New Roles, New Courses: Language Programs and Campus internationalization
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Presentation given at ACTFL 2011 by Sharon Scinicariello, Mary Beth Barth, and Cynthia Evans with contributions from Jan Marston.
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New Roles, New Courses: Language Programs and Campus internationalization
- 1. New Roles, New Courses : Language Programs and Campus Internationalization ACTFL 2011 Denver, Colorado
- 9. Expanding Language Offerings Using the NASILP Model Mary Beth Barth Hamilton College
- 20. Cindy Evans, Ph.D. Skidmore College The Challenge of Internationalizing the Disciplines
- 32. Breaking Down Barriers Sharon Scinicariello University of Richmond
- 33. Virtual Language Studies: Interactive Mandarin Chinese & Russian Classes Online leveraging twenty-first century technologies for learners of LCTLs Jan Marston
- 34. Technical Structure for Virtual Language Studies
- 35. WordPress
- 36. Beginning Russian in Moodle
- 37. Adobe Connect Classroom: Interactive Video
- 43. Thank you!
Hinweis der Redaktion
- Founded in 1973--so Hamilton College was one of the early adopters. Created a model based on directed self-instruction which provided colleges and universities with a viable way to complement and expand their language offerings and give students the opportunity to study additional languages--in particular the lctls Adhere very closely to the NASILP model --for good reason--it is very effective--with some modification and variation --one can tailor to one ’s own campus, culture, needs.....for example the name of the program, whether or not they are credit-bearing, fulfill a language requirement. Hamilton Colleges-CLP, students receive regular course credit, satisfies language requirements for majors (we do not have a college wide language requirement) Many schools simply call their programs SILP--Davidson and Vassar Colleges. Grinnell College--ALSO Alternative Language Study Option, Yale-DILS Directed Independent Language Study. Alex Dunkel- Professor of Russian As a member school you have access to assistance from the NASILP office and resources posted on the website. In addition there is a Conference day and a half---always a nuts and bolts session,very productive NASILP provides an excellent Model which has certainly served Hamilton very well for over thirty years and many other colleges and universities have depended on it to complement their traditional language depts and enrich their language curriculum. Stood the test of time and in fact was ahead of its time. Nasilp was very forward thinking thirty years ago concerning so many aspects, not only in regard to language learning but learning in general -supporting the lctls -recognizing students ’ ability to be self-directed, successful language learners and the importance of creating a learner-centered environment that fosters the development of life-long learning skills -understood the importance of technology and making it an integral, not peripheral part of the learning process -focusing on verbal acquisition and making that the priority (responded to what many students really want in terms of desired outcomes when they enroll in a language course) -NASILP way ahead of the curve --mainstream education was barely discussing, let alone implementing any of this thirty years ago-- Nasilp really took the lead in so many areas. -INNOVnnovative and effective then and is more timely than ever now--in step with current thinking and directions in language study
- mid 70s, 80s enriches and strenghtens language study at Hamilton--heightens visibility of language study on campus
- -the same original 4 plus C & J -CLP has added Hebrew and Hindi -Chinese and Japanese enrollments outgrew CLP So the CLP continues to enrich and strengthen our language offerings at Hamilton and compliment the traditional language depts. Turkish, Korean---------Indonesian,Portuguese Spoken Greek,Swedish, Polish
- Director--the person responsible for overseeing all aspects of the program-- Examiner--a professor of the language at an accredited college or university--administers the exams and at Hamilton determines the final course grade Tutor--at Hamilton generally an international student Student --at Hamilton students do not need to have taken a prior college level language course, have a certain gpa, need a recommendation from a language professor etc Materials--textbook --a strong technology component
- -This IS a Self Instructional Program--but it is highly structured and supervised -While the TERM self-instruction may sound like a lonely endeavor --quite the opposite. I work very closely with the tutors and the students -It is a collaborative approach--actually very very personalized -Much monitoring and mentoring interwoven throughout the semester (Students--discuss study strategies,importance of practice...Tutors-lesson plans, Class visits) Class visits--the dreaded, then when are stopping by---a collaborative effort--classes are dress rehearsals for the final play and we ’re all working together to impress the examiner ------ -Expectations and goals are clearly outlined ------- 3x/weekly regularly scheduled classes Class size-an EXXXcellent feature of the Program--Maximizes participation and engages all students --no back row ----- -native speaker-- Tutors function is to provide a model, correction and feedback -AND a context for task-based, communicative activities based on the material assigned. ----- --Application not Analysis We ’re speaking the language, not talking about it. Understanding something and being able to do it are two very different things. --Classes are an opportunity for students to practice in a live context what they have practiced with technology -- Serve to measure progress and give feedback and correction -- Highly interactive -------- -Priority is on verbal communication. The goal is to learn to speak the language (writing as a study stategy) -------- -A Performance-based exam. -Students need to demonstrate evidence of mastery of the material-competency -Students know the outcomes they are responsible for and that the midterm and final exam will measure these.
