the way I used the English translation in the corner of the screen to show what vocabulary I was learning I could have added written translation for the conversations but time restraints left that undone for the purposes of completing my project on time. (Refer to Appendix E for the conversation topics.) In addition, I could have combined my development of sentence structure and vocabulary in some videos. Research was probably my favourite part as I am a thinker and enjoy making connections about new things. The practical learning of new vocabulary required much of my time. It was interesting to be learning how Gujarati is structured and about language structure and acquisition in general. My research provided me with a base for the rest of the project, upon which I built the sequence and topics I chose to study. I was keeping the criteria in mind as a guideline for the minimum I could achieve. The amount of progress that I made was around what I expected, although there were more bumps than I predicted. Immersion in the language is probably the best way to learn it quickly so next time I would figure out some way to make that work by accessing more people resources or travelling to be in Gujarat for a period of time.(RefertoAppendixFforcriterionchecklist.)

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ii. HowthisprojecthelpedmebetterunderstandmytopicandglobalcontextUsing all the research that I did over the course of the project was the only way I was really able to form an understanding of Gujarati. I started off with some inquiry questions that helped to guide my research. To start off with I looked at which learning style would best suit me as well as the best ways to learn a new language. There were many different suggestions, but I chose the ones that worked well with my learning styles, auditory and visual. I used a variety of book and web sources, but my favourite were the websites as they combined the visual elements with audio. This led on to helping me figure out the correct pronunciation of Gujarati words. It was not that easy to figure out the sorts of words that appear frequently in conversations so I used what I could find and learnt as much as I conceivably could. The trickiest part was trying to learn thecorrectgrammarasitisverydifferentfromEnglishanditwashardtofindinformationonit.My global context was Personal and Cultural Expression. One of the guiding forces behind my project was trying to connect with my Gujarati heritage, which can be represented in part by language. Exploring the language and researching how it is structured provided new information and an appreciation of its complexities. Gujarati is a rich language and I have only just started to learn the basics. It was interesting to note that my recent travels to Nepal have underlined how this global context connects people and places from around the world as the Nepalese language had some common vocabulary and a distinct but similar structure. While doing the project I did consider the possibility that the global context Identities and Relationships would have been a way to approach my project, but have decided that the focus on learning the language was best donethroughPersonalandCulturalExpression.iii. MydevelopmentasanIBLearnerMy project was all about learning a new skill and my product was a representation of the process. More research was involved than I am used but I found that to be the most intriguing part of the project. The main skill I had to use throughout was organizing my time to meet all the deadlines, which was not new, but I was able to develop my time management further and this has enriched me and made me feel rewarded and more confident. The Learner Profile attribute I used the most was Inquirer. (Refer to Appendix G.) Being responsible for the project allowed me to pick something aligning with my own interests, something I wanted to learn more about. That driveforknowledgeisbestexhibitedbyInquirers.My experience with the project was a positive one. Learning the basics of conversing in Gujarati is very fulfilling and I have a better appreciation for language acquisition and the effort it takes. Utilizing critical thinking skills and incorporating the MYP Design Process in developing the criteria for my project have made real for me the MYP learning over the past five years. I have a senseofprideatcompletingsuchanindependentprojectandfeelIhadfunalongtheway.

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Bibliography

Ager,Simon."Gujarati."Omniglot.Kualo,19982014.Web.22Sept.2014.

Ager,Simon."UsefulPhrasesinGujarati."Omniglot.Kualo,19982014.Web.22Sept.2014.Ganathe, N. S. R. Learn Gujarati in 30 Days. N.p.: Balaji Publications, 1994. Print. National IntegrationLanguageSer.GujaratiAudioLessons.N.d.Mylanguages.org.Web.30Sept.2014.Halo Manvyu Na Mele. Perf. Hiten Kumar and Anandi Tripathi. 2007.YouTube. Goldmines GujaratiMovies,28Aug.2014.Web.24Oct.2014.Kanabar,Harish."Conversation:Activities."Personalinterview.12Jan.2015."LearnaLanguage?"BBCLanguagesFreeOnline.BBC,n.d.Web.16Sept.2014."LearnGujarati."LearnGujarati.Ilanguages.org,2014.Web.16Sept.2014."LearnGujarati."LearnGujarati.Learn101.org,2013.Web.20Sept.2014.Lele, Kaushik. Web log post. Learn Gujarati. Learn Gujarati Online. Learn From English with KaushikLele.Blogger,25Feb.2014.Web.16Sept.2014.Manek Thumb. Perf. Upendra Trivedi, Snehlata and Arvind Trivedi. 1978.YouTube. Goldmine GujaratiMovies,16Sept.2014.Web.24Oct.2014.MemriseCommunity."GujaratiCourses."Memrise.N.p.,n.d.Web.18Sept.2014.N.d. Gujarati Movies Online, New Gujarati Films Watch Online! Avtar Singh, 25 Feb. 2014. Web.06Oct.2014..Phadake, Gangadhar Shastri. The Principles of Gujarati Grammar: Comprising the Substance of a Gujarati Grammar. Trans. H. N. Ramsay. Vol. 18. N.p.: Imperial, n.d. Google Books. Web. 04 Nov.2014.Sajith,Tinju."Conversation:PersonalInformation."Personalinterview.6Jan.2015.Taare Maare Prit Chhe Gori. Perf. Hiten Mehta and Chandan Rathore. 2008. YouTube. GoldminesGujaratiMovies,18Sept.2014.Web.24Oct.2014.V,Binu."LearnGujarati."LearnIndianLanguages.N.p.,2005.Web.18Sept.2014.Various.N.d.MixCloud.Web.16Oct.2014..

