TITLE VI LANGUAGE RESOURCE CENTERS …nflrc.hawaii.edu/PDFs/99-02proposal.pdf · Title VI LANGUAGE RESOURCE CENTERS PROGRAM ... in November 2000 and 2001, ... Carol Chapelle, Iowa

Hawai‘i application: Language Resource Centers Program i

Grant Application for the

Title VI LANGUAGE RESOURCE CENTERS PROGRAM

Catalog of federal domestic assistance # 84 229

Title:

TITLE VI LANGUAGE RESOURCE CENTERS PROGRAM

Project Director: C. N. Moore, Dean of LLL, P.I.; Richard Schmidt, NFLRC Director

1890 East-West Road #570

Honolulu HI 96822

tel. 808–956–2784

fax 808–956–2802

email: [email protected]

type of submission application, non-construction

Program not covered by EO 12372

Proposed project dates: 10/1/99 – 9/30/02

Exemption number: 1, 2

MARCH 1999

Hawai‘i application: Language Resource Centers Program ii

CONTENTS

CERTIFICATIONS.......................................................................................................................iv

ABSTRACT................................................................................................................................ viii

APPLICATION NARRATIVE......................................................................................................1

1. PLAN OF OPERATION ....................................................................................................1

1.1. Organization of the Center...............................................................................................2

1.2. Description of research and materials development projects...........................................5

1.2.1. Development of computer-based tests for less commonly taught languages.............6

1.2.2. Task-based language teaching in foreign language education...................................9

1.2.3. Teaching the pragmatics of Indonesian as a foreign language ................................10

1.2.4. Linking community resources and classroom language instruction ........................12

1.2.5. Disseminating technology-based models for distance education ............................17

1.2.6. Continuation of the journal Language Learning & Technology ................................18

1.2.7. Summer Institutes for Professional Development ...................................................19

2. QUALITY OF KEY PERSONNEL.......................................................................................22

3. ADEQUACY OF RESOURCES ..........................................................................................27

4. NEED AND POTENTIAL IMPACT...................................................................................33

5. LIKELIHOOD OF ACHIEVING RESULTS.......................................................................37

6. FINAL FORM OF RESULTS...............................................................................................40

7. EVALUATION PLAN.........................................................................................................44

8. BUDGET AND COST-EFFECTIVENESS..........................................................................47

9. PRIORITIES..........................................................................................................................50

Hawai‘i application: Language Resource Centers Program iii

APPENDICES

Appendix A: BIOGRAPHICAL INFORMATION FOR STAFF AND FACULTY ............A1

Appendix B: TIMELINE OF PROJECT ACTIVITIES .......................................................... B1

BUDGET Budget 1

Hawai‘i application: Language Resource Centers Program viii

ABSTRACT

The University of Hawai‘i seeks funding to continue the National Foreign Language Resource

Center (NFLRC) under the Language Resource Centers Program. The NFLRC, which is now

completing nine productive years of operation, will continue to serve as a resource to improve

the capacity to teach and learn foreign languages effectively through projects that focus on the

less commonly taught languages of East Asia, Southeast Asia, and the Pacific, drawing on

institutional strengths in the teaching of these languages as well as in the disciplines of applied

linguistics and second language acquisition.

The following project areas are proposed: (1) Development of computer-based tests for

less commonly taught languages, (2) Task-based language teaching in foreign language

education, (3) Teaching the pragmatics of Indonesian, (4) Linking community resources and

foreign language instruction (one strand, focused on K–12, another on university-level

instruction), (5) Technology-based models for distance education, (6) Continued sponsorship of

the electronic journal Language Learning & Technology, and (7) Intensive summer institutes for

professional development. Each of these projects includes the following key elements:

• The selection of one or more less commonly taught language as the demonstration language,

based on national needs and institutional resources;

• The incorporation of advanced educational technology;

• The integration of research and materials development with teacher training;

• Dissemination of research findings, instructional materials, tests, and other products to the

broadest possible audience of potential users;

• An evaluation component for each project, compatible with GEPRA and EELIAS;

• Linkages with institutional programs (including other Title VI programs) and national

associations to ensure maximum effectiveness and leverage.

Hawai‘i application: Language Resource Centers Program 1

APPLICATION NARRATIVE

1. PLAN OF OPERATION

In view of the scope of the language programs at the University of Hawai‘i, its rich experience in

language teaching and second language acquisition research, the existence of its Second

Language Teaching and Curriculum Center, and the demonstrated successful record of its

National Foreign Language Resource Center (NFLRC) over the nine years it has been in

operation, the University requests funding to continue to respond to national needs in language

pedagogy, particularly for the less-taught languages of Asia and the Pacific.

Readers who are familiar with the activities of the University of Hawai‘i NFLRC will notice

significant changes between this proposal and the previous ones. The most important of these

differences are:

• Except for continued sponsorship of the online refereed journal Language Learning &

Technology (launched during the previous funding cycle), all projects are new, although each

one draws directly on strengths developed at the NFLRC through completed projects. Each

new project area has been carefully defined to address continuing national needs for

strengthening the capacity to teach and learn foreign languages, especially the less

commonly taught languages; the need to conduct basic research in effective teaching

strategies, the application of advanced technology to foreign language instruction, and the

development of reliable and valid measures of foreign language testing; the need to train

teachers in the administration and interpretation of foreign language performance tests, the

use of effective teaching strategies, and the use of new technologies; and the need to

disseminate research findings, instructional materials, tests, and other products to the

broadest possible audience of potential users.


• All projects have also been designed to address both the new authorizing language for the

Language Resource Centers Program and widely recognized new needs in foreign language

education. These include an extension of NFLRC activities to K–12 as well as tertiary

foreign language education, incorporation of an evaluation component for each area of

activity in line with GEPRA and EELIAS requirements, the integration of research,

materials development and teacher training activities, and the establishment of linkages

with institutional programs (including other Title VI programs) and national associations to

ensure maximum effectiveness and leverage for all projects,

• For each project, one or more of the less commonly taught languages of East Asia, Southeast

Asia and the Pacific has been chosen as the demonstration language. At the same time,

since these projects have broad applications for the teaching of all languages, the results of

these projects will be disseminated through publications, summer institutes, and other

mechanisms to the larger educational community.

1.1. Organization of the Center

The NFLRC will continue to be housed in the Second Language Teaching and Curriculum

Center, taking advantage of the existing administrative structure and the expertise of existing

personnel.

The Director is the overall administrative head of the NFLRC. The Director is ex-officio a

member of the Advisory Board and of the Steering Committee. Richard Schmidt, Professor at

the University, is the Director of the National Foreign Language Resource Center.

The Associate Center Director aids the director in the programs of the NFLRC, has primary

responsibilities with respect to materials development and teacher education, and serves as

Director while the Director is absent or on leave. The Associate Center Director and the


Director are jointly responsible for the Summer Institute. Dr. David Hiple, Director of the

Second Language Teaching and Curriculum Center, is NFLRC Associate Center Director.

The Associate Director for Technology assists the director with respect to all aspects of project

supervision related to technology. Robert Bley-Vroman, Associate Professor at the University

and former NFLRC Director, is Associate Director for Technology.

The NFLRC Consultant advises the director and associate director on all projects, serves as

editor of the journal Language Learning & Technology, conducts NFLRC workshops, and

maintains a number of websites linked to the NFLRC site. Dr. Irene Thompson, Professor

Emerita of George Washington University, is the NFLRC Consultant.

The Publications Manager is responsible for the preparation of manuscripts for publication and

the publication and dissemination of NFLRC products in all formats, including books, research

notes, videos, web-based, and multimedia. The Publications Manager is Dr. Deborah Masterson.

The Project Coordinator is responsible for the day-to-day management of the SLTCC office

and coordination, support services and reporting for all NFLRC projects. Ms. Heidi Wong, an

Educational Specialist, is Project Coordinator.

The Advisory Board determines the high-level priorities of the NFLRC and is responsible for

the overall evaluation of the Center. During the three year grant cycle, the national Advisory

Board will meet twice in Honolulu, once in January, 2000, at the end of one semester of project

activity, to engage in formative evaluation, and again in May, 2002, close to the end of the

grant cycle, to conduct a summative evaluation. Two additional meetings will be held off-site, at

the annual meetings of the American Council for the Teaching of Foreign Languages (ACTFL)

in November 2000 and 2001, for the purpose of additional formative evaluation. The Advisory

Board is selected from nationally known experts in areas relevant to center activities. The

following individuals have been invited to form the national Advisory Board for the period


1999–2002, have accepted that responsibility (pending funding), and have provided feedback

on parts of this application related to their respective areas of expertise:

Roger Andersen, University of California at Los Angeles

Kathleen Bardovi-Harlig, Indiana University

Carol Chapelle, Iowa State University

Dorothy Chun, University of California, Santa Barbara

John Clark, Defense Language Institute (Emeritus)

James Pusack, University of Iowa

The Steering Committee is made up of the Director, the Associate Center Director, the

Associate Director for Technology, the NFLRC Consultant, and two additional faculty

members representing the teams assembled for each project. Under the general guidelines and

priorities decided by the Advisory Board, the Steering Committee assists the Director in

implementing projects, assists in the gathering of information to ensure that each project is on

schedule, approves curricular plans and personnel for summer institutes and workshops,

determines dissemination priorities, and makes hiring decisions for support personnel. The

Steering Committee will also take appropriate steps to ensure that provisions are made for equal

access to NFLRC programs by members of groups that have been traditionally underrepresented,

including members of racial or ethnic minorities, women, the handicapped, and the elderly.

NFLRC activities will also be monitored to ensure access by persons with special needs (under

section 427 of GEPA), for example by providing information in their native language to persons

who can be served by NFLRC activities.


The following chart outlines the organization of the Center.

SLTCC STAFFPublications Manager

D. MastersonProject Coordinator

H. Wong

NFLRC ConsultantI. Thompson

National Advisory Board

Principal InvestigatorC. N. Moore, Dean, LLL

Administrative OfficerJ. Kawahara

Associate Directorfor TechnologyR. Bley-Vroman

Center DirectorR. Schmidt

S T E E R I N G C O M M I T T E ER. Schmidt R. Bley-Vroman G. Kasper J. D. Brown D. Hiple

Associate Center DirectorD. Hiple

P R O J E C T T E A M S

1.2. Description of research and materials development projects

Each of the following NFLRC projects has been designed to focus on the teaching and learning

of the less commonly taught languages of East Asia, Southeast Asia, and the Pacific, drawing on

institutional strengths at the University of Hawai‘i in the teaching of these languages and in the

disciplines of applied linguistics and second language acquisition. Each project includes the

following key elements:

• The selection of one or more less commonly taught languages as the demonstration language;

• The incorporation of advanced educational technology;

• The integration of research and materials development with teacher training;

• Dissemination of research findings, instructional materials, tests, and other products to the

broadest possible audience of potential users (discussed in section 6);

• An evaluation component for each project, compatible with GEPRA and EELIAS

(discussed in section 7);


• Linkages with institutional programs (including other Title VI programs) and national

associations to ensure maximum effectiveness and leverage for all projects.

Except for continued support of the electronic journal Language Learning & Technology, each

proposed project is new, but each new project builds strategically on work that has been

completed in the prior grant cycle, work that is in progress, or work for which the groundwork

has been laid. In some cases, projects are linked to activities with independent funding.

Note regarding human subjects : The following projects include research activities, defined as

systematic investigation that is designed to develop or contribute to generalizable knowledge

(Title 34, Code of Federal Regulations, Part 97): Development of computer-based tests for less

commonly taught languages; Task-based language teaching; Teaching the pragmatics of

Indonesian as a foreign language; and Technology-based models for distance education. These

activities are exempt from human subjects regulations, however, under exemption category 1

(research conducted in established or commonly accepted educational settings, involving

normal educational practices, such as research on regular and special education instructional

strategies or research on the effectiveness of instructional techniques, curricula, or classroom

management methods) and exemption category 2 (research involving the use of educational

tests, except where information is recorded in a manner that subjects can be identified or when

disclosure of responses could place subjects at risk).

1.2.1. Development of computer-based tests for less commonly taught languages

Project Directors: James Dean Brown, Thom Hudson. The goal of this project is to develop

computer-based tests (CBTs) for less commonly taught languages, with a focus on the languages

of East and Southeast Asia. An innovative aspect of the project is the creation of interfaces for

some or all of the tests according to World Wide Web standards. Web-based tests (WBTs) that


allow the administration and scoring of tests via the internet, greatly increase flexibility,

applicability to multiple system platforms and accessibility to users, while keeping costs low.

During the first year of the funding cycle (1999–2000), project staff will expand expertise

in the use of the most advanced CBT development and administration software, as well as

statistical analysis software for item response theory analysis using small samples. (Small sample

size is a perennial problem in the development of reliable tests for the less commonly taught

languages.) We will also develop expertise in adapting CBTs to the Web. English language

prototype CBTs and WBTs will be developed for various skill areas (e.g., grammar knowledge,

vocabulary, reading ability, and academic listening, but specifically excluding speaking ability)

in the ACTFL ranges novice to superior.

As soon as the outcome of the Language Resource Centers Program competition is

known, official links will be formalized with the national associations for the teaching of each of

the languages of East Asia (Japanese, Chinese, Korean) and Southeast Asia (Indonesian,

Khmer, Filipino/Tagalog, Thai, Vietnamese). Each of these organizations will be asked to

conduct a national assessment of the testing needs for that language (under NFLRC guidance),

including the need for various types of tests in computer format and problems and solutions

associated with scripts and fonts, and to nominate a minimum of three computer-literate,

university-level language instructors for each language to participate in test development. Note:

Dr. Carol J. Compton, President, and Teresita Ramos, Immediate Past President, of the Council

of Teachers of Southeast Asian Languages (COTSEAL), have already committed in principle to

the project. Dr. Yoo Sang Rhee, President, and Professor Ho-Min Sohn, Inaugural President, of

the American Association of Teachers of Korean (AATK) have assured us of the support and

participation of both the AATK and the Korean Language Education and Research Center

(KLEAR) funded by the Korea Foundation. The Group of Universities for the Advancement of


Vietnamese Abroad (GUAVA) discussed this project at its annual meeting in August, 1998,

and the Board of GUAVA has also assured us of its support and cooperation.