- Impact has been significant!!!! And more so now than ever!! Students- --Opportunity to study new languages--greatly enriched the language offerings. --Students love this --feel they are really learning a new language--attain a higher level of verbal proficiency (challenging and hard work--but worthwhile---In conversations w/students, the response is very favorable. ) Spoken proficiency--conversations with students and anecdotes bear this out--students returning... --Students learn a lot about themselves as learners--often surprise themselves---quite transformative --more confident in their own learning abilities --have experienced new type of engagement/awaremenss of what they bring to the learning process--a sense of ownership --working with a peer --someone they may otherwise not have had the opportunity to with much -Students need to be engaged--this generation of students in particular learn by doing . Course is a dynamic learning environment--seems pertinent, relevant real, fresh to them. Student ’s perspective is important!!! -Time well spent. Curricular-- -Enriched and strengthened language study at Hamilton, provided a avenue for low-enrollment languages -Can evolve as needs change --can be shaped by the real world and reflect current needs and students interests -The CLP at Hamilton definitely contributes to cultivating and fostering interest in studying world languages and creating a culture on campus that supports language study . Enhances visibility of language study and interest in study abroad, highlights what an invaluable addition linguistically and culturally our international students are --Demonstrates to the campus that languages are engaged in innovative thinking and undertakings--it is a unique program on campus and students and tutors are well respected.
- Impact has been significant!!!! And more so now than ever!! Students- --Opportunity to study new languages--greatly enriched the language offerings. --Students love this --feel they are really learning a new language--attain a higher level of verbal proficiency (challenging and hard work--but worthwhile---In conversations w/students, the response is very favorable. ) Spoken proficiency--conversations with students and anecdotes bear this out--students returning... --Students learn a lot about themselves as learners--often surprise themselves---quite transformative --more confident in their own learning abilities --have experienced new type of engagement/awaremenss of what they bring to the learning process--a sense of ownership --working with a peer --someone they may otherwise not have had the opportunity to with much -Students need to be engaged--this generation of students in particular learn by doing . Course is a dynamic learning environment--seems pertinent, relevant real, fresh to them. Student ’s perspective is important!!! -Time well spent. Curricular-- -Enriched and strengthened language study at Hamilton, provided a avenue for low-enrollment languages -Can evolve as needs change --can be shaped by the real world and reflect current needs and students interests -The CLP at Hamilton definitely contributes to cultivating and fostering interest in studying world languages and creating a culture on campus that supports language study . Enhances visibility of language study and interest in study abroad, highlights what an invaluable addition linguistically and culturally our international students are --Demonstrates to the campus that languages are engaged in innovative thinking and undertakings--it is a unique program on campus and students and tutors are well respected.
- Many components of self-instruction dovetail w current thinking on campuses: -more schools interested in adding languages, in particular the CLPS-- and exploring non-traditional ways of doing it— -more emphasis on exploring effective methods to attain higher proficiency in languages -increased awareness of global issues, need for our students to become global citizens through multicultural and international programs and perspectives and study abroad -So a stronger commitment to world languages and cultural awareness anad to improving not only our language abilitities, but our intercultural proficiency