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AppendicesAppendixAScreenshotsofresources:

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2LearnGujarati.Learn101.org,2013.Web.3LearnGujarati.Ilanguages.org,2014.Web.

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AppendixBInquiryQuestionsandCriteria:

1. Whatsortoflearningstylesworkbestforme?2. WhatiscorrectGujaratigrammar?3. Whatisthebestwaytolearnanewlanguage?4. Whatsortsofwordsappearfrequentlyinconversations(andthereforeIneedtolearn)?5. WhatisthebestsourcetogetinformationonlearningGujarati(videosorbooks,etc.)?6. What is the correct pronunciation of Gujarati words (as they appear in the English

alphabet)?

Criteria Whyisitimportant? HowwillItestit?

Haveatleast10videos. TherearealotofnewthingsIamlearningandthevideosareawayformetoshowwhatIhavelearnt.

Bycountingthenumberofvideos.

Haveatleast2videoswhereIampracticinghavingaconversationinGujaratiwithsomebody.

IcanlearnasmuchasIwantbymyselfbutitimportanttogetpracticespeakingtoimprovemyconversationalabilitiesandquickthinkingaswellascementedmyknowledge.

Bycountingthenumberofvideos.

IncludeinformationinmyvideoaboutGujaratipronouns,nouns,verbs,adverbs,andgeneralvocabulary.

ThisisallpartofmyresearchbutifIdontexplainthesethingsinmyvideoswhatIamdoingdoesntmakeasmuchsense.

CreateachecklistofvideocontentsoIcancheckoffeachthingasInoticeitwhenIrewatchmyvideos.

Witheachnewvideo,introducenewvocabularywords.

ThisshowsthatIamcontinuallyimprovingmyvocabulary.Afterlearningthegrammarhavingalimitedvocabularywillbeoneofthemainthingsholdingmeback.

HaveachecklistwhereIhavetointroduceatleast10differentwordswiththeirmeaningseachvideo.

Beabletohavea5minuteconversationaboutatleast3differenttopics.

ThisismostlyawayformetoprovetomyselfthatIhavelearntalotandcanfeelcomfortablespeakinginGujaratiaboutavarietyofthings.IfIrecordtheconversationIcanalsoanalysetoseewhereIstruggledthemost.

RecordthevideosoIcancheckthelengthandthenumberoftopicscovered.

AppendixCTablesoforganization:This is the timeline I created at the beginning of Personal Project to help me organize myself by creating selfimposed deadlines. The hardest part for me is starting so in that regard this timeline

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has more items towards the beginning of the process as to help me keep organized and stay on topofeverythingIneedtogetdone.

Component When What Why/HowResearch 20thSeptember

2014GatherallphysicalresourcesavailableforlearningGujarati.

SoIknowsomeofwhatIhaveavailabletouse.

ProcessJournal

20thSeptember2014

Haveitsetuponlineandknowhowtouseallthefeatures.

SoitisallreadyforwhenIneedit.

Research 27thSeptember2014

GatherandsaveallwebsitesthatImightneedtousetolearnalanguage.

HavingmysourcesreadywillallowmetogothroughthemwhenIneedtheinformation.

Research 27thSeptember2014

GatherandsaveallwebsitesthatIwilluseonhowtolearnalanguage.

ItalsomakesitsimplerifIhaveabasicideaofwhatIneedtoanalyze.

Product 27thSeptember2014

SetupmeetingtimeswithMahima(atleast3)tocheckprogress.

Thisisagreatwaytoassessmyprogress.

Product 27thSeptember2014

Haveclearlydefinedgoalsincludingamountofwords/phrasestoknow.