Based on these analyses of needs and feasibility for each language, five languages will be

selected for CBT development. University faculty representing these languages will attend a

three week summer institute in July, 2000, where they will learn test development procedures

and techniques for computer based and web-based testing. In addition to adapting test

prototypes by writing items for each language, these teams will carry out small scale but useful

testing projects (such as the development of a self-assessment instrument or tests keyed to

instructional units) during the course of the institute, for each of the five languages represented.

In the third stage of the project, tests suitable for national use will be developed for two

of the targeted languages. The languages to be addressed, the skill areas to be addressed, and the

test types to be developed will be selected at the conclusion of the summer institute, taking into

consideration both national needs and the likelihood of satisfactory completion within the

remaining two years of the funding cycle. For each language, nationally recruited teams of

instructors will administer to their students the batteries of test items written by the language

teaching experts during the summer institute. Results of the administration of these beta

versions will be assembled and analyzed so the tests can be revised and improved. Working with

the language teaching experts, the tests will be analyzed for reliability and validity. Manuals will

also be created to make the testing and scoring procedures clear to future test users and to

provide technical information about the statistical validation process. For each of the languages

separately, this stage will result in a report of results and implications.

The project will end with a symposium in Spring 2002, which will draw together testing

and language teaching experts who have participated in this project and language professionals

representing the languages of other world areas, with a focus on the implications of these


projects for further development of CBTs and WBTs. The symposium will result in an edited

book of conference proceedings.

1.2.2. Task-based language teaching in foreign language education

Project Directors: Michael H. Long, Catherine Doughty, Craig Chaudron. The purpose of

this project is two-fold: (i) to design, implement, and evaluate a prototype task-based language

teaching (TBLT) program for tertiary foreign language education; and (ii) to compare the

relative merits of a focus on isolated forms, a focus on form, and an exclusive focus on meaning,

in such a program. The target languages are Korean (demonstration language) and ESL, with

ESL included because focus on form techniques and prototype materials for task-based teaching

that are developed in English can be utilized as templates for the production of materials in

additional languages. (Note: any products developed for actual use in ESL classes will be

supported by sources other than this grant.) The teacher training modules for both TBLT

methodology and focus-on-form curriculum innovations, together with prototype modules of

task-based materials (Korean and English versions), will be disseminated to the foreign language

community at large through NFLRC publications and specifically to teachers of other less

commonly taught languages in the Workshop on Task-Based Language Teaching to be offered

in Summer 2002.

Part I: A prototype TBLT program for tertiary foreign language education. Following the

schema laid out in a series of publications on task-based language teaching since the mid–1980’s

by Michael Long and Graham Crookes of the University of Hawai‘i, this project consists of the

following steps for each language:

• A needs analysis and means analysis, using a variety of sources and methods.

• Based on the results of the needs analysis and means analysis, design of part of a task-based

syllabus, including the development of materials and accompanying task-based tests.


• Implementation of the materials by project-trained teachers (starting with Korean) in

regular university language courses, with some classes tape-recorded and the resulting tapes

transcribed, coded and analyzed for formative evaluation.

• Testing of student achievement using a small battery of both linguistically focused, and task-

based, criterion-referenced tests, written specifically for the modules of materials.

• An evaluation of the course, including analysis of the effectiveness of the needs analysis and

means analysis, in-service teacher education, materials, and tests, using a range of sources

(domain experts, teachers, students, applied linguists) and both qualitative and quantitative

methods.

Part II: Focus on form in task-based language teaching. This part of the project will consist of

a study to assess the effectiveness of focus on form as part of the methodological package for

delivering the task-based courses outlined above. Depending on how many classes are available

and whether random assignment of students is feasible, the study will be conducted either with a

true experimental design or through a quasi-experimental design using intact classes. Three

treatments will be compared: task-based language teaching with a focus on meaning only, task-

based teaching with a focus on form as well as meaning, and traditional teaching (focus on

isolated forms) with no task-based component. Pre- and post-tests, classroom observations and

the analysis of class transcripts will be used to compare treatments.

1.2.3. Teaching the pragmatics of Indonesian as a foreign language

Project Director: Gabriele Kasper. The NFLRC will develop materials, activities, and

strategies for teaching the pragmatics of Indonesian as a foreign language (IFL). The project’s

overall goal is two-pronged: improving the teaching of a particular foreign language, Indonesian,

and developing approaches to the classroom learning of pragmatics which are applicable to

other target languages as well. Indonesian is identified as the target language for this project


because there are existing teaching materials which, although not primarily pragmatic in focus,

the project can build on, and because Indonesian is a typical foreign language in Hawai‘i,

affording students little contact with the language outside the classroom. Hence, we will be able

to assess the effectiveness of various instructional measures in an authentic yet laboratory-type

setting, in so far as uncontrolled learning outside the classroom will be minimized.

Materials will include written texts and videos of relevant interactions in target contexts.

Activities will include small group in-class tasks and role-plays supported by the videotaped and

written materials, guided observations of videos and films, and various forms of electronic

communication (webchat, email). Teaching strategies will include implicit and explicit ways of

teaching different aspects of Indonesian pragmatics, such as input enhancement, input flood,

awareness raising, and metapragmatic explanation and discussion.

The project will consist of the following components:

• Collection of videotaped material of authentic interactions, in Indonesia, between native

and nonnative speakers of Indonesians and between Indonesian native speakers. The

collection of these two sets of material is necessary in order to identify the adjustments

Indonesians make when talking to foreigners and to incorporate such adjustments in

material for beginning learners. For more advanced learners, on the other hand, unadjusted

native speaker input is required. As is has been amply documented in the literature, target

language input must be based on authentic data because even native speakers have little

conscious awareness of the sociolinguistic, pragmatic, and discourse features that they

regularly use.

• Development of materials, activities, and teaching strategies. It will be explored how

teaching approaches based on the Focus on Form principle (Doughty & Williams, 1998) can

be transferred from the teaching of grammar to the teaching of pragmatics.


• First and second year IFL classes at the University of Hawai‘i will participate in the project

for the duration of the entire project. This extended period of observation and intervention

will afford us the possibility to explore teaching approaches effective for students at different

levels of proficiency. Adopting a combined longitudinal and cross-sectional design affords

better insights into students’ progress and decreases uncontrollable variation between groups

to some extent.

• The effectiveness of the teaching approaches will be evaluated on an ongoing basis. Based

on these evaluations, instructional measures will be revised and implemented in one class in

spring 2001. This rerun is an important design feature of this project because it allows us to

repair weaknesses in the instructional approaches and evaluate their effectiveness.

• Results of the project will be disseminated in the form of a set of edited video clips (in both

VHS and CD-ROM format) with suggested activities and teaching strategies, made available

to teachers of Indonesian nationally including in the Southeast Asian Studies Summer

Institute (SEASSI), and publications on the design, implementation and evaluation of

approaches to the teaching of pragmatics that will be useful for teachers of other languages

as well.

1.2.4. Linking community resources and classroom language instruction

This project aims to break down the traditional isolation of foreign language instruction,

particularly the teaching of less commonly taught languages, from the rich resources that are

offered by communities in the US that speak those languages. The project has two strands, one

targeting public education K–12, the other targeting instruction at the university level.

Drawing on community language resources to improve foreign language education (K–12)

Project Directors: Kathryn A. Davis, Diana Eades. The goal of this project is to capitalize on

community language resources in developing programs and products to improve foreign


language education (primarily at the high school level). The project will encourage utilization of

resources within the less commonly taught language communities of Hawai‘i, including Ilokano,

Filipino, Japanese, Korean, Mandarin, Cantonese, Vietnamese, Samoan, Tongan and Maori,

serving as a model for foreign language education nationwide. The project will have three major

components: 1) an NFLRC and Hawai‘i State Department of Education sponsored summer

course aimed at 8th–12th grade foreign language and other educators. To examine the potential

for drawing on the linguistic resources present in the school and surrounding community and to

provide participants with tools needed to develop curriculum which utilize these resources; 2) a

fall course offered in weekend workshop format to assist participants of the summer course in

implementing a community language resources curriculum; and 3) formative and summative

evaluations of implementation of curriculum, including consultation with teachers and

administrators on ways in which to improve and expand the curriculum. Each component will

result in products for dissemination throughout the US.

• Language awareness workshops . The first phase of the project will be development of a one

session workshop which will be held at state conferences such as the annual conference of

the Hawaiian Association of Language Teachers (HALT), state and district teacher

conferences organized by the Hawai‘i State Department of Education, and schools. This

workshop will inform language teachers of ways in which they can use community language

resources to supplement and enhance in-class learning. The primary audience for this

workshop will be middle and high school foreign language teachers. The workshop

component will result in a handbook, tentatively titled Language Awareness Approaches to

Heritage and Foreign Language Instruction, which will be disseminated by the NFLRC to

teachers and teacher trainers nation-wide who are interested in developing similar programs.


• Summer Course: Drawing on community language resources to improve foreign language

education. This course will provide 8th–12th grade foreign language teachers and other

educators with theoretical and practical information about sociolinguistics, ethnography,

second language acquisition, and relevant education theory. The course will specifically

involve modeling language awareness, student as ethnographer, and foreign and heritage

language partnership approaches to language learning. Course participants will learn how to

develop curricula utilizing these approaches, and the course product will be foreign language

projects or curriculum for implementation in their schools.

• Academic year course: Implementing community language resources curriculum. During

this course, participants will implement their proposed project in the public schools. Class

readings and discussions during the implementation course will center around evaluation

procedures, implementation problems and possible solutions, and the potential for

maintaining and expanding projects. This component will result in a Community Language

Resource Manual for teacher trainers and teachers based on the theoretical content of the

courses and the curriculum development and implementation experiences of course

participants as documented through formative and summative evaluations.

Community-based Service Learning in Heritage Languages

Project Director: David Hiple. This three-year project will focus on Mandarin Chinese and

Filipino (Tagalog) as prototypical heritage languages and will unite ethnic undergraduate

students and members of Chinese and Filipino communities through service learning initiatives.

In lieu of the traditional Mandarin or Filipino 202 course, special laboratory sections of

Mandarin and Filipino, incorporating service learning in the target language community will be

offered. The content and scheduling of these special laboratory sections will be coordinated with


existing, related courses, “Chinese in Hawai‘i” (Ethnic Studies 331) and “Filipinos in Hawai‘i”

(Ethnic Studies 333).

In fall 1999 planning will begin for the special Mandarin section. Working in a team,

faculty teaching the Ethnic Studies course and the Mandarin course will visit each other’s

classes and exchange curriculum guides, readings, textbooks, etc., so as to familiarize themselves

with the content of both courses. The challenge for the Mandarin 202 course, taught by

Stephen Fleming, will be to facilitate student interaction in the target language with selected

material which complements the Ethnic Studies course content by making it linguistically

accessible to second year language students.

In spring 2000, coordinated sections of the Mandarin and Ethnic Studies classes will be

offered, with priority given to students who enroll in both courses. The Mandarin 202 service

learning component will be coordinated with an existing service learning component in the

Ethnic Studies course, in which students undertake a twenty-hour community service internship

with the Honolulu Chinese Tutorial Program, with the specific purpose of preparing Chinese

immigrants to pass the US citizenship exam. Dr. Gregory Mark, professor of “Chinese in

Hawai‘i” (Ethnic Studies 331), requires the Ethnic Studies service learning students to interview

their tutees and establish personal relationships with them to enhance the heritage aspect of the

service learning experience. By coordinating Ethnic Studies 331 with a special section of

Mandarin 202, participating students will be able to conduct their tutee interviews in the target

language. The Mandarin 202 students will also be required to carry out web-based, multimedia

projects based on their service learning experience. By facilitating interviews in the field and

requiring a multimedia web-based project, the Mandarin 202 class will ensure that the four-

skills, speaking, listening, reading, writing, are developed. The end result will be a class website


linked to the UH NFLRC website to report on and model the project to the profession

nationally.

In the second year of the project, Mandarin 202 will be offered as a web-based, distance

education course recast as “The History of the Chinese in the United States” and conducted

from the University of Hawai‘i for a nationwide student body. While the precise curriculum of

this national course has yet to be determined, as in the Hawai‘i-based Mandarin 202 section,

students enrolled in the national course on the United States mainland will be required to

conduct a local service learning project and produce in the target language a project report on

their local initiative for posting on the class and the UH NFLRC website.

Also in the second year of the project, as the Mandarin focus expands from the local

community to the national community, a second language, Filipino, will be added. In spring

2001 students will be strongly encouraged to take concurrently both Ethnic Studies 333

(Filipinos in Hawai‘i) and Filipino (Tagalog) 202 so as to maximize the learning experience and

the impact of the two courses. Ethnic Studies 333 will be taught by Dr. Linda Revilla, and the

Filipino 202 course will be taught by Dr. Ruth Mabanglo. The specific service learning project

will obviously be unique to the Filipino community, but the philosophy, procedures, and scope

will emulate the Mandarin project. In the second year of the Filipino sequence the orientation

will again move from the local community to the national community when a web-based course,

“The History of the Filipinos in the United States,” will be offered in spring 2002.

As the summative activity of this three-year project, the University of Hawai‘i will host a

national symposium on Heritage Language Instruction in the US in 2002, bringing together a

participant group representing a full complement of languages, world regions, and ethnic groups

showcasing a wide range of models for heritage language instruction. In this vein, the UH

NFLRC has already been in contact with Hampton University which is conducting a project


entitled, “Enhancing Latin American Studies and Foreign Languages with a focus on Afro

Hispanic and Afro Brazilian Populations.”

