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

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