Isn’t English a World Language? Of course, it is natively spoken in the US,Canada, the UK and Australia. But you can see some areas where it is only spoken in business. What about Spanish? Yes, it’s a global language, but you can see the native language spekers are limited to parts of NA, SA and Spain.
What about French and German? Native French speakers are found in Quebec and France. Beyond that, there are only second language speakers of French. German? In Germany, Switzerland, Austra you can find native speakers and most are second language speakers found only in a few nations.
What about the other large parts of the world? Russian is spoken across a huge expanse of Eurasia – Russia and states formerly part of Russia. Arabic is natively spoken in northern parts of Africa and the Middle East. Chinese is spoken in China.
Taking a look at the languages in terms of Native speakers and Second Language speakers, these numbers show a simliar story. The languages in black are languages we teach now in our schools. If we add Chinese, Arabic and Russian and Japanese, we significantly extend the number of nations where our students can work. Jobs are determined by economy. US is one of the largest economies, but we have historically not addressed the the other largest economies – China and Japan!. Notice there are more native speakers of Japanese than of German and French.
Video created by Southern Lehigh SD students and staff when preparing to advertise for online classes – covers reasons for taking Arabic, Japanese, Chinese, LI faculty, what the classes look like (11 minutes long) Great tool to use at a school to spark interest in the languages – available from the LI website, community page
Why learn online? 39% figure from Allen, Elaine, & Seaman, Jeff. (2010) Class Difference$: Online Education in the United States 2010. Retrieved from http://sloanconsortium.org/sites/default/files/class_differences.pdf
Could take it from classroom, lab, office home, etc
Audio – students develop speaking, listening skills in target language Text Chat The Wimba Classroom eBoard allows students to interact with their teacher in real-time, receiving guidance in writing and reading. Video – visual of instructor, student or classroom, enhances teacher “presence”, modeling of vocal techniques and gestures Class list – class tasks, drive interaction (lists who is present, raising hand, yes, no) Ability to record all class sessions for later review, absentees, take learning on the road on an iPod or mobile device!
Asynchronous activities to support course objectives and provide additional practice Blackboard Class for each section Orientation for tools in each course Studymate learning games created by teacher (Flash cards in this Chinese Middle School FLEX Class) May want to log into a sample class to demonstrate activities Powerpoints used in class are often posted. Wimba Voice tools – In this example, the teacher has created Wimba Voice Authoring items so students can hear the new vocabulary words spoken out loud. Accessing other authentic learning content – utilizing websites with accompanying activities. In this example, the teacher provided a link where the student can choose a Chinese name for class.
The Wimba Voice Tools are utilized in every LI course. We saw an example of Voice Authoring where the teacher can record themselves for the students to hear (wherever they have an Internet connection)
Expose students to online format widely used at colleges and for life long learning
In 2009, nearly 39% of surveyed Higher Ed students took at least one course online
www.blendedschools.net Providing Robust, Engaging Learning Environments Allen, Elaine, & Seaman, Jeff. (2010) Class Difference$: Online Education in the United States 2010 . Retrieved from http://sloanconsortium.org/sites/default/files/class_differences.pdf