1.2.5. Disseminating technology-based models for distance education

Project Director: David Hiple . The University of Hawai‘i and the UH NFLRC have a strong

commitment to and significant experience in distance-education-delivered foreign language

instruction. In the 1996–1999 funding cycle, the UH NFLRC conducted distance education

projects in Mandarin Chinese, Filipino, Ilokano, Korean, and Russian. Distance education

projects in the last cycle focused on interactive television (ITV) courses featuring integrated

instructional support ranging from Internet/WorldWideWeb (WWW) and CD-ROM

technologies to traditional video and self-instructional/self-correcting texts. In the 1996–1999

funding cycle, the UH NFLRC projects were enhanced by a complementary grant from NSEP

(National Security Education Program) entitled, “Distance Education in Critical Languages: A

Model in Mandarin Chinese.” The NSEP grant facilitated the creation of a two-year (four

semester) distance-education course sequence in Mandarin Chinese delivered over interactive

television (ITV) and culminated with the 1997 summer institute, “Foreign Language Instruction

via Distance Education,” which was jointly sponsored by NFLRC/NSEP.

Starting in fall 1999, the University of Hawai‘i will undertake a second NSEP-funded

project, “Disseminating Technology-based Models for Distance Education in Critical

Languages” to conduct national training in pedagogically effective methodologies for distance

education and to create a model for web-based course delivery via the development and delivery

of inter-institutional upper division Chinese language courses. To maximize the impact of its

efforts and disseminate new knowledge to the profession, the University of Hawai‘i is again

proposing a co-sponsored NFLRC/NSEP Summer Institute on distance education in 2001. This

summer institute will feature a workshop, a symposium, and a multi-site videoconference and


will serve as a national forum for UH to report on its distance education initiatives and for

others active in distance-education-delivered language instruction to report on their initiatives.

1.2.6. Continuation of the journal Language Learning & Technology

Project Directors: Mark Warschauer, Irene Thompson. A major initiative of the NFLRC

during the 1996–99 grant cycle was the establishment of a new professional journal on

technology and foreign language teaching, published electronically on the WorldWideWeb.

This journal, Language Learning & Technology, was officially launched at the ACTFL meeting in

Philadelphia in November 1996, with the University of Hawai‘i NFLRC (the initiating sponsor)

assuming responsibility for the content and editorial control of the journal and the Michigan

State University LRC (CLEAR) assuming responsibility as co-sponsor for production, including

maintenance of a web server. Additional sponsors include the Computer Assisted Language

Instruction Consortium (CALICO), the International Association for Language Learning

Technology (IALL), the European Association for Computer Assisted Language Learning

(EUROCALL), and the Australian Technology Enhanced Language Learning Consortium

(ATELL). An editorial board was recruited which included representatives from each of the

other funded LRCs and many leading universities.

This new journal has exceeded all expectations. The first issue was published in July,

1997, and the journal quickly established itself as one of the most successful Internet-published

journals to date in any field, and the first in the world with a major focus on the use of the

Internet for language teaching. LLT is fully refereed and is published in Hypermedia format,

with links to photos, graphics, and sound files. Two volumes (4 issues) have been published, of

consistently high quality. The journal has received nearly a half million “hits” since it began,

although this is not a very meaningful number. More meaningful is the fact that the journal has

been accessed by approximately 17,000 unique readers (different individuals, counted only once


no matter how many times they access the home page or individual articles) and has 2,500

registered subscribers.

Dr. Mark Warschauer, the first editor of the journal and a member of the NFLRC staff at

the time the journal was begun, subsequently completed his doctorate at the University of

Hawai‘i and moved to Egypt, where he is technology director for a major USAID funded

educational program. However, he has continued as editor of the journal, reporting to the

NFLRC, and the NFLRC has continued to fund support staff and remains responsible for the

editorial content of the journal. Dr. Irene Thompson, the NFLRC Consultant, was subsequently

appointed co-editor of the journal.

The two LRCs who sponsor Language Learning & Technology, the Hawai‘i NFLRC and

the Michigan State University CLEAR, have agreed to continue their sponsorship under the

same arrangement for the next three years, with Hawai‘i responsible for content and Michigan

State responsible for production. Should it turn out that either of these two LRCs is not funded,

the remaining sponsor will seek a replacement from other institutions that are funded.

1.2.7. Summer Institutes for Professional Development

The University of Hawai‘i has been offering NFLRC summer institutes (3 to 6 weeks in

duration) for professional development since 1991. These institutes have earned a solid

reputation providing training in teaching methodologies, testing, materials development, and

technology-based foreign language education. Some institutes have been directed at teachers of

specific languages, while others have served teachers of all LCTLs.

During the three year grant cycle, the NFLRC will offer both types of institutes, those

targeting specific languages or groups of languages and those offered to participants representing

all LCTLs. These institutes will be directed by Richard Schmidt, NFLRC Director, in 2000 and

by David Hiple, Associate Director, in 2001 and 2002. Each institute and workshop will be


staffed by teams of local, national, and international experts. Each has been designed to respond

to national needs and to disseminate results from the projects described above to the

educational community.

Summer 2000 Computer-based Tests for LCTLs

Chinese Pedagogy Institute

The summer institute on Computer-based Tests for Less Commonly Taught Languages

has been described above in section 1.2.1.

The Chinese Pedagogy Institute, to be directed by Dr. Cynthia Ning, Associate Director

of the University of Hawai‘i Center for Chinese Studies, and Dr. Ted Yao, Professor of Chinese,

will be offered in Summer 2000 in response to a direct request from the national leadership of

the Chinese Language Teachers Association (CLTA) and the Chinese Language Association of

Secondary-Elementary Schools (CLASS), who have identified effective teacher training as the

most urgent national need and identified Hawai‘i as an appropriate site for a summer institute,

on the basis of its experience in applying technology to Chinese language instruction and the

availability of nationally known instructors who have published texts and other materials that

are in wide use. The three-week institute will enroll full-time instructors of Mandarin Chinese

from secondary and postsecondary levels in US institutions and will provide a total of 90 hours

of training, focusing on classroom instruction in all four skills. The institute will expand on the

principles of performance-based instruction (student centered, task-based, contextualized

lessons), and the links among teaching, learning, and standardized proficiency testing.

Instruction will include access to an ongoing second semester class in Mandarin Chinese, and

practice in using technology to achieve instructional goals.

Summer 2001 Distance Education Summer Institute

Korean Language Pedagogy Institute


The Distance Education Summer Institute has been described above in section 1.2.5.

The Korean Language Pedagogy Summer Institute will be coordinated by Professor Ho

Min Sohn, Professor of Korean, Chair of the Department of East Asian Languages, and Director

of the Korean Language Education and Research Center (KLEAR) at the University of Hawai‘i.

This two week teacher training institute for Korean language teachers will be held either

immediately preceding or immediately following the annual conference of the American

Association of Teachers of Korean (AATK) in August, 2001, in Honolulu. The pedagogy

institute will feature modules on computer-based and web-based testing for Korean (see

description of this project above in section 1.2.1.) and task-based Korean language teaching (see

section 1.2.2 above).

Summer 2002 Heritage Languages Symposium

Task-based Language Teaching Workshop

Pacific Island Languages Summer Institute

The Heritage Languages Symposium is described above in section 1.2.4.

The Task-based Language Teaching Workshop will disseminate the results of the project

described in section 1.2.2, for which Korean is the demonstration language, to nationally

recruited teachers of other less commonly taught languages who will have the ability to adapt

the teacher training and materials development prototypes to their particular languages.

The Pacific Island Languages Summer Institute will be co-sponsored by the NFLRC and

the Center for Pacific Island Studies at the University of Hawai‘i, in cooperation with Brigham

Young University – Hawai‘i Campus. The institute will combine a program for intensive

summer study of Pacific languages (Samoan, Maori, Tongan, and Tahitian) and pedagogical

workshops for teachers of those languages. The pedagogical workshops will include modules on

all of the themes developed in NFLRC projects and all areas of NFLRC expertise, including the


development and adaptation of materials, the use of effective strategies in foreign language

teaching, the application of technology to foreign language instruction, and strategies for

drawing from community resources to improve foreign language instruction.

2. QUALITY OF KEY PERSONNEL

The faculty and staff assembled to carry out the projects described in this proposal constitute, we

immodestly claim, an all-star cast. Since biographical sketches for all personnel are presented in

Appendix A, our remarks here will brief concerning the professional staff of the NFLRC and the

university faculty affiliated to the center. Note: For all vacancies that many occur in staff

positions, the NFLRC will encourage applications for employment from members of groups that

have been traditionally underrepresented, in accordance with the University of Hawai‘i’s

nondiscriminatory employment practices.

Dr. Cornelia Niekus Moore , NFLRC Principal Investigator since 1995, has been involved in

the activities of the National Foreign Language Resource Center since its establishment in 1991

and has actively supported its operations and endeavors by providing administrative leadership

and facilitating interdepartmental collaborations. By training and specialization a professor of

German and Dutch, her administrative responsibilities have provided her with the experience of

furthering the teaching and learning of the thirty languages which this University regularly

offers. Dr. Moore has been responsible for overseeing the implementation of the language

requirement, the establishment of new courses and programs, and the administration of

numerous grants and contracts.

Dr. Richard Schmidt , NFLRC Director, has occupied this position since 1995. Following

completion of his doctorate in linguistics, he has spent the past twenty five years engaged in the

training of foreign language teachers, including teacher training projects in Japan, Thailand,

Brazil, Spain, and Egypt. His many research publications concern the development of fluency in


foreign language learning, relationships among the factors of motivation, learning strategies and

pedagogy, and the role of attention and awareness in second and foreign language learning. He

has been a foreign service officer, a Fulbright-Hays senior scholar, a department chair, and a

graduate chair (of both the field of English as a Second Language and that of Second Language

Acquisition at the University of Hawai‘i). He is currently the chair of the Council of Directors

of the National Foreign Language Resource Centers, representing the LRCs within the

Coalition for International Education.

Dr. David Hiple , Associate NFLRC Director since 1992, has over twenty-five years’ experience

in language teaching, testing, and teacher training. He has secured and managed numerous

federal and private foundation grants to conduct materials development projects and teacher

training projects in uncommonly taught languages, such as Chinese, Indonesian, Korean,

Filipino, and Vietnamese. He is currently directing an NSEP-funded project “Disseminating

technology-based models for distance education in critical languages” and co-directing a FIPSE-

funded project “A model for pre- and in-service training of language immersion teachers.” Dr.

Hiple has directed the UH NFLRC Summer Institute since 1992, conceptualizing and managing

a diverse program of offerings on themes related to teacher development, materials

development, and technology. He is also the acting director of the Language

Telecommunication, Resource and Learning Center, which houses the college’s multimedia

computer laboratories, and satellite teleconferencing and videoconferencing facilities.

Dr. Deborah Masterson , Publications Manager, has been with the NFLRC since its inception

in 1989. In addition to a doctorate in linguistics, experience as a computational linguist on a bi-

directional translation program for English and Korean, and her own published work in language

teaching and linguistics, she brings to the position of Publications Manager extensive training in

design, technical writing and editing, desktop and Internet publishing.


Heidi Wong , NFLRC Project Coordinator since 1995, received her MA in ESL from the

University of Hawai‘i and her BA in Chinese from Yale University. Ms. Wong administers a

range of technology-focused professional development programs for second and foreign language

educators and coordinates the NFLRC Summer Institutes at the University of Hawai‘i. She co-

chaired the 1998 Second Language Research Forum (SLRF) in Honolulu. Ms. Wong brings

fluency in Chinese and extensive teaching experience to her projects.

Stephen Fleming studied and worked in Beijing for four years and has MAs in Chinese and ESL

from the University of Hawai‘i. As special instructor in technology for foreign language

education he teaches Chinese over the Hawai‘i Interactive Television System (HITS), reaching

students on four islands. He has worked on grant-funded projects to develop models for effective

foreign language pedagogy in the interactive television medium, and he designed and conducted

the NFLRC 1997 Summer Institute’s workshop on tools and techniques for foreign language

instruction via interactive television. He is currently designing a web-based upper division

Chinese reading course to be delivered exclusively via the Internet to a national student group

at participating mainland institutions.

Dr. Irene Thompson , NFLRC Consultant, is Professor Emerita at George Washington

University. She received her BS and MS from Georgetown University and her PhD from

George Washington University where she taught for many years and served as chair of the

Department of German and Slavic Languages. Dr. Thompson has conducted many workshops

and seminars on second language acquisition, classroom pedagogy, materials development,

learner strategies, and authored numerous journal articles and textbooks. In her capacity as

NFLRC Consultant, Dr. Thompson serves from the neighbor island of Kaua‘i as co-editor of the

NFLRC electronic journal, Language Teaching and Technology, and co-director of an ongoing

project to develop criteria for evaluating foreign language multimedia programs.


The teams for each NFLRC project are headed by outstanding scholars with excellent

research and teacher training credentials, drawn from the graduate faculty of the doctoral

program in Second Language Acquisition, widely considered to be foremost in the world among

such programs. Each member of the team has particular expertise in the specific areas to be

researched, with a broad range of quantitative and qualitative research styles represented.

Dr. James Dean Brown and Dr. Thom Hudson are among the leaders of the field of second

language testing in the US, the authors of many published language tests, and co-authors of two

books on foreign language assessment (Developing prototypic measures of cross-cultural pragmatics

and Designing second language proficiency assessments) published by the NFLRC. Both Brown and

Hudson have served on the Policy Council of the Educational Testing Service(ETS), as well as

on the ETS committee of examiners and the ETS research committee. Dr. Michael Long is

well-known to the foreign language community through his participation in the annual

McGraw-Hill satellite teleconference and is perhaps the best known advocate of task-based

language teaching in the US. Dr. Catherine Doughty is author (with Jessica Williams) of the

first book-length treatment of the effectiveness of a focus on form within an overall communi-

cative approach in language teaching (Cambridge University Press). Dr. Gabriele Kasper is

internationally known as a scholar of interlanguage and cross-cultural pragmatics, and is the

author of a forthcoming book on teaching cross-cultural pragmatics, the focus of the proposed

project on pragmatics in the Indonesian foreign language classroom. M. A. Dufon , who will also

work on this project, is completing a doctoral dissertation consisting of an ethnographic study

on the acquisition of politeness by L2 learners of Indonesian, providing a needs analysis for the

project. Dr. Kathryn Davis , head of the team for the project on using community language

resources to improve foreign language education K–12, is a teacher educator, ethnographer,

sociolinguist and editor of the book Foreign language teaching and language minority education,


published by the NFLRC in early 1999. Dr. Diana Eades is a leader in the field of language and

the law, as well as issues of access to education by members of minority communities.

