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Barack Obama's election is a powerful example of effective, grassroots, community-based campaigning. As language educators, language advocacy is our campaign but many of us don't know what to do. In this session participants will understand what language advocacy is, the importance of ongoing efforts for sustaining and expanding language programs and how to take advantage of various low-tech and high-tech community-building initiatives to promote, protect and preserve our language programs.
This session will provide participants with an overview of several popular social networking sites, how they work, and how we can harness their popularity to engage all language learners, reinforce the 5 Cs and help prepare students for life in a global, teamwork-oriented world.
ACTFL08 Presentation: Online mapping tools build on the popularity of sites such as MapQuest, allowing users to create customizable online maps connecting real-world topography with the history, culture, economy and literature of specific locales.
Strengthening Language Learning Through Web-Based UDI PrinciplesBarbara Lindsey
Universal Design for Instruction (UDI) can guide educators in the design of inclusive instructional strategies that support our diverse student population while maintaining academic rigor. Participants will apply UDI principles to evaluate free, easy-to-use web-based tools that support our diverse language learners both inside and outside the classroom. Participants will learn how the use of these tools can help our students become independent, life-long language learners.
Empowering Beginning Language Teachers Through Global Communities of PracticeBarbara Lindsey
Since 2007 a blended course (face-to-face and online) at the University of Connecticut offers beginning language educators the opportunity to explore, apply and evaluate online social networks for language, culture and civilization courses within a framework that capitalizes on collaborative, supportive engagement with peers within, across and beyond institutional boundaries. This presentation highlight the creative-commons licensed course components and open educational resources and explores how others can adapt them for use in their own teaching and learning communities.
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A presentation given during the fall 2009 meeting of the National Association of District Supervisors of Foreign Languages. My presentation described the ways in which open source learning opportunities can engage our students in authentic, meaningful learning environments.
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Creating Cross Campus Language Learning Communities
1. Creating Cross-Campus
Language Learning
Communities
Using a Blended Learning Approach
Barbara Lindsey, Charlie Pei, Renato Ventura
University of Connecticut
NECTFL 2009
Saturday, April 18, 2009
2. • ‘Blended’ communities of practice
• Expanded language learning opportunities
• Vision, reality, adjustment
Saturday, April 18, 2009
3. Blended Learning
“Thoughtful fusion of face-to-face and
online learning experiences”
Garrison, D., & Vaughan, N. (2008).
Blended learning in higher education: Framework,
principles, and guidelines. San Francisco: Jossey-Bass.
Saturday, April 18, 2009
14. Our Reality
Engaging off-site students during class
Connecting students with each other outside of class
Developing speaking skills
Saturday, April 18, 2009
15. Reason for taking ITV section
Chinese
Italian
Saturday, April 18, 2009
27. Chinese 1112 Oral Conversation
Project
1112
Objective & Requirements ( ):
The purpose of this project is to promote and consolidate
your Chinese language conversation capability by taking
advantage of the online tool:Voicethread.com. Each student
should work with his/her group to develop a series
conversation thread based on a selected topic, which is
covered by our textbook (L.1 to L. 9).
Saturday, April 18, 2009
28. What we do in our project
Please follow the steps to complete your project:
Everyone must register on the Vociethread.com.
Our class is divided into three groups. Each contains 5 people from both campuses.
Each of you choose or is assigned a topic. Based on the given topic and the required
vocabulary, expressions, and questions (see the details below), each should select a topic
related photo, picture, or drawing (copyright free) and upload to the VT.
Based on this picture to develop an initial introduction/talk and record it to your VoiceThread.
Then invite me. I will forward the invitation to the class.
After completing your uploading and recording, you should start to visit the Voicethreads of
your group mates and listen to theirs, and then contribute your comments, questions, and
grammar or pronunciation errors correction.
Remember to revisit your own site and listen to the comments, questions, or correction from
others and respond to the comments, questions, or correction.
Each individual should at least visit four threads of your group mates and record comments
and questions there to prove your participation in this conversation.
It is expected that each site should get at least four comments or questions from group mates
and 1 or more responses from the initial talker to those comments.
Saturday, April 18, 2009
29. Topics,Vocabulary & Expressions
(My Family and I) Introduce family members, their relation to you, their names, ages & professions,
nationality, what do you like to do together, etc. ( ( )
…)
(My Friends and I) Introduce your friends, their names, ages, their occupations, hobbies, and what you
often play together, etc.
(
…
…
Tell us about your daily life and activities on the campus, such as: When do you usually get up and go to
bed? What do you do after getting up and after classes? How many classes do you usually take? What are they? What
do you usually do besides studying? Etc . . .
… (Party)…
(My Birthday Party) Tell us when is your birthday, How was your B party? Whom did you invite to the
party and who came to the party? What activities did you have in the party? What drinks and foods did you treat your
friends with? …etc…
/ …
Saturday, April 18, 2009
30. Topics,Vocabulary & Expressions
My Appointment Tell us you made an appointment with whom, when, and for what
reason. People could be your family member(s), friends, or classmate(s). Time could be weekday or
weekend, morning or afternoon, or evening. Activities could be seeing movie, playing ball, watching
TV program, or having a party, etc. ?
…
My Chinese Class Tell us how do you like your Chinese class. Who is your
teacher? What does he teach you in class? Do you think it is easy to learn Chinese? If not, what
are easy and what are difficult in studying Chinese? How do you like the class and your teacher?
etc. ?…
…
My Shopping Experience Share you shopping experiences with us. Tell us what you
wanted to buy, what the store had, what you bought, whether you found right size and right color,
how much money you spent, and whether you like what you bought. Was the shop assistant polite,
etc.
…
Saturday, April 18, 2009
32. Spring, 2009 Chinese 1112
The Modern & Classical Languages Department
University of Connecticut, Storrs
Student Name_______________ Total Raw Score ___________
Converted Score___________
Rubric for Assessment of the Chinese 1112 VT Project
Exemplary Proficient Partially Proficient To be Improved
Definition
4 3 2 1
Picture description clear & Picture description clear Picture description clear but Picture description with
1 Original Introduction
fine with no mistake nor error & fine but with 1-2 errors with 3-4 mistakes/errors more than 4 mistake/error
/description of the
picture
Response logically clear & Response logically clear Response logically clear but Response with more than 4
2 Response (comments &
appropriate with no mistake & correct but with 1-2 with 3-4 mistakes/errors mistakes/errors
questions ) to the
nor error errors
pictures & original
introduction
Grammatically/Culturally Correct use of vocabulary Use of vocabulary and Use of vocabulary and
3 use of vocabulary and
correct use of vocabulary and and expressions with les expressions with not more expressions with more than
expressions
expressions with no mistake than 1-2 grammar or than 3-4 grammar or culture 4 grammar or Culture
nor error culture errors mistakes/errors mistakes/errors
Accurate with no mistake nor Less than 2 errors Less than 3-4 mistakes/errors More than 4 mistake/ errors
4 Pronunciation and
error
tones
Convert chart for scores: 13-16 = 5, 10-12 = 4, 7-9= 3, 6 and lower = 2
* The Oral project result takes total 5% of the grade for the course.
Saturday, April 18, 2009
45. Photo