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Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus
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Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Mc Manus

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American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs …

American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs
combined with community college effort to create a community of inclusivity.

Published in: Education, Technology
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    • 1. Teaching Language Online: Balancing An Understanding of the Online Learner with Course Design Professor Carolin McManus College of Southern Maryland Leonardtown campus
    • 2. Who are our online or distance learners?
    • 3. What is the motivation for selecting an online course? <ul><li>Necessity or freedom of scheduling </li></ul><ul><li>(work, childcare, transportation, studying from a remote location) </li></ul><ul><li>Control over the pacing of the material (speed through familiar material, spend extra time on difficult concepts) </li></ul><ul><li>Gravitation toward a perceived short-cut. Online courses are perceived as having less time commitment and as being less difficult than traditional courses </li></ul><ul><li>Availability of less commonly taught languages </li></ul>
    • 4. SLA: Second Language Acquisition <ul><li>Learning a language other than your mother tongue (L1) requires years of intense study </li></ul><ul><li>The Foreign Service Institute estimates that it takes 700-1,320 hours of full-time instruction to reach a level of high fluency </li></ul><ul><li>Most college students spend 140-150 hours per academic year studying a second language </li></ul><ul><li>Not only is the exposure to the target language at issue, but quality of input is also a variable </li></ul>
    • 5. The ideal learning environment <ul><li>Immersion in the society and culture of the target language is the most efficient SLA method. </li></ul><ul><li>It is also the most expensive and disruptive to family life. </li></ul><ul><li>Less than 3% of college students go abroad. </li></ul><ul><li>CSM's travel study offerings </li></ul>
    • 6. Can technology fill the gap? <ul><li>In the last 5-10 years we’ve enjoyed a mushrooming of computer technology that we can harness to begin to fill the gap </li></ul><ul><li>-audio components linked to comprehension exercises, such as those found on Vistas Supersite </li></ul><ul><li>-video components with interactive transcripts </li></ul><ul><li>-two-way (asynchronous or synchronous) voice recording </li></ul><ul><li>-voice recognition software </li></ul><ul><li>-network-based communication (e-mail, user groups, chat programs, blogs, wikis) </li></ul><ul><li>-the web: (sixty-eight percent of the postings on the web are non-English pages, YouTube audio/visual, e.g, a cartoon in the target language) </li></ul>
    • 7. Computer-mediated communication (CMC) is already showing promise <ul><ul><li>asynchronous exchanges </li></ul></ul><ul><ul><ul><li>written exercises </li></ul></ul></ul><ul><ul><ul><li>recorded exercise </li></ul></ul></ul><ul><ul><ul><li>e-mail </li></ul></ul></ul><ul><ul><ul><li>blogs </li></ul></ul></ul><ul><ul><ul><li>wikis </li></ul></ul></ul><ul><ul><li>-synchronous exchanges </li></ul></ul><ul><ul><li>written, recorded, and visual exchanges, parts of which can be archived </li></ul></ul>
    • 8. Synchronous CMC creates a community of inclusivity <ul><ul><li>chats (synchronous written communication) </li></ul></ul><ul><ul><ul><li>mode is comfortable for entering students </li></ul></ul></ul><ul><ul><ul><li>students write more (but with less linguistic accuracy) </li></ul></ul></ul><ul><ul><ul><li>task-based activities can be used (recommended) </li></ul></ul></ul><ul><ul><li>voice boards (can be archived), e.g., Wimba tools </li></ul></ul><ul><ul><li>bimodal (sound and chat) Breeze ($) </li></ul></ul><ul><ul><li>trimodal (sound and visual and text) Skype (cannot be archived) </li></ul></ul><ul><ul><ul><li>implications for international, cross-cultural exchange, such as the MIT's Cultura Project </li></ul></ul></ul>
    • 9. CMC and best practice <ul><li>American Council of Teachers of Foreign Language (ACTFL) Standards: The Five Cs </li></ul>
    • 10. <ul><li>Communication </li></ul><ul><li>Communicate in Languages Other Than English </li></ul><ul><li>ACTFL 5Cs Communication Std 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. </li></ul><ul><li>ACTFL 5Cs Communication Std 1.2: Students understand and interpret written and spoken language on a variety of topics. </li></ul><ul><li>ACTFL 5Cs Communication Std 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. </li></ul>Communication
    • 11. Cultures and Connections <ul><li>Cultures </li></ul><ul><li>Gain Knowledge and Understanding of Other Cultures </li></ul><ul><li>ACTFL 5Cs Cultures Std 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. </li></ul><ul><li>ACTFL 5Cs Cultures Std 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. </li></ul><ul><li>Connections </li></ul><ul><li>Connect with Other Disciplines and Acquire Information </li></ul><ul><li>ACTFL 5Cs Connections Std 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language. </li></ul><ul><li>ACTFL 5Cs Connections Std 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. </li></ul>
    • 12. Comparisons and Communities <ul><li>Comparisons </li></ul><ul><li>Develop Insight into the Nature of Language and Culture </li></ul><ul><li>ACTFL 5Cs Comparisons Std 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. </li></ul><ul><li>ACTFL 5Cs Comparisons Std 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. </li></ul><ul><li>Communities </li></ul><ul><li>Participate in Multilingual Communities at Home & Around the World </li></ul><ul><li>ACTFL 5Cs Communities Std 5.1: Students use the language both within and beyond the school setting. </li></ul><ul><li>ACTFL 5Cs Communities Std 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. </li></ul>
    • 13. CMC and best practice <ul><li>Goals of CMC exchanges </li></ul><ul><ul><li>negotiating meaning </li></ul></ul><ul><ul><li>working collaboratively </li></ul></ul><ul><ul><li>noticing gaps </li></ul></ul><ul><ul><li>directing the discourse to their own learning needs (student driven) </li></ul></ul><ul><ul><li>allowing intercultural reflection </li></ul></ul>
    • 14. Challenges for language teachers <ul><li>“ Egbert, Paulus, and Kakamichi (2002) observe that language teachers frequently incorporate into the curriculum only those technologies that they use outside of the school environment in their personal lives, despite whatever pre-service or in-service training courses they have received on CALL [computer-assisted language learning]. </li></ul><ul><li>The tendency is to gravitate toward new technology that fits current practices rather than transforming practice through the application of new technology.” (Blake 2008) </li></ul><ul><li>Technology is constantly changing </li></ul><ul><li>Integrating new practices is time consuming and labor intensive </li></ul><ul><li>Most of the training is self-directed </li></ul><ul><li>Trial and error </li></ul>
    • 15. Despite the challenges, the effectiveness of CALL is backed up by the SLA literature
    • 16. What does the future bring? <ul><li>From CALL to MALL </li></ul><ul><li>Mobile Assisted Language Learning </li></ul><ul><li>iPod </li></ul><ul><li>cell phone </li></ul><ul><li>PDA </li></ul><ul><li>microcomputer </li></ul>

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