NFLRC-affiliated faculty representing specific languages or groups of languages are also

leaders in the foreign language teaching profession. Dr. Cynthia Ning and Dr. Ted Yao , who

will offer the Chinese Pedagogy Summer Institute in Summer 2000, are the authors of texts for

the teaching of Mandarin (Integrated Chinese, Yao, and Communicating in Chinese, Ning) that are

now in use at over 100 universities and colleges. Dr. Yao is the creator of CATRC (Computer-

adaptive test of reading in Chinese). Dr. Ning is the current president of the Chinese Language

Teachers Association (CLTA). Dr. Ho Min Sohn , who will direct the Korean Pedagogy

Summer Institute in summer 2001 and provide input and assistance on two projects for which

Korean is a targeted language (Task-based language teaching and Computer-based testing), was

the inaugural president of the American Association of Teachers of Korean (AATK) and is

currently Director of the Korean Language Education and Research Center (KLEAR) at the

University of Hawai‘i. Dr. Sohn is also chair of the Department of East Asian Languages and

Literatures at the University of Hawai‘i. Dr. Teresita Ramos will be responsible for the project

on Community-based service learning in heritage languages (Filipino strand) and will

coordinate the involvement of Southeast Asian languages in other NFLRC projects. Dr. Ramos

is the senior scholar in the US in Filipino (Tagalog) language and language teaching and a

prolific producer of materials for this language. She was the first president of both the Council of

Teachers of Southeast Asian Languages (COTSEAL) and the National Council of

Organizations of Less Commonly Taught Languages (NCOLCTL).

A final point to be mentioned with respect to staff quality for the projects proposed here

is that the existence of the University’s doctoral program in Second Language Acquisition,

together with its other graduate programs, means that well-trained bilingual research assistants


can easily be recruited from a first class student body, at a university that considers foreign

language teaching to be one of its highest priorities. In addition, two advanced graduate

seminars have been scheduled for the first year of the funding period with the purpose of

expanding these resources for specific projects, an seminar on issues in foreign language testing

(fall 1999), focused on computer-based and web-based testing, and a seminar on task-based

language teaching (spring 2000).

3. ADEQUACY OF RESOURCES

Because of its strategic location in the Pacific, Hawai‘i understands first-hand that for too long

the US perspective on the world has been Eurocentric. What Hawai‘i has to offer is not only its

geography but also its people, whose culture and values combine the best of the East and the

West. There are other centers of Asian and Pacific learning, but no other center can offer

knowledge, competencies and skills, and the cross-cultural sensitivities born of a truly

multicultural society. Hawai‘i has gained prominence as a Pacific educational center; for

example, the East-West Center attracts scholars from all over the US and the Pacific region

who come together to study, to conduct research, and to work at the University of Hawai‘i.

The University of Hawai‘i’s Asia collection, with a concentration in humanities and

social science materials, is one of the most noteworthy in the nation. It contains over 500,000

catalogued volumes and substantial uncatalogued microfilm, periodical, and newspaper holdings.

Materials in the Japanese, Chinese, and Korean languages exceed 250,000 items. Its Pacific

collection, meanwhile, has the most extensive holdings of materials in the nation. In support of

the University’s graduate programs, the library also houses an excellent collection of resources in

linguistics, psycholinguistics, and second language acquisition research.

One sign of Hawai‘i’s international scope is the University of Hawai‘i’s foreign language

program. The University of Hawai‘i’s main campus has the most extensive foreign language


curriculum in the United States. It offers instruction regularly in 30 languages, and offers over

fifty others as needed. It has the largest enrollments in East Asian in the nation, including the

largest enrollment in Japanese. The University also has the largest number of course offerings in

Indo-Pacific languages. Courses regularly taught include Burmese, Cambodian, Hawaiian,

Hindi, Ilokano, Indonesian, Samoan, Filipino/Tagalog, Tahitian, Thai, and Vietnamese. The

University also offers several Indian (South Asian) languages, both modern and classical, as well

as the broadest coverage of Hawaiian language and literature anywhere in the world. The

University also provides extensive instruction in the European languages—French, German,

Russian, Spanish, Latin, Greek, Dutch, Italian, and Portuguese.

Scores of dictionaries, grammars, and textbooks for the languages taught at the University have

been produced through research at the University. The faculty has been especially active in

developing new language materials in Japanese, Chinese, Vietnamese, Ilokano, Filipino,

Hawaiian, Tahitian, Samoan, Russian, German, Greek, Latin, and English as a Second

Language.

The University of Hawai‘i’s language programs have received ongoing national

attention. In addition to the centrally important NFLRC grant, additional external support has

come in the 1990s from Title VI (International Research and Studies Program), FIPSE (Fund

for the Improvement of Postsecondary Education), NSEP (National Security Education

Program), NSA (National Security Agency), and the federal Office of Research and

Development. Grants have supported projects in materials development in Chinese, Filipino,

Indonesian, Korean, and Vietnamese, a project to develop a prototype model for language

immersion teacher training, technology-based projects to deliver language instruction via

distance education, and a project to develop an assessment model for evaluating foreign

language multimedia software. Earlier grants assisted in the development of specialized courses


in Japanese, Mandarin Chinese, French, Spanish, Filipino, Ilokano, and Vietnamese as well as

the conducting of proficiency testing and teacher-training workshops. The University hosted

the Southeast Asian Studies Summer Institute and conference (SEASSI) in 1988 and 1989.

The University’s efforts in language instruction, research, and materials development

include special offerings for external agencies (e.g., Chinese, Vietnamese, Filipino, Ilokano, and

Russian for the Department of Defense), enhanced by the funding and recognition previously

cited. The Peace Corps long ago recognized Hawai‘i’s advantage as an incomparable cross-

cultural training site, and it early conducted training programs here. Extensive involvement in

providing instruction in less frequently taught and/or critical languages has necessitated in-

house development of materials which are otherwise unavailable. Instructional techniques

appropriate to the languages are subject to ongoing review and refinement in connection with

materials development and the introduction of new courses.

This emphasis on foreign language teaching within the University is reflected in its

structure. In 1982, the College of Arts and Sciences was reconstituted into four colleges, one of

them the College of Languages, Linguistics and Literature. The organization of the College of

Languages, Linguistics and Literature facilitates interchange among the language departments,

so that the pedagogical innovations and research findings in one language area are shared with

other areas. The University has a two-year foreign language requirement for undergraduates.

The College of Languages, Linguistics and Literature comprises the following academic units:

• The Department of East Asian Languages and Literatures offers a BA, MA, and PhD in

Japanese, Chinese, and Korean. The department has an average annual enrollment of over

3,000. These languages are widely spoken in the state and are part of the cultural heritage of

a considerable segment of the population. These facts coupled with the university’s policy of


emphasis on the languages of Asia and the Pacific have played a major role in the

development of a substantial program in East Asian languages.

• The Department of European Languages and Literatures offers MA and BA degrees in

European Languages with specializations in Classics, French, German, Russian, and Spanish.

The department also provides instruction in Dutch, Italian, and Portuguese. Enrollment in

these languages is large and steady. Faculty in European languages have been active in

producing innovative instructional materials and in conducting research on second language

acquisition.

• The Department of Hawaiian and Indo-Pacific Languages and Literatures offers nearly 70

courses each semester in South Asian, Southeast Asian, and Pacific island languages and

literatures. The University of Hawai‘i is unique in offering every national language of

Southeast Asia. The department has a BA in Hawaiian and a BA equivalent (through

Liberal Studies) in Burmese, Cambodian, Hindi, Ilokano, Indonesian, Lao, Prakrit, Samoan,

Sanskrit, Filipino, Tahitian, Thai, and Vietnamese.

• The Department of English as a Second Language is internationally known for its research in

foreign language acquisition. Despite its name, the focus of the Department’s program is

much broader than simply the teaching of English. The programs emphasize general

principles of foreign language learning, and students frequently specialize in languages other

than English. Its highly selective master’s program is recognized world-wide for its

excellence. The interdisciplinary PhD program in Second Language Acquisition is widely

viewed as the leading such program in the US (and indeed the world). Research carried out

under the auspices of this program includes the analysis of stages of development in language

acquisition, psycholinguistic processes of second and foreign language comprehension,


production and learning, the assessment of foreign language proficiency, and second and

foreign language program development and evaluation.

• The Department of Linguistics offers a Masters and PhD program, with an emphasis on

Asian and Pacific languages. Faculty from the Department of Linguistics cooperate with

faculty of English as a Second Language and the language departments on projects of joint

interest.

• The Department of English, the largest department on campus, offers instruction from the

freshman to doctoral levels. The Department has won national acclaim for its efforts in

revamping the English writing program on the undergraduate level, which is administered by

the MÅnoa Writing Program.

In addition to the academic departments, other units serve the College’s language teaching and

research mission:

• The Language Telecommunications, Resource and Learning Center (LTRLC) provides

technical assistance to the College of LLL. Located in Moore Hall, the “language building,”

LTRLC houses: a state-of-the-art unit offering satellite teleconferencing (C and Ku-band

tracking dish and a Ku-band broadcast facility) and videoconferencing capabilities, fully

equipped studios for the production of educational video and audio materials, a forty-two

station language laboratory, as well as two class labs and three language media classrooms for

viewing video on both PAL and SECAM formats. All general-use classrooms in Moore Hall

are equipped with datajacks for direct Ethernet connection to the Internet, and LTRLC

makes available mobile carts with computers that can be taken to any instructional

classroom in the building. Approximately 80% of all audio materials in the collection are

produced in the Center’s own broadcast-standard audio recording studio. Via its satellite,

LTRLC receives daily programming on the International Channel which can be viewed by


students, faculty, and staff in a lounge and recorded on request for faculty wanting to use a

broadcast as source material for classroom instruction.

• The Multimedia Computer Lab (MCL) facilitates technology-based language instruction in

the College of LLL. The Lab includes both a Macintosh lab of 15 networked PowerPC

Macintosh computers and a PC lab of 15 networked Windows 95 Pentium computers. The

MCL accommodates teaching and research projects in Asian languages as well as other non-

Roman alphabet languages offered in the College of LLL. Both labs are equipped with a

printer, scanner and LCD projection system. The computers feature a direct Ethernet

connection to the Internet and a host of software for multimedia language use and learning

in a wide variety of languages. The laboratory is available for (1) drop-in student use to

complete assignments or for independent learning activity, (2) class reservations for foreign

language classes, and (3) Internet and CALL training workshops for faculty and staff. A

separate Faculty Development Lab is available for faculty and staff for conducting materials

development and software design and research projects.

• The Center for Second Language Research (CSLR) was established in 1983 as a joint

venture of the Department of English as a Second Language and the Social Science

Research Institute of the University. The work of the CSLCR includes basic and applied

research in second language teaching/learning, on education through the medium of a

second language, and on classrooms where second dialects are present.

• The Center for Interpretation and Translation (CITS) was established in 1987 to meet the

growing demand for translators and interpreters in the Pacific Area and worldwide. The

Center currently offers a summer certificate training program in Japanese, Mandarin

Chinese, and Korean in combination with English and has plans to expand the certificate

program to other languages.


• The Second Language Teaching and Curriculum Center (SLTCC), is the organizational

basis for the National Foreign Language Resource Center. The SLTCC was initiated in 1988

to assist the departments and faculty of the College in their planning of new courses and

programs and in their maintenance of capabilities to provide effective foreign language

education, as well as to identify areas for faculty development and research. The mission

statement of the SLTCC includes providing curriculum development services and expertise;

supporting faculty in second language research and teaching; sharing information regarding

other faculty’s activities; and disseminating research on language teaching.

The University of Hawai‘i is also home to two Title VI national language and area studies

centers (NRCs), the Center for Southeast Asian Studies (Steven O’Harrow, Director) and the

Center for Pacific Island Studies (Robert Kiste, Director), as well as a CIBER (Shirley Daniels,

Director). Centers for Chinese, Japanese, Korean, Philippine, and Russian studies are supported

by other internal and external sources. The Korean Language Education and Research Center,

founded in 1994 with funding by the Korea Foundation, houses an international collaborative

project to develop textbooks, dictionaries and tests for the Korean Language. The NFLRC works

closely with all of these centers in order to coordinate activities and maximize the impact of

each program.

4. NEED AND POTENTIAL IMPACT

We take it as axiomatic that is in the US national interest to ensure that the major languages of

the world are widely taught and learned effectively, and that most of the world’s languages

should be taught somewhere and learned by some Americans. However, adequate resources

(including commercial sources for materials) exist in the United States for only the small

handful of most commonly-taught languages: English (ESL), French, Spanish, and German. For

the remaining languages of the world, the national capacity to ensure that such languages are


effectively learned ranges from adequate but improvable (for languages that are taught at a

dozen or more universities, to learners numbering in the thousands) to inadequate (languages

taught at only a few universities, to students numbering in the hundreds) to virtually

nonexistent (for the rarely-if-ever-taught languages). We also take it as a given that the solution

to this overall problem does not lie in merely making sure that a few universities offer courses in

the less commonly-taught languages by recruiting a graduate student from engineering or

agriculture (for example) who happens to be a native speaker of the language and throwing him

or her into a classroom with no training in effective language pedagogy, no materials, and no

valid assessment measures.

At the same time, for both the commonly-taught and the less commonly-taught

languages, the major perceived needs at the national level are the same, for teacher training and

materials development (see discussion of teacher training as the most urgent need for the

teaching of Chinese nationally as identified by CLTA in section 1.2.7). It should also be noted

that there are also teachers of less commonly-taught languages who are among the best teachers

of any language, anywhere (including teachers who make sophisticated use of technology), and

there are universities where there is a critical mass of teachers and learners of LCTLs that can

serve as a national resource. The University of Hawai‘i is one such center, specifically for the

languages of Asia and the Pacific, a crucial world area. Asian and Pacific countries have

reshaped the global economic landscape (in spite of their current fiscal downturn), Asian

immigration has transformed the American population profile, and enrollment in Asian

languages has increased at a rapid rate. Some of the less commonly taught languages of Asia

(dominated by Chinese and Japanese), are becoming well-established in an educational domain

previously dominated by the teaching of French, German and Spanish. The basic problems in

the teaching of these languages remain, however, especially the lack of trained teachers. As a


response to this critical need, a major focus of this proposal is the education of teachers of the

less commonly taught languages.

