Embed Size (px)
Citation preview
New Roles, New Courses:
Language Programs andCampus Internationalization
ACTFL 2011Denver, Colorado
Campus Internationalization
The process of further integrating an international and intercultural dimension into the teaching, research, and service functions of the institution.
Goal: create 'globally proficient students'
Internationalization Strategies
Clemson University Task Force (very typical)
• Marketing and promotion• Programming for the international community• Academic internationalization
o Languages never mentioned• Study abroad• Attaining a higher rank in global rankings of universities
Languages are never mentioned, but successful international exchanges, study abroad, and cross-cultural service learning projects require communicative competencies and cultural knowledge often best acquired through language learning.
Internationalization Indicators
from a draft document by C. Eugene Allen at the University of Minnesota, University International Center
•Emphasis on international and cross-cultural exchanges and activities•Emphasis on international research, workshops, and study•Numerous majors have foreign language and/or cross-cultural communications as a degree requirement
Foreign languages are mentioned but not seen as essential.
Challenges
• Provide instruction in LCTLso Students preparing for or returning from study abroad and
for students in area studies• Provide discipline-based language learning
o Students who want ‘real-world’ linkso Faculty who participate in international projects
• Provide non-traditional instructiono Faculty and staff participating in internationalization
efforts need to revive language skills or acquire new languages
Panelists
• Mary Beth BarthHamilton [email protected]
• Cindy EvansSkidmore [email protected] Consortium
• Sharon ScinicarielloUniversity of [email protected] Down Barriers
• with contributions fromJan Marston(Drake University)[email protected] Language Studies
Virtual Handout
https://sites.google.com/site/workshopsandpresentations/home/actfl-2011
Expanding Language Offerings Using the NASILP Model
Mary Beth BarthHamilton College
National Association of Self-Instructional Language Programs (NASILP)
• A professional organization founded in 1973 to foster self-instructional academic programs in the less-commonly taught languages (LCTLs)
• Over 120 member institutions• Administered by an Executive Director with the
Association's day-to-day business conducted through the Secretariat at The University of Arizona
• Member resources include a Secretariat, a website, and an annual conference late October in Washington D.C.
• Provides an excellent, academically rigorous model
CLP Courses:• Chinese• Japanese• Italian• Swahili• Arabic
Traditional Courses: • French• Spanish• German• Russian
Hamilton College’s Languagesin CLP’s Early Years
CLP Courses:• Arabic• Italian• Hebrew• Swahili• Hindi
Hamilton College’s Current Languages
Traditional Courses: • French• Spanish• German• Russian• Chinese• Japanese
Key Components of a NASILP Model
• Director/Program Coordinator• Examiner• Tutor/Conversation Partner/Language Partner• Student• Course Materials (Texts and Technology)
NASILP Pedagogical Overview • Supervised self-instructional format (Not self-paced)• Emphasis on student as a responsible, self-aware
learner• Small classes (5-7 max) scheduled three times weekly
with a native speaker• Native speaker’s role as a model for creative practice
and correction• Classes are conducted in the target language (Focus on
language use, not analysis)• Emphasis on functional spoken, reading, and listening
competencies (Less priority on writing)• Final course grade determined by the midterm and final
exams administered by a qualified outside examiner
CLP’s Impact on Hamilton’s Students
• Additional language course offerings• Priority on spoken proficiency• Discovery of learning potential• Development of lifelong learning skills • Interaction with international students• Appeals to students’ interests, learning styles and goals
CLP’s Impact on Hamilton’s Curriculum
• Expansion and enrichment of the language curriculum• Ability to respond as curricular and student needs change• Heightens awareness and visibility of other languages
and cultures• Implementation of innovative pedagogy and technology
NASILP: Thirty Years Ahead of Its Time
• Recognition of importance of the LCTLs• Emphasis on Verbal Proficiency• Integration of Technology• Student Centered
The Time is Right:
SILP Model in Sync withContemporary Students and Directions
• World languages, particularly the LCTLs• Focus on verbal proficiency and communicative ability• Life-long learning skills• Area studies, internationalizing the curriculum • Study abroad
Cindy Evans, Ph.D.Skidmore College
The Challenge of Internationalizing the
Disciplines
CLAC Rationale
• Interdisciplinarity• Globalization of the curricula• Experiencing the discipline through a different
cultural & linguistic perspective. • Promoting language proficiency through a
disciplinary focus.
LAC Program models
Variables: • faculty-directed / learner-centered • language / discipline focus
Examples• Non-language faculty integrate material in class (Earlham) • Faculty teams develop LAC section for target course (St.
Olaf) • TA’s develop LAC sections (SUNY-Binghamton / UNC-
Chapel Hill)• Fully integrated L2 + target area (University of Rhode Island)• L2-based learner-centered model (Skidmore)
What is LAC?
Offered by FL faculty
Course offered by non-FL departments
Curriculum focused on L2
Curriculum focused on content
LAC sometimes X X
CBI X X X
LSP X X
CLAC resources
• CLAC Consortium website • CLAC Consortium blog & listserv• Online discussions “CLAC in the Cloud”• Annual Conferences (U. of Minnesota, March 9-10, 2012)
LAC at Skidmore
Breaking Down Barriers
Sharon ScinicarielloUniversity of Richmond
Virtual Language Studies: Interactive Mandarin Chinese
& Russian Classes Online
leveraging twenty-first century technologies for learners of LCTLs
Jan Marston
Technical Structure for Virtual Language Studies
WordPress
Beginning Russian in Moodle
Adobe Connect Classroom: Interactive Video
The Good, The Bad, and The Ugly
• Where you are located doesn't matter
• Small groups encourage talking & active participation
• Published blogs/ePortfolios build confidence & competence
• Building long-term relationships across the world is facilitated
• Quality of videoconference dependent on quality of Internet connection
• All participants - faculty, native speaker-mentors, and students - must take responsibility for their own connection
• Faculty must work collaboratively
• Tech support a must
Barriers to Break Down
• Time and spaceo Use technology to take advantage of remote resources,
including human oneso Network with colleagues in other locations
• Academic ‘silos’o Language-literatureo Departmentso Graduate and professional schoolso Support units (IS/IT, Library, HR)
• Misperceptiono Outdated, ‘ivory tower’ curriculumo No data about results
Offer Services to Address Needs
• Study Abroado Resources and/or courses for language preparation,
maintenance, improvemento Workshops on using resources
• CLAC and Other International Courseso Targeted e-mail to faculty teaching CLAC sectionso Collaboration with CLAC administrationo Short workshops and one-on-one consultations on using
resources• Computing Infrastructure (LRCs)
o Advocate multilingual infrastructure solutionso Volunteer to test proposed systemso Become the 'help desk' for multilingual computing
Become Essential
• Change the perception of our role on campuso We are not the 'drill and practice' language learning of oldo We serve everyone on campus--not just those enrolled in
language programso We get results and can prove it through assessment
• Marketing and promotiono Student newspapero Faculty and staff newsletterso New student orientationo New faculty orientation
The Goal
Be the first place members of thecampus community turn
when they need help with language issues.
It's a slow process but worth the effort.
Thank you!
Virtual Handout
https://sites.google.com/site/workshopsandpresentations/home/actfl-2011