IcanonlymeasuremyprogressandassessmygrowthitIhavesomethingtoaimfor.

Product 27thSeptember2014

Createvocablistsofabout10wordstolearneveryweek

Easywaytoknowwhatwordsareimportantandneedtobelearnt.

ProcessJournal

1stOctober2014

Firstsetof35entriesDUE Firstdeadline,showshowmuchIshouldhavecompleted

Report 4thOctober2014

AnalyzingsourcescorrectformatusingInformationLiteracytools.

Importantpartofshowingresearchskills.

Report 22ndOctober2014

RoughdraftsectionofreportDUE(CriterionAInvestigating)

Definegoal/previousknowledgeandshowresearchskills.

ProcessJournal

5thNovember2014

Secondsetof35entriesDUE ResearchisfinishedandlotsoftimeisdedicatedtobeingabletohaveafullconversationinGujarati.

Report 19thNovember2014

RoughdraftsectionofreportDUE(CriterionBPlanning)

ToshoweachstepIvetakentoreachmydesiredoutcome.

ProcessJournal

10thDecember2014

Thirdsetof35entriesDUE Showingthefinalstagesofmyprogresswiththeproduct.

ProcessJournal

4thJanuary2015

Fourthsetof35entriesDUE Includesvideo/audiofilestoshowprogress.

Report 14thJanuary2015

Finalproductmustbecompletedandsharedwithsupervisor.

Shouldbeseethroughprocessjournalbutalsocompileavideoseries.

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Report 21stJanuary2015

RoughdraftsectionofreportDUE(CriterionCTakingAction)

Createproduct.Demonstratecriticalthinking.

Report 11thFebruary2015

RoughdraftofPPReportDUE(withCriterionDReflecting)

Evaluatequalityofproduct,extendedknowledgeanddevelopmentasIBlearners.

Report 18thFebruary2015

FinaldraftofPersonalProjectReportDUEtosupervisor.

DONE!

iProcrastinatewasthemaintoolIusedtokeepmyselforganized.

AppendixDAselectionofProcessJournalentries:ForfullaccesstoallProcessJournalentries:http://17072personalproject.blogspot.com/Entry#3:

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Entry#5:

Entry#6:

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Entry#8:

Entry#10:

16

Entry#11:

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Entry#13:

Entry#16: Entry#17:

Entry#20:

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AppendixETopicscoveredinthelastthreevideos:InVideo#8Iwaspracticinggreeting,school,andfamilywithTinju.InVideo#9thesametopicswerebeingcoveredwithTinjuasVideo#8.InVideo#10IwaspracticingconversingaboutactivitiesindifferenttenseswithmyDad.AppendixFCriterionchecklists:Criteria Yes/No

Haveatleast10videos. Yes.Ihavemadeexactlytenvideos.Haveatleast2videoswhereIampracticinghavingaconversationinGujaratiwithsomebody.

Yes.Ihave3videoswhereIpracticehavingaconversation.

IncludeinformationinmyvideoaboutGujaratipronouns,nouns,verbs,adverbs,andgeneralvocabulary.

Yes.Icoveredallthesetopicsinmyvideos.

Witheachnewvideo,introducenewvocabularywords.

Yes.EachvideointroducednewwordsIwaslearning,eventheoneswithconversations.

Beabletohavea5minuteconversationaboutatleast3differenttopics.

No.Noneofmypracticeslasted5minutesbuttheyallcoveredavarietyoftopics.

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Gujarati Pronouns Nouns Verbs Adverbs NewVocab

Video# 3 1to10 5,7 7 1to10

AppendixGLearnerProfiles:Dictionary.comdescribesinquireasaverbmeaningtoseekinformationbyquestioningtomakeaninvestigation. IsignificantlydemonstratedtheLearnerProfileInquirerasIresearched4independentlyintomytopicoflearningGujaratiandwaystoapproachthis.ItwasasustainedprocessandonewhichIdeterminedtheboundariesfortherangeoftopicsanddepthofinformation,asdeterminedbymygoalandproduct.Inaddition,myselfmanagementskillsdevelopedtheLearnerProfileBalancedasthedeadlinesenforcedmydisciplinetokeepupwiththisprojectaswellasallmyotherschoolworkandactivities.ItwastrulyrewardingtohavethefreedomtopickandinvestigateatopicIwasdeeplyinterestedin,somethingthatdoesnothappenoftenatschool.MycommunicationskillshavealsobeenenhancedanddevelopedinnewwaysasIcannowgreetandspeakinanewlanguage,albeitstillatabasiclevelIamaCommunicator.

4http://dictionary.reference.com/browse/inquirer20