A second general need to which this proposal responds is the need to incorporate

technological advances into foreign language teaching. It is widely recognized that multimedia

and electronic media are having a dramatic impact on language learning and teaching. While

computer-assisted language learning (CALL) has existed as a special sub-discipline of language

education for some 20 years, for much of that time the actual impact of CALL on language

teaching was relatively minor. Three relatively recent developments have changed this

situation: (1) the development of multimedia computer applications and widespread distribution

of CD-ROMs, so that the average personal computer now has substantial stand-alone

multimedia capacity; (2) the rapid growth of the Internet, allowing inexpensive, instantaneous,

individual access to authentic language materials from all over the world; and (3) the rapid

expansion of computers into the home and school markets. It is, in fact, the profession that lags

behind in applying these technological advances in foreign language education. For this reason,

the Hawai‘i NFLRC has taken a forceful lead in promoting the use of multimedia and Internet

resources in language teaching nationally. This will continue to be a focus for the next three

years, with specific attention to three specific aspects of technology: (1) the development of

computer-based and web-based tests (see section 1.2.1), (2) dissemination of models for distance

education (section 1.2.5), and the online journal Language Learning & Technology (section

1.2.6). Language testing is the area of the profession that has been least influenced by the

technological revolution to date. Models for distance education are needed because although

more and more teachers know how to create web-pages, models utilizing pedagogically effective

instructional design strategies appropriate to the medium are needed.


Specific projects described in this proposal also respond to and address more specific

needs.

• The first stage of implementation of the project to develop computer-based tests for LCTLs

includes an assessment of the national testing needs for each of the targeted languages.

• The project on task-based language teaching in foreign language education starts from the

premise that all curriculum must begin with an assessment of learner needs, from which

pedagogical tasks are developed.

• The project to develop models for the teaching of pragmatics in foreign language classes is

based on research showing not only that pragmatics can be taught in the foreign language

classroom but also that pragmatic aspects of language are in most cases not learned unless

they are taught.

• The project to draw on community resources for the improvement of foreign language

instruction responds to the following facts: (a) traditionally, most languages have been

taught in virtual isolation from the target language community; (b) as shown by research

(much of it conducted by the Hawai‘i NFLRC during the last grant cycle), a very high

percentage of students of LCTLs are enrolled in foreign language classes because they have a

personal identification with the language linked to cultural or ethnic identity; and (c) for

virtually every LCTL, there exists a vibrant community in the US that uses that language,

an important national resource that should no longer be wasted.

The projects carried out under the proposed plan of activities will have significant impact

nationally because they respond to these needs and because the projects have been carefully

formulated to make sure that each objective is achievable and each product will be delivered

(see section 5) and disseminated (see section 6). In addition, each of the proposed activities has

been discussed with representatives of national organizations representing the targeted LCTLs,


in order to ensure that national needs are met, that teachers of these languages are represented

in all NFLRC activities, and that the results of each project are widely disseminated.

Organizations that have provided input and endorsements (details of each in preceding sections

of this proposal) include the University of Hawai‘i Center for Southeast Asian Studies (Title

VI), the Center for Pacific Islands Studies (Title VI), the University of Hawai‘i CIBER, the

Chinese Language Teachers Association (CLTA), the Chinese Language Association of

Secondary-Elementary Schools (CLASS), the American Association of Teachers of Korean

(AATK), the Korean Language Education & Research Center (KLEAR), the Group of

Universities for the Advancement of Vietnamese Abroad (GUAVA), the Council of Teachers

of Southeast Asian Languages (COTSEAL), and the Hawai‘i State Department of Education.

5. LIKELIHOOD OF ACHIEVING RESULTS

The NFLRC has a proven record, through its nine years of operation as a Language Resource

Center, of achieving significant results. This application continues the existing administrative

structure and builds upon projects completed in the previous three funding cycles. For each of

projects outlined in this application (see section 1.2) goals and objectives have been identified

that are specific, detailed, and ambitious but achievable. In addition, the ground work has been

laid for each specific project:

• For the project to develop computer-based tests, the NFLRC has access to previously

developed tests in non-computerized format that are suitable for computer adaptation,

including proficiency examinations developed under the guidance of Professor J. D. Brown

for the five languages taught in the annual Southeast Asian Studies Summer Institute

(SEASSI): Indonesian, Khmer, Tagalog (Filipino), Thai, and Vietnamese. A Korean

Language Placement Test (KLPT) is currently under development (also in non-

computerized format) at the University of Hawai‘i for use nationally, keyed to a textbook


series (Korean for English speakers, KES) being developed by the Korean Language Education

& Research Center (KLEAR) at this university. When fully developed, KLPT is expected to

be used by at least ten US. universities, including UCLA, UCSB, UCSD, Indiana, Ohio

State, Rutgers, Chicago, Harvard, and Columbia. The University of Hawai‘i NFLRC has

also acquired expertise in the development of computer based tests. The Computer Adaptive

Test of Reading in Chinese (CATRIC) developed by Ted Yao with NFLRC support during

the last funding cycle, was distributed in beta version to instructors of Chinese nationally in

November, 1998. To the best of our knowledge, this is the first computer-adaptive test for

any skill and for any foreign language to have reached the stage of widespread dissemination.

The use of the internet for language testing (WBTs) is a new approach, which we are

implementing for the first time in the context of this project. However, an NFLRC

monograph addressing technological and theoretical issues of web-based testing and

assessing its usefulness relative to languages being tested and test purpose (self-assessment,

placement, proficiency tests) is already underway.

• The project on task-based language teaching will draw on the expertise of nationally

recognized experts in this area at the University of Hawai‘i, the involvement of qualified

instructors in East and Southeast Asian languages, and support from the Dean of the College

for curriculum revision in East Asian languages.

• The project to create methods and create materials for the teaching of the pragmatics of

Indonesian builds upon work carried out in previous grant cycles on the study of

interlanguage pragmatics, the development of measures to assess pragmatic ability, and the

development of methods and materials to teach discourse-related aspects of pragmatics in

the Japanese as a foreign language classroom during the last cycle. The NFLRC has also

already established a good track record in developing and disseminating innovative materials


for the teaching of Indonesian. International cooperation for this project has been

established and will be further developed once the project is under way. In particular, we

will work together Professor Erlin Barnard at the University of Singapore and Dr. Timothy

Hassall, Australian National University. At both locations, Indonesian is taught at a much

larger scale than anywhere in the US.

• The project to improve foreign language education in the public schools by drawing upon

community language resources builds upon the previous experience of the NFLRC in

developing a language partnership project, which brought together at-risk high school

students who are native speakers of less commonly taught languages and university students

of those languages, to the benefit of both. The proposed project specifically targets foreign

language instruction at the K–12 level, where the isolation of traditional foreign language

instruction from resources that exist in the surrounding community exist has traditionally

been strongest. The project will be carried out in cooperation with the Hawai‘i State

Department of Education “World Languages Program,” which has been established to

expand opportunities for all students to develop competence in languages in addition to

English. Because Hawai‘i has a highly centralized system of education, with a single

department of education for the entire state, this endorsement ensures that impact will be

maximized to all districts. National linkages have also been established to maximize

dissemination to the foreign language community at large. Kathryn Davis, one of the

directors of this project, has been named as a representative to the Heritage Language

Initiative sponsored by the Center for Applied Linguistics and the National Foreign

Language Center, which will bring together a broad range of constituencies concerned with

overcoming the neglect of heritage languages in the United States.


• The journal Language Learning & Technology has an editorial structure (editors, advisory and

editorial boards, production staff) in place and has established itself in a very short period of

time as a model for Internet journals in any field. Although this was indicated as something

that the NFLRC would “attempt” to initiate during the last funding cycle, in fact every

deadline established was met; every issue came out on time; and each issue has been of

higher quality than the previous one.

• In the 1996–1999 funding cycle, NFLRC projects were enhanced by a complementary grant

from NSEP (National Security Education Program) entitled, “Distance Education in Critical

Languages: A Model in Mandarin Chinese” which culminated with the 1997 summer

institute, “Foreign Language Instruction via Distance Education,” which was jointly

sponsored by NFLRC/NSEP. Since conducting that successful 1997 summer institute, the

UH NFLRC has continued to take a leadership role in distance-education-delivered

language instruction, especially in uncommonly taught languages of Asia and the Pacific.

The University of Hawai‘i has now received a second NSEP grant to conduct a variety of

national training activities in pedagogically effective methodologies for distance education,

and this will again cumulate in a joint NFLRC/NSEP summer institute.

6. FINAL FORM OF RESULTS

The products resulting from the projects outlined in this proposal fall into three broad

categories: (1) people, i.e. trained teachers, (2) research reports, language teaching materials and

tests disseminated directly by the NFLRC and through other channels of distribution, and (3)

outreach activities.

People. A minimum of 300 teachers will be directly trained through participation in the annual

summer Institutes for Professional Development and other workshops, with many more affected

indirectly. Note on previous performance: Between 1993 and 1997, NFLRC summer institutes


and other workshops enrolled a total of 6,036 participants, impacting an estimated 167,600

students. A particular strength of the Hawai‘i NFLRC institutes has been that by concentrating

on less commonly taught languages it has often been possible to reach virtually an entire

community of language teachers and to play a pivotal role in helping them to establish networks

that last far beyond a summer. Participant selection will continue to emphasize the

identification of teachers who will play an important role in disseminating information later and

producing a multiplier effect.

Products. The Hawai‘i NFLRC is unique among the existing LRCs in having a full-time

professional publications manager and support staff devoted exclusively to the publication and

dissemination of research results, instructional materials, tests, and other materials produced by

the NFLRC to the foreign language profession. In the period FY93–97, the NFLRC produced

and disseminated 29 sets of teaching materials (texts, video, multimedia kits, and resource

guides) for LCTLs (Filipino/Tagalog, Ilokano, Indonesian, Japanese, Korean, Mandarin,

Russian, Samoan, and Vietnamese); tests of pragmatic ability for Korean and Japanese,

performance assessment measures (prototypes for generic purposes, plus Japanese, Korean, and

German versions), and a computer-adaptive test of reading in Chinese; and 21 books,

monographs, and other research publications, in addition to 175 scholarly publications

published in refereed journals by NFLRC staff.

Outreach. The NFLRC distributes a twice-yearly newsletter and currently maintains two

websites (one for the NFLRC, a second on the evaluation of multimedia materials for foreign

language teaching). NFLRC staff are active in presenting results of activities at national and

international conferences (306 such presentations in the period FY93–97). As indicated in

section 4, the impact of NFLRC projects will be enhanced by linkages that have been

established with national associations for the teaching of the less commonly-taught languages of


Asia and the Pacific, and these associations will also assist us in the dissemination of research

results and language teaching materials throughout the language teaching profession. NRCs and

other institutions supported by Title VI programs will also be kept informed of NFLRC projects

and materials that may be useful to the broader postsecondary educational community. For

example, the University of Hawai‘i CIBER serves as the Secretariat of the Pacific Asian

Consortium for International Business Education and Research (PACIBER), through which

NFLRC project results will be disseminated to 28 different universities in thirteen Asian and

North American countries.

It is expected that the concrete products that will emerge from NFLRC activity during

the period FY99–02 will exceed the list of specific items listed below, because the NFLRC will

continue its practice of seeking out language teaching materials that are developed under other

auspices for publication and dissemination. The following list of specific products is therefore

the minimum that will be produced:

• CD-ROM version of Authentic Chinese Video and Authentic Readings in Chinese (publication

support for materials developed under an independent grant)

• CD-ROM version of Authentic Korean Video and Authentic Readings in Korean (publication

support for materials developed under an independent grant)

• Nah, Baca! Authentic Indonesian Readings, Vol. 2 (publication support for materials developed

under an independent grant)

• Teachers’ Manual for Korean Community Schools (publication of product from FY96–99 grant

cycle)

• A book length monograph (technical report) on computer-based and web-based testing

• English language prototypes of a variety of computer-based tests, adaptable to other

languages


• Small scale but useful testing projects (such as the development of a self-assessment

instrument on the Web or tests keyed to instructional units) for five of the following

languages: Japanese, Chinese, Korean, Indonesian, Khmer, Tagalog/Filipino, Thai,

Vietnamese

• Beta versions and final versions (usable on a national basis) of computer-based tests (skill

areas to be determined) for two of the same languages, with accompanying manuals

• An edited collection of the proceedings of the 2002 symposium on computer-based testing

in foreign language education

• An in-service training module for task-based language teaching methodology, in the form of

a video plus an accompanying manual that will include instruments for conducting needs

analyses, means analyses, instruments for testing, and guidelines for evaluation

• Prototype modules of task-based materials in both English (generic) and Korean

(demonstration language).

• An in-service teacher training module for focus on form, plus a manual on how to

implement and evaluate such a curriculum innovation.

• Video clips of authentic interactions in Indonesia, suitable for students at different

proficiency levels and focusing on a variety of sociolinguistic, pragmatic, and discourse

features, in both VHS and CD-ROM format, with student and teachers guides

• Sets of activities, including various types of tasks and role-plays, for developing different

aspects of students’ pragmatic ability in Indonesian, with recommendations for teaching

strategies that have been found effective for specific aspects of Indonesian pragmatics

• Recommendations for setting up webchat and email activities for developing students’

pragmatic ability in foreign languages


• A handbook on Language Awareness Approaches to Heritage and Foreign Language Instruction,

disseminated to teachers and teacher trainers nation-wide

• A Community Language Resource Manual for teacher trainers and teachers, based on the courses

delivered through this project and the curriculum development and implementation

experiences of course participants

• A website reporting the results of the project on service-learning in Mandarin to report on

and model the project to the profession nationally

• A website reporting the results of the project on service-learning in Filipino

• A distance education website which will serve as a constantly updated source of information

on state-of-the-art technology-based language pedagogy

• A website on self-directed learning and learner autonomy (product of the 1999 summer

institute on the theme of Self-Directed Learning)

• Three volumes of the online electronic journal Language Learning & Technology, consisting

of two regular issues per year plus special issues (two have already been identified, with

special editors appointed and contributions solicited; regular issues contain a minimum of

four articles plus book and software reviews, all fully refereed)

• Articles submitted to scholarly journals and presentations at national conferences reporting

the results of NFLRC projects.

