New Roles, New Courses: Language Programs and Campus internationalization

New Roles, New Courses : Language Programs and Campus Internationalization ACTFL 2011 Denver, 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
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 LCTLs
Students preparing for or returning from study abroad and for students in area studies
Provide discipline-based language learning
Students who want ‘real-world’ links
Faculty who participate in international projects
Provide non-traditional instruction
Faculty and staff participating in internationalization efforts need to revive language skills or acquire new languages

Panelists
Mary Beth Barth Hamilton College [email_address] NASILP
Cindy Evans Skidmore College [email_address] CLAC Consortium
Sharon Scinicariello University of Richmond [email_address] Breaking Down Barriers
with contributions from Jan Marston (Drake University) [email_address] Virtual Language Studies

Virtual Handout
https://sites.google.com/site/workshopsandpresentations/home/actfl-2011

Expanding Language Offerings Using the NASILP Model Mary Beth Barth Hamilton 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 Languages in 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 with Contemporary 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 Scinicariello University 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 space
Use technology to take advantage of remote resources, including human ones
Network with colleagues in other locations
Academic ‘silos’
Language-literature
Departments
Graduate and professional schools
Support units (IS/IT, Library, HR)
Misperception
Outdated, ‘ivory tower’ curriculum
No data about results

Offer Services to Address Needs
Study Abroad
Resources and/or courses for language preparation, maintenance, improvement
Workshops on using resources
CLAC and Other International Courses
Targeted e-mail to faculty teaching CLAC sections
Collaboration with CLAC administration
Short workshops and one-on-one consultations on using resources
Computing Infrastructure (LRCs)
Advocate multilingual infrastructure solutions
Volunteer to test proposed systems
Become the 'help desk' for multilingual computing

Become Essential
Change the perception of our role on campus
We are not the 'drill and practice' language learning of old
We serve everyone on campus--not just those enrolled in language programs
We get results and can prove it through assessment
Marketing and promotion
Student newspaper
Faculty and staff newsletters
New student orientation
New faculty orientation

The Goal
Be the first place members of the campus 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

New Roles, New Courses: Language Programs and Campus internationalization

by SharonGS

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