7. EVALUATION PLAN

The national Advisory Board is responsible for the overall evaluation of NFLRC activities. In

order to provide appropriate information both to the board and to the US Department of

Education regarding the effectiveness of NFLRC projects, individual evaluation components

have been established for each area of activity:


• The project to develop computer-based tests for LCTLs contains a plan for internal

formative evaluation, revision, and summative evaluation as the project progresses.

• Both phases of the project on task-based teaching in foreign language education, the

implementation of task-based language teaching and the inclusion of focus-on-form

techniques within this approach, will be rigorously evaluated according to accepted

standards in the field of applied linguistics.

• The project on teaching the pragmatics of Indonesian as a foreign language contains a built-

in component to evaluate the teaching materials and strategies that are used in the course of

the project, followed by revisions and a second round of evaluation.

• The project to improve foreign and heritage language education by drawing upon

community resources contains a plan for internal formative evaluation, revision, and

summative evaluation as the project progresses.

• Research articles presenting the results of the above four projects will be presented at

national conferences and submitted to leading scholarly journals for peer review by experts

in the fields of foreign language teaching, applied linguistics, and second language

acquisition.

• The journal Language Learning & Technology is a fully refereed, scholarly journal. One of the

major tasks involved in launching an electronic journal that would meet the highest

standards of scholarship was to establish a large pool of experts willing to serve as reviewers

of manuscripts. Although this is not an easy matter, the journal has increasingly attracted

qualified persons anxious to be affiliated with the journal. The current acceptance rate varies

per issue but averages 1/3.

• For each summer institute and workshop, an individual evaluation will be carried out.


The NFLRC is also sensitive to the requirements of GEPRA. In 1998–99, the Hawai‘i LRC took

the initiative in devising a unified set of categories, with agreed upon definitions, that could be

used by all funded LCs, going beyond the categories already required by Department of

Education reporting requirements and ensuring comparability of the data. Results were compiled

for all the funded LRCs for FY97 (1997–98) and for 1993–98 (cumulative). These categories

will be used to gather quantitative data for evaluation during the reporting period and have

been passed to the directors of the EELIAS project for input to that process. The final set of

categories agreed upon includes:

• Teacher Training Activities: Number of professional development workshops conducted,

number of participants (broken down K–8, 9–12, 13+/other), and number of students

impacted.

• Products: Number of language teaching materials (textbooks, videos, multimedia kits,

teachers’ manuals, resource guides) developed or revised, copies distributed, languages for

which teaching materials were developed and distributed; number of tests and/or test

manuals developed or revised, number of copies disseminated, languages for which tests were

developed and distributed.

• Research activities: Number of research projects conducted; number of books, monographs,

research articles, policy and position papers published, and copies distributed; number of

publications (books, articles) by LRC staff in scholarly journals or by scholarly presses;

number of presentations by LRC staff at regional and national conferences.

• Outreach activities: Number of conferences sponsored; number of newsletters published,

copies distributed; number of LRC websites, website accesses (hits), number of websites

linked to LRC sites; list of organizations with whom formal links and cooperative projects

have been established.


At the same time, the NFLRC is sensitive to the fact that these measures lead to evaluation

primarily at the level of “activities” and “outputs.” All evaluations of projects proposed in this

application and of the work of the NFLRC as a whole will therefore also include qualitative

methods of evaluation, in order to address the higher level performance measures called

“outcomes” and “impacts” in GEPRA terminology.

8. BUDGET AND COST-EFFECTIVENESS

The experience gained during the nine years that the NFLRC has been in operation has made it

possible to devise a budget that is cost-effective and puts resources where they are most needed.

The substantial contribution of the university is evident in the budget. The sizable university

contribution is possible because of (1) the position of the NFLRC within the College of

Languages, Linguistics, and Literature, with an independent budgetary structure and strong

support of the Dean as Principal Investigator of the grant, and (2) long term commitments on

the part of faculty who have made NFLRC projects the focus of their research activities.

In addition, several key aspects of the internal organization and plan of operation of the Center

contribute to its cost-effectiveness:

• The administrative structure of the NFLRC is in place. The existing Second Language

Teaching and Curriculum Center provides an experienced base for the NFLRC. The Center

Director is fully on University salary, as is the Associate Director for Technology. The

Associate Center Director is 70% on University salary.

• The Center coordinates some projects which are independently funded, and builds upon

works carried out through other sources of support. For example, materials for less commonly

taught languages produced with support from other Title VI programs have been frequently

been brought to the stage of publication and dissemination by the NFLRC. Another

example of leverage can be seen with respect to the project described above for


disseminating models for technology-based distance education, for which the primary

funding comes from NSEP, with the NFLRC show-casing and disseminating the results

through a summer institute.

• Efforts have been made to avoid duplication with the activities of other LRCs when these

are known. For example, although two LRCs (Hawai‘i NFLRC and Michigan State CLEAR)

are requesting support for the journal Language Learning & Technology, each has a defined

role (content and production, respectively). Funding is being requested for pedagogy

workshops in Chinese by both the Hawai‘i and Ohio State University NFLRC’s, but these

are complimentary (the Hawai‘i workshop will focus on performance-based teaching, while

the OSU workshop will focus on pedagogic grammar), not duplicative.

• The Center’s publications effort is partly self-supporting. Modest charges for publications

help support additional dissemination efforts.

• Participants in the annual summer institutes no longer have their expenses fully covered.

Given the geographical isolation of Hawai‘i from the mainland US, some support is

necessary to permit foreign language educators to attend workshops and institutes here, but

the practice of providing only partial stipends to a larger number of participants has been in

effect since 1995 and has been successful.

The budget itself, to be found separately at the end of this application, is presented in a form

which makes its relationship to the body of the proposal evident. Funds are requested to provide

support for staff salaries (the Associate Center Director, the NFLRC Consultant, and the

Project Coordinator/Education Specialist); Summer Institute workshop leaders, participants,

and evaluators; and personnel for dissemination and publications (the Publications Manager, a

junior researcher to serve both as editorial assistant for Language Learning & Technology and

manager of the several websites maintained by the NFLRC, and a junior researcher for


technology materials production). The major projects described in section 1.2 are to be

supported by one graduate assistant for each project for each of the three years of the funding

cycle. In addition, funding is requested for one additional graduate assistant to work specifically

on Korean-focused projects (two major projects: Task-based language teaching and Developing

computer-based tests for LCTLs have Korean as the demonstration language). Faculty time for

these projects is contributed by the university in all cases except the project for community-

based service learning in heritage languages. For this project, funds are requested for 6 credits of

lecturer-release each semester for the first year (when the project focuses on Mandarin), 9

credits of release each semester in the second year (when the Mandarin strand moves to a web-

delivered course and the Tagalog/Filipino begins), and 3 credits per semester in the final year

(when the Tagalog/Filipino course is developed as a web-based course).

Funds are requested for travel to Hawai‘i (by the national Advisory Board) and from

Hawai‘i to the US mainland. It should be noted that travel is essential for dissemination to the

foreign language teaching profession and the broader educational community and that all travel

to and from Hawai‘i involves a flight of 3,000 miles or more. Funding is specifically requested for

international travel to Indonesia in the first grant year by two persons (one to serve as both

videographer and advanced learner of Indonesian, the second to interact with Indonesians as a

low-intermediate learner), in support of the project to develop materials and methods for

teaching the pragmatics of Indonesian.

A modest equipment budget is requested for the first year to purchase a digital video

camera (for the Indonesian Pragmatics project) and two high-end PCs to support the computer-

based testing project (one for each of the two languages for which full-scale tests are to be

developed).


9. PRIORITIES

No competitive priorities have been published for the Language Resource Centers Program.

Hawai‘i application: Language Resource Centers Program A1

APPENDICES

Appendix A: BIOGRAPHICAL INFORMATION FOR STAFF AND FACULTY

STAFF

CORNELIA NEIKUS MOORE (Principal Investigator) is Dean of the College of Languages,

Linguistics and Literature, having served previously as its Interim Dean (1995), Acting Dean

(1993), and Associate Dean (1986–1994. In these capacities she has been responsible for

overseeing the implementation of the language requirement, the establishment of new courses

and programs, and the administration of numerous grants, contracts, and stipends. She has

actively supported the operations and endeavors of the NFLRC since its founding in 1990. By

training and specialization a professor of German and Dutch, with a teaching record dating back

to 1966, her administrative positions have provided her with the experience of furthering all

thirty languages which this university regularly teaches. Her scholarly interests are the reading

and writing habits of European women in the sixteenth and seventeenth Dutch, topics on

which she has published extensively. She is the managing editor of Literary Studies East and

West, a series of collections of essays which promotes a cross-cultural and interdisciplinary

approach to literature and language.

RICHARD SCHMIDT (Center Director) received his PhD from Brown University in linguistics

in 1974 with a dissertation on sociolinguistic variation in Egyptian Arabic. From 1974 to 1976,

he taught in Egypt, teaching both English as a foreign language (at the American University in

Cairo) and Arabic linguistics (at Al-Azhar University). In 1976, he joined the University of

Hawai‘i, where he is now Professor of English as a Second Language. He was chair of the

Department of English as a Second Language from 1984–1990 and was instrumental in the

establishment of the multidisciplinary doctoral program in second language acquisition

(currently ranked first in the world among such programs) at the university in 1988, serving as


its chair until 1991. He has undertaken many teacher training projects in Japan, Thailand,

Brazil, and Spain, as well as Hawai‘i. In 1983, he was a Fulbright senior scholar at Pontifícia

Universidade Católica do Rio de Janeiro in Brazil. He is an honorary member of the Japan

Association of College English Teachers (JACET) and the recipient of a distinguished service

award from the Center for Asia-Pacific Exchange. In addition to a book on Language and

Communication (co-edited with Jack C. Richards), he has published numerous articles on the

learning and teaching of Portuguese and Arabic as well as English, in such journals as Applied

Linguistics, Language Learning, Studies in Second Language Acquisition, Language and Speech,

TESOL Quarterly, and Anthropological Linguistics. His current research interests include

theoretical and practical aspects of the development of second language fluency, motivation in

foreign language contexts, and the role of attention and awareness in language learning and

teaching. His most recent book is Attention and awareness in foreign language learning, a collection

of research studies published as an NFLRC technical report (1995). He is currently editing a

collection of studies on the relationships among motivation, the use of learning strategies, and

preferences for pedagogical practices in foreign language learning, the result of an NFLRC

project during the 1996–99 funding cycle. He was acting director of the NFLRC at the

University of Hawai‘i in Fall 1994 and was appointed its director in January of 1995. Dr.

Schmidt currently serves as chair of the Council of Directors of the Language Resource Centers.

DAVID V . H IPLE (Associate Center Director) is Director of the University of Hawai‘i Second

Language Teaching and Curriculum Center and has been Acting Director of the University of

Hawai‘i Language Telecommunications, Resource and Learning Center since 1997. He has

secured a significant number of federal and private foundation grants to conduct materials

development projects and teacher training projects in uncommonly taught languages, such as

Chinese, Indonesian, Korean, Filipino, and Vietnamese. He is currently directing an NSEP-


funded project “Disseminating Technology-based Models for Distance Education in Critical

Languages” and co-directing a FIPSE-funded project “A Model for Pre- and In-service Training

of Language Immersion Teachers.” Dr. Hiple has been Director of the University of Hawai‘i

NFLRC Summer Institute since 1992, conceptualizing and managing a diverse program of

offerings of themes related to teacher development, materials development, uncommonly taught

languages, and technology.

ROBERT BLEY -VROMAN (Associate Director for Technology) received his MA in Germanics

and his MA and PhD in linguistics from the University of Washington. Before joining the

faculty of the University of Hawai‘i, he taught in Romania at Universitatea din Cluj (English

and applied linguistics), the University of Texas at Austin (linguistics) and at the University of

Michigan, where he was director of courses for the English Language Institute. During

1986–1987 he worked as research computational linguist as part of the development team on

the German-English machine translation project of Siemens AG (Project METAL), where he

was responsible for the advanced augmented phrase structure grammar used by the German

parser and for aspects of the design of the programming environment. He was Director of the

University of Hawai‘i Second Language Teaching and Curriculum Center and Director of the

National Foreign Language Resource Center for the first four years of its existence. He is co-

editor of University of Hawai‘i Working Papers in ESL and Occasional Papers. His research is

concentrated in applied linguistics, syntax, and second language acquisition theory. His research

has appeared in the journals Language Learning, TESOL Quarterly, Linguistic Analysis, Linguistic

Inquiry, Second Language Research, and in several edited collections. Dr. Bley-Vroman also has

expertise in computational linguistics, natural language processing, and machine translation.

IRENE THOMPSON (NFLRC Consultant, Co-Editor of Language Learning & Technology),

Professor Emerita, the George Washington University, received her BS and MS from


Georgetown University, and PhD from the George Washington University where she taught for

many years and served as chair of the Department of German and Slavic Languages. She

directed the Russian program at the Foreign Service Institute, and taught at Middlebury, Bryn

Mawr, Cornell, and the University of Hawai‘i . Dr. Thompson has conducted over 30 workshops

and seminars on second language acquisition, classroom pedagogy, materials development,

learner strategies, and language. Along with many journal articles, she is author of Reading Real

Russian, and co-author with Joan Rubin of How To Be A More Successful Language Learner.

MARK WARSCHAUER (Co-Editor, Language Learning & Technology) is one of the world’s

leading researchers and authors on the use of new information technologies in language

teaching. Dr. Warschauer is the author or editor of five books on the topic, including, most

recently, Electronic Literacies: Language, Culture, and Power in Online Education from Lawrence

Erlbaum Associates (1999). He has published his research and reviews in TESOL Quarterly,

Modern Language Journal, Anthropology & Education Quarterly, Studies in Second Language

Acquisition, Computers & Composition, Canadian Modern Language Review, and many other

journals, and is the founding editor of Language Learning & Technology. In 1998, Dr. Warschauer

was the recipient of the prestigious TOEFL Policy Council’s Language Acquisition and

Instruction Award for outstanding individual contribution to the field of ESL/EFL language

acquisition and instruction. Dr. Warschauer has taught at the University of California, Berkeley,

the University of Hawai‘i, Moscow Linguistics University, and Charles University in Prague. He

is currently the Director of Educational Technology on a $52 million US-funded project in

Cairo, Egypt.

DEBORAH MASTERSON (Publications Manager) received her PhD in linguistics from the

University of Hawai‘i (MA in linguistics/TESOL from the University of Utah; BA in fine art

from California State University, Stanislaus). She has been with the University of Hawai‘i


Second Language Teaching and Curriculum Center since its inception in 1989. Currently, Dr.

Masterson is supervising the Korean component of a US-DOE grant “Performance-Based

Multimedia Materials for Mandarin Chinese and Korean via an Integrated CD-ROM and

World-Wide Web Delivery Format.” Preparation for her position as publications manager

include training and experience in the areas of desktop and Internet publishing, computer

graphics, and technical writing and editing. Prior to her employment at the University of

Hawai‘i she worked as a computational linguist on a bi-directional translation program

(English/Korean) and taught both taught Spanish and English at the university level. She has

published her own work in the fields of language teaching and linguistics.

HEIDI D . WONG (Project Coordinator) received her MA in English as a Second Language from

the University of Hawai‘i and her BA in Chinese Language and Literature from Yale University.

She is responsible for the day-to-day management of the Second Language Teaching and

Curriculum Center office and coordination, support services, and reporting for all NFLRC

projects. Ms. Wong administers technology-focused professional development programs for

second and foreign language educators, coordinates the NFLRC Summer Institutes at the

University of Hawai‘i, has since 1995 co-chaired the annual Hawai‘i Association of Language

Teachers conference, coordinates the professional development series of the Second Language

Teaching and Curriculum Center, and most recently co-chaired the Second Language Research

Forum (SLRF) in Honolulu. Ms. Wong brings fluency in Chinese and extensive teaching

experience to her projects.

STEPHEN FLEMING (Instructor in technology for foreign language education, Instructor for

Community-based Service Learning in Heritage Languages, Mandarin Chinese strand) received

his first MA in Chinese Language and a second MA in Teaching English as a Second Language,

both at the University of Hawai‘i. Currently he teaches Chinese over the Hawai‘i Interactive


Television System (HITS), reaching students on four islands. Recently his interests have been

focused in two areas, both of them connected with technology. The first area is the

development of models for effective foreign language pedagogy in the interactive television

medium. His work in this area began with the NSEP-funded grant “Distance Education in

Critical Languages: A Model in Mandarin Chinese,” culminating in the design and teaching of

the NFLRC 1997 Summer Institute’s Workshop on “Tools and Techniques for Foreign

Language Instruction via Interactive Television”. Work is slated to continue this fall with the

delivery of workshops nationwide as part of the NSEP grant “Disseminating Technology-Based

Models for Distance Education in Critical Languages.” Mr. Fleming’s second area of interest is

the design and development of materials for the study of receptive skills (listening and reading)

in Chinese. His work in this area began with the NSA-funded grant “Reading Lesson

Development Using Authentic Chinese Language Materials” and is now continuing in a

multimedia format under the US-DOE grant “Performance-Based Multimedia Materials for

Mandarin Chinese and Korean via an Integrated CD-ROM and World-Wide Web Delivery

Format.”

CANDACE CHOU is a doctoral candidate in Communication and Information Sciences. She

has been conducting workshops for language teachers on topics related to computer-assisted

language learning at the University of Hawai‘i . She served as the instructor for the 1995

NFLRC Summer Institute “ChineseNet” workshop and 1997 “Web-based Multimedia

Instruction” workshop. She has recently taught a writing-intensive online course on computer-

mediated communication at UH. She specializes in online conferencing systems, interactive

web-based learning environments, and instructional design.


FACULTY

J. D. B ROWN (Project Co-Director, Developing Computer-based Tests for Less Commonly

Taught Languages), Professor of English as a Second Language, was educated at California State

University Los Angeles (BA French), University of California Santa Barbara (BA English

Literature) and the University of California Los Angeles (MA TESL and PhD in Applied

Linguistics). For two years, he was senior scholar in the UCLA/China Exchange Program at

Zhongshan University in the Peoples Republic of China. For three years, he was an assistant

professor at Florida State University and Academic Coordinator for the FSU/ARAMCO MA

Program which was delivered on site in Saudi Arabia. He is presently a full professor on the

graduate faculty of the Department of English as a Second Language and the PhD program in

Second Language Acquisition at the University of Hawai‘i . His areas of specialization include

language testing, curriculum design, program evaluation and research methods. He has

conducted workshops and courses in places as diverse as Brazil, China, Egypt, France, Japan,

Mexico, Thailand, Turkey, Venezuela, and Yugoslavia. He has published articles in TESOL

Quarterly, TESOL Newsletter, Language Learning, Language Testing, Modern Language Journal,

System, JALT Journal, and RELC Journal. He has also published eight books in the areas of

language testing, reading statistical language studies, and language curriculum development. He

is co-author of three books published by the NFLRC, two on testing pragmatics and one on

foreign language performance testing. He has also edited a collection of ideas for classroom

testing, published by TESOL in the New Ways series.

THOM HUDSON (Project Co-Director, Developing Computer-based Tests for Less Commonly

Taught Languages) received his BS in Sociology from the University of California, Berkeley,

and his MA in TESOL and PhD in Applied Linguistics from the University of California, Los

Angeles. From 1978–1981 he directed the American involvement in the Ain Shams University


curriculum development project in Cairo, Egypt. Between 1984 and 1986 he was the Program

Director and Assistant Director of Research for the General Tests of English Language

Proficiency. From 1987–1989 he was Fulbright Professor and UCLA Chief of Party at the

Universidad de Guadalajara in Mexico. He is presently associate professor on the graduate

faculty of the Department of English as a Second Language and of the PhD program in Second

Language Acquisition at the University of Hawai‘i . His areas of specialization include language

testing and research, second language reading, curriculum and materials design and language for

specific purposes. He has presented workshops and courses in the United States, Egypt, Brazil,

Mexico, and Japan, where he spent a sabbatical at Temple University Japan (Tokyo and Osaka

campuses). He has served on the editorial advisory board of TESOL Quarterly and the

Committee of Examiners for the Test of English as a Foreign Language (TOEFL). He has

published articles in Language Learning, Language Testing, Language & Communication, TESOL

Quarterly, and Studies in Second Language Acquisition, as well as in three anthologies. Dr. Hudson

was head of the Hawai‘i NFLRC testing area advisory committee from 1991 to 1995.

MICHAEL H . LONG (Project Co-Director, Task-based Language Teaching in Foreign Language

Education) is Professor at the University of Hawai‘i and one of the best known and most cited

scholars in the field of second language acquisition. He holds an undergraduate degree in law

(Birmingham), a post-graduate certificate in education (University of London Institute of

Education), an MA in applied linguistics (Essex) and the doctorate in applied linguistics

(UCLA). He has taught at LaTrobe University (Australia) and the University of Western

Australia (Perth), the University of Copenhagen, the Escuela de Administracin de Empresas

(Barcelona), the University of British Columbia, Michigan State University, Pennsylvania State

University, the Inter-University Centre of Postgraduate Studies (Dubrovnik), the Universidad

Autonoma Metropolitana (Mexico City), and Temple University Japan, in addition to the


University of Hawai‘i, where he has been a full time member of the Graduate Faculty since

1982. He was director of the Center for Second Language Classroom Research at the University

from 1983–86. He is the author of over a hundred publications, and his 1991 book on An

introduction to second language acquisition research (with D. Larsen-Freeman) is required reading in

many graduate and undergraduate programs for foreign language teacher education.

CATHERINE DOUGHTY (Project Co-Director, Task-based Language Teaching in Foreign

Language Education and Associate Professor of ESL) teaches courses in applied

psycholinguistics, L2 pedagogy, and educational technology. Her current research interests

concern interaction in second language acquisition, instructed SLA, and the cognitive

underpinnings of focus on form. She has also carried out research on computer-assisted language

learning. In 1993, she was awarded the Paul Pimsleur Award for excellence in foreign language

research by ACTFL for her doctoral research on the effects of L2 instruction. She has published

articles in TESOL Quarterly, Studies in Second Language Acquisition, IRAL, and various edited

collections. Some of her more recent work includes the book Focus on Form in Classroom SLA,

co-edited with Jessica Williams and published by Cambridge University Press. In October of

1998, she delivered a plenary address at the Second Language Research Forum in which she

discussed the cognitive underpinnings of focus on form. An extended treatment of this topic is

to appear in the Cambridge Applied Linguistics Series volume entitled Cognition and Second

Language Instruction (Peter Robinson, editor). Another current project is the co-editing (with

Michael Long) for the Blackwell Linguistics Handbook Series of the Handbook in Second

Language Acquisition.

CRAIG CHAUDRON (Project Co-Director, Task-based Language Teaching in Foreign Language

Education) is Professor of ESL and Graduate Chair of both the MA in ESL and the PhD

program in Second Language Acquisition at the University of Hawai‘i. His main areas of


research and publication have been in the areas of classroom interaction, teacher talk, and the

psycholinguistic processes involved in the intake and comprehension of second languages. His

1988 book, Second Language Classrooms (Cambridge University Press), won the 1990

Mildenberger Award of the Modern Language Association for the best book in second and

foreign language teaching. In the past ten years he has done research on English as a foreign

language in Spain, from which he has developed a system for the description of typical

classroom activities, and has worked on a characterization of these in terms of task dimensions.

Recently, he has published research on the nature of language choice in classrooms, and the

value of research on focus on form. He is currently writing a book on the measurement of oral

language competence through the use of elicited imitation.

GABRIELE KASPER (Project Director, Teaching the Pragmatics of Indonesian as a Foreign

Language) is Professor at the University of Hawai‘i. She has published widely in cross-cultural

and interlanguage pragmatics, foreign language classroom research, psycholinguistic aspects of

second and foreign language learning and use, and research methods in second language study.

Before she joined the University of Hawai‘i, Dr. Kasper taught applied linguistics in Germany

and Denmark, focusing on foreign language learning and teaching. Besides teaching in the MA

program in English as a Second Language and the doctoral program in Second Language

Acquisition, she regularly gives lectures and in-service seminars for second and foreign language

teachers. During her previous work as head of the NFRLC focus area on cross-cultural

pragmatics, she directed research on the pragmatics of Japanese and Chinese and on research

methods in interlanguage pragmatics (NFLRC Technical Reports # 1, 3, and 5). Her current

publication projects include an edited volume on the teaching of pragmatics to second and

foreign language students and a monograph on research methods in pragmatics.


KATHRYN A . DAVIS (Project Co-Director, Drawing on Community Language Resources to

Improve Foreign Language Education K–12) holds a master’s degree in Linguistics and English

Language Teaching from University of Leeds and a doctorate from Stanford University’s School

of Education. Her doctoral research, which used an ethnographic approach to investigate

language policy in Luxembourg, culminated in a book entitled Language Planning in Multilingual

Context: Policies, Schools, and Communities in Luxembourg. She has published in the Journal of

Pragmatics, TESOL Quarterly, Teaching and Teacher Education, Linguistics and Education Journal,

and Language, Culture, and Curriculum. Dr. Davis co-edited a 1995 special issue of TESOL

Quarterly on qualitative research methods. Currently in press are a co-edited special issue of

Anthropology and Education Quarterly on indigenous language revitalization, a co-edited volume

on sociopolitical perspectives on language policy and planning, and an edited volume entitled

Foreign Language Teaching and Language Minority Education, which is based on an NFLRC-

funded project that paired college students with high school age language minority students,

who acted as language tutors. Dr. Davis is on the editorial boards of TESOL Quarterly and the

Bilingualism Series for John Benjamins Publishing Company and has been the director of the

Center for Second Language Research (CSLR) at the University of Hawai‘i since 1995.

DIANA EADES (Project Co-Director, Drawing on Community Language Resources to Improve

Foreign Language Education K–12) was educated at the Australian National University and the

University of Queensland, and has recently joined the University of Hawai‘i as an associate

professor after nine years with the Linguistics Department at the University of New England

(Australia). Her main areas of research interest are qualitative sociolinguistics (including

ethnography of communication and interactional sociolinguistics) and a range of topics in the

application of sociolinguistics to studies of language and the law. She has published in the

Journal of Pragmatics, Language and Communication, Forensic Linguistics, Australian Aboriginal


Studies, and Australian Journal of Linguistics. Recent books by Dr. Eades are Language in Evidence:

Issues Confronting Aboriginal and Multicultural Australia (UNSW Press, 1995) and (with Anne

Pauwels and Jean Harkins) Development of Sociocultural Understandings Through the Study of

Language. (Adelaide: Department of Education, Training and Employment, 1998). Dr. Eades is

President of the International Association of Forensic Linguists (IAFL) and a past Vice-

President of the Australian Linguistics Society.

HO-MIN SOHN (Coordinator, Korean Language Pedagogy Institute, Consultant for Korean-

focused projects) is Professor of Korean and Chair of the Department of East Asian Languages

and Literatures at the University of Hawai‘i at MÅnoa. Dr. Sohn has served as president of the

International Circle of Korean Linguistics (ICKA), inaugural president of the American

Association of Teachers of Korean (AATK), and editor of two international journals, Korean

Linguistics and Korean Studies, in addition to organizing and chairing nine national and

international conferences related to Korean linguistics and language pedagogy. Currently, as

Inaugural President of the Korean Language Education and Research Center (KLEAR), he is in

change of an international collaborative project developing 19 college-level Korean language

textbooks and a dictionary of Korean grammar and usage with financial support provided by the

Korea Foundation. All these books will be published by the University of Hawai‘i Press. Four

initial volumes on beginning Korean will appear in 1999. He also functions as chair of the

Korean Language Editorial Board of the National Foreign Language Center in Washington, DC.

Dr. Sohn’s publications include 12 authored, co-authored or edited books and 65 research

papers. He is currently editing two important monographs: Korea, its tradition, culture and society

and Korean language in culture and society. He has received a total of fifteen prestigious

fellowships, scholarships, and research grants. In 1997, he received a Presidential Award


(citation and medal) from South Korean President Young-Sam Kim for his outstanding

contributions to the promotion of Korean language abroad.

CYNTHIA Y . N ING (Co-Director, Chinese Language Pedagogy Institute) is the current

President of the Chinese Language Teachers Association (CLTA). She received her PhD from

the University of Michigan in 1986, with a major in pre-modern Chinese literature and a minor

in Chinese linguistics. She is Associate Director of the Center for Chinese Studies at the

University of Hawai‘i’s School of Hawaiian, Asian, and Pacific Studies. Between 1986 and

1993, Dr. Ning was the director of a series of projects funded by the US Department of

Education (Titles II and VI), focusing on developing faculty and material resources to test and

teach foreign languages for proficiency. Since Fall 1990, Dr. Ning has been working with first

and second year Chinese courses, developing articulated performance-based goal statements and

proficiency-oriented techniques for all four skills and studying the feasibility of adapting

techniques effective in teaching European languages to instruction in Asian (character-based)

languages. She is the author of a popular set of curriculum materials for first year Chinese

entitled Communicating in Chinese: An Interactive Approach to Beginning Chinese, published by

Yale University’s Far Eastern Publications, and is working on the second year continuation

called Exploring in Chinese, with funding from the US Department of Education.

TAO-CHUNG (TED) YAO (Co-Director, Chinese Language Pedagogy Institute) is Professor of

Chinese in the Department of East Asian Languages and Literatures at the University of

Hawai‘i, where he serves as undergraduate coordinator of the Chinese language program. Dr.

Yao has more than twenty years of experience in teaching Chinese at all levels and has written

numerous articles and books on Chinese language pedagogy. Dr. Yao is also a pioneer in

applying computer technology to the teaching and testing of Chinese nationally. His first CALL

(computer-assisted language learning) program Chinese Character Tutor, an IBM program,


appeared in 1984. He has designed many HyperCard stacks for teaching Chinese, including the

first interactive video program, Nezha Conquers the Dragon King, and the first HyperCard-based

computer-adaptive reading test, CATRC (Computer-Adaptive Test for Reading Chinese), which

was disseminated by the NFLRC in 1998 for beta testing by teachers of Chinese. Dr. Yao is one

of the authors of a series of instructional materials entitled Integrated Chinese, which include

textbooks, workbooks, teacher’s manuals, and audiotapes. He has established a website

<http://nts.lll.hawaii.edu/tedyao/icusers/> for Integrated Chinese users.

TERESITA RAMOS (Coordinator, Community-based Service Learning in Heritage Languages,

Tagalog/Filipino strand) is Professor and Coordinator of the Filipino and Philippine Literature

Program at the University of Hawai‘i, where she is a specialist in Philippine linguistics, second

language pedagogy, and Philippine literature and culture. Dr. Ramos is the author of 22 books

and innumerable articles on the teaching and testing of Tagalog (Filipino), as well as linguistic

aspects of the language. She was the founding president of both the Council of Teachers of

South East Asian Languages (COTSEAL) and the National Council of Organizations of Less

Commonly Taught Languages (NCOLCTL) and is currently a board member of COTSEAL and

the Hawai‘i Association of Language Teachers, as well as the chair of the Consortium for the

Advancement of Filipino. She has received excellence in teaching awards from the University

of Hawai‘i Board of Regents and the Hawai‘i Association of Language Teachers, distinguished

service awards from Arellano High School Alumni and the National Association for Asian and

Pacific American Education. She received the Golden Award of Recognition from the Institute

of National Language of the Philippines in 1987, and was recognized in 1998 with the

Distinguished Service Award from the Commission on the Filipino Language.

RUTH ELYNIA S . MABANGLO (Community-based Service Learning in Heritage Languages,

Tagalog/Filipino strand) is Associate Professor of Tagalog/Filipino in the Department of


Hawaiian and Indo-Pacific Languages and Literatures at the University of Hawai‘i. Dr.

Mabanglo has participated in many successful federally-funded projects and is co-director of the

Advanced Filipino Abroad Program. She has also been a trainer in the Department of

Education Secondary School Teacher Training Program in the Philippines and written

textbooks for secondary level Filipino. Dr. Mabanglo was the principal Tagalog/Filipino

materials developer in a federally funded project to create a self-instructional video series and

was recently honored with the Carlos Palanca Memorial Hall of Fame Award for Literature in

the Philippines, having won five first prizes in this annual contest. Dr. Mabanglo is currently

President of the Hawai‘i Association of Language Teachers and is currently working on

materials development projects for reading in third-level Tagalog.

GREGORY YEE MARK (Community-based Service Learning in Heritage Languages, Mandarin

Chinese strand) is Associate Professor in the Department of Ethnic Studies at the University of

Hawai‘i at MÅnoa. He has particular expertise in community-based service learning for Chinese

heritage students. As a component of his course, “The Chinese in Hawai‘i” (Ethnic Studies

331), he coordinates student projects with the Chinese Community Action Coalition, an

advocacy and service organization which he co-founded and leads as president, and the

Honolulu Chinese Citizenship Tutorial Program, which he also co-founded.

LINDA A . REVILLA (Community-based Service Learning in Heritage Languages,

Tagalog/Filipino strand) is Lecturer in the Department of Ethnic Studies at the University of

Hawai‘i at MÅnoa. She has particular expertise in community-based service learning for Filipino

heritage students and teaches “The Filipinos in Hawai‘i” (Ethnic Studies 333). She has

published and presented frequently on topics relating to the Filipino heritage community in

Hawai‘i and the United States.

Hawai‘i application: Language Resource Centers Program B1

Appendix B: TIMELINE OF PROJECT ACTIVITIES

FALL 1999

Computer-based testing for LCTLs

1. Offer graduate level course in language testing, including the item response theory

paradigm and issues in computer-based and web-based testing.

2. Develop prototype English language CBTs and WBTs in the ACTFL range novice to

superior.

3. Expand expertise with CBT development and administration, web editing, server, and

small-sample item response theory (IRT) software.

4. Plan 2000 Summer Institute in consultation with national professional organizations

for East Asian and Southeast Asian languages.

Task-based language teaching

1. Develop instruments for conducting needs analyses and means analyses, with

accompanying user’s guide (Korean and English versions).

2. Carry out needs analysis, means analysis, and materials preparation for Korean and

ESL.

Pragmatics of Indonesian as a foreign language

1. Observe first and second year classes (101 and 201).

2. Continue needs analysis.

3. Examine available video material (different TV genres, scripted/unscripted) for a

preliminary selection of pragmatic aspects to cover in authentic videos).

4. Report results as NFLRC NetWork.

Community language resources

1. Develop materials for workshop.


2. Solicit input and network with teachers, principals, and schools.

3. Compile handbook on Language awareness approaches to heritage and foreign language

instruction.

Service learning

1. Prepare to teach coordinated Ethnic Studies 331 (“Chinese in Hawai‘i”) and

Mandarin 202.

Publications/dissemination

1. Publish website for self-directed learning, including results from the 1999 Summer

Institute on Self-Directed Learning.

2. Publish website for distributing materials generated under the NSEP grant

“Disseminating Technology-Based Models for Distance Education in Critical

Languages

3 Publish CD-ROM version of Authentic Chinese Video and Authentic Readings in Chinese

[final titles pending].

4. Publish Teacher’s Manual for Korean Community Schools (O’Grady, et al.) [NFLRC

Research Notes series].

5. Continue to produce and disseminate final products from FY98 grant year.

6. Solicit, edit and prepare for publication contributions for Language Learning &

Technology (vol. 3, no.1).

7. Complete NFLRC website upgrade including online ordering system.

SPRING 2000


1. Produce report of what is known about CBTs and WBTs, along with a presentation of

the English language CBT and WBT prototypes.


2. Finalize plans for Summer Institute, including analysis of testing needs for each of the

five languages selected.


1. Develop tests for Korean and English.

2. Implement task-based language teaching materials in university courses in Korean and

ESL.

3. Disseminate instruments for carrying out needs analyses and means analyses for task-

based language teaching (Korean and English versions) to a national audience.


1. Observe IND 102 and 202; develop face-to-face and online activities, tests, and

teaching approaches.

2. Continue screening of data collected in DuFon (in progress), but not yet analyzed for

learners’ problems in Indonesian pragmatics.

3. Report as NFLRC NetWork.


1. Conduct workshops, advertise summer course, and develop curriculum for ESL 520.

2. Complete and disseminate handbook on Language awareness approaches to heritage and

foreign language instruction.

Service learning

1. Offer coordinated Ethnic Studies 331 and Mandarin 202.


1. Publish Language Learning & Technology (vol. 3, no.1) [January 31].

2. Publish report on the status as of Fall 1999 of the Pragmatics of Indonesian as a

foreign language project [NFLRC NetWork series].


3. Disseminate instruments and accompanying user’s guide for task-based language

teaching project in both Korean and English) [NFLRC Research Notes series] .

4. Publish Nah, Baca! Authentic Indonesian Readings (vol. 2) [NFLRC Language Teaching

Materials series].

5. Publish CD-ROM version of Authentic Korean Video and Authentic Readings in Korean

[final titles pending].



SUMMER 2000


1. Offer Summer Institute on computer-based test development for East and Southeast

Asian languages (5 languages), including instruction in test design, item writing, and

basic computer-based and web-based test development.


1. Collect videotaped material in Indonesia.


1. Offer course “Drawing on community language resources to improve foreign language

education.”

2. Conduct summative and formative evaluations.

Host Chinese Language Pedagogy Institute


1. Publish Language Learning & Technology (vol. 3, no.2) [July 31].

2. Publish report on the status as of Spring 2000 of the Pragmatics of Indonesian as a



3. Publish handbook on Language awareness approaches to heritage and foreign language

instruction [format yet undetermined].

FALL 2000


1. Recruit teachers to administer beta versions of CBTs and WBTs for two languages

(selected from languages of East and Southeast Asia).

2. Pilot test batteries – to be distributed on diskette or on the Internet (with appropriate

security precautions) as necessary.


1. Evaluate results in Korean and ESL classes.

2. Submit scholarly articles to refereed journals.

3. Disseminate in-service training module for TBLT methodology (Korean and English

versions).

4. Revise Korean and English materials and tests.


1. Pretest materials and teaching strategies in IND 101, 102, and 201.

2. Prepare and pilot sample lessons from collected video material.

3. Continue classroom observation and assessment of teaching approaches.



1. Offer course on implementing community language resources curriculum.



Service learning

1. Prepare to teach national web-based Mandarin 202 (“The History of the Chinese in

the United States”).

2. Prepare to teach coordinated Ethnic Studies 333 (“Filipinos in Hawai‘i”) and Filipino

202.


1. Disseminate materials from the 2000 Summer Institute.



SPRING 2001


1. Score, compile, and code all data from the beta versions of test batteries.


1. Implement second round of instruction in Korean and English to assess the

effectiveness of focus-on-form within task-based language teaching.

2. Disseminate prototype modules of task-based materials (Korean and English versions).


1. Continue materials development and application, including small assessment

activities.

2. Conduct post-testing in IND 102, 201, 202 (all continued from Fall 2000).



1. Analyze summative and formative evaluations.

2. Revise course.


3. Compile Community Language Resource Manual.

Service learning

1. Offer national web-based Mandarin 202 (“The History of the Chinese in the United

States”).

2. Offer coordinated Ethnic Studies 333 and Filipino 202.



2. Publish report on the status as of Fall 2000 of the Pragmatics of Indonesian as a




SUMMER 2001


1. Incorporate a module on task-based language teaching in the Korean Language

Pedagogy Summer Institute, in cooperation with the joint international conference to

be held at UH by the American Association of Teachers of Korean (AATK) and the

International Association for Korean Language Education (IAKLE).


1. Offer course “Drawing on community language resources to improve foreign language

education.”



Host Summer Institute on technology-based models for distance education.

Host Korean Language Pedagogy Institute





FALL 2001


1. Analyze all data and revise the beta versions of the test batteries.


1. Analyze results from second round of implementation in Korean and ESL.

2. Implement task-based language teaching materials and focus-on-form methods in

university courses in other foreign languages at the University of Hawai‘i.


1. Revise instruction of 101 and 201 based on evaluation of 101, 102, 201 and 202

instruction.



1. Offer course on implementing community language resources curriculum.


Service learning

1. Prepare to teach national web-based Filipino 202 (“The History of the Filipinos in the

United States”).



1. Disseminate materials from the 2001 Summer Institute.



SPRING 2002


1. Work with the national teams for each language to produce reports of results and

implications of each test development project.

2. Host summary colloquium on computer-based testing for less commonly taught

languages.

3. Edit conference proceedings for NFLRC publication.


1. Publish and disseminate in-service teacher training module for focus on form and all

remaining instruments, prototypes, and scholarly analyses.


1. Evaluate results, prepare final report and materials for dissemination.


1. Analyze summative and formative evaluations.

2. Revise and publish Community Language Resource Manual.

Service learning

1. Offer national web-based Mandarin 202 (“The History of the Chinese in the United

States”).

2. Offer national web-based Filipino 202 (“The History of the Filipinos in the United

States”).






3. Publish Community Language Resource Manual. [NFLRC Technical Report series].



SUMMER 2002

Host Heritage Language Symposium.

Host Task-based language teaching workshop.

Host Pacific Island Languages Summer Institute, co-sponsored by the Center for Pacific

Islands Studies, including language courses in Samoan, Maori, Tongan, and Tahitian and

pedagogy workshops for language teachers.



2. Publish Proceedings of the Colloquium on Computer-based Testing for Less Commonly

Taught Languages.

3. Publish materials generated by the task-based language teaching project.



Hawai‘i application: Language Resource Centers Program Budget 1

BUDGET












Documents

TITLE VI LANGUAGE RESOURCE CENTERS …nflrc.hawaii.edu/PDFs/99-02proposal.pdf · Title VI LANGUAGE RESOURCE CENTERS PROGRAM ... in November 2000 and 2001, ... Carol Chapelle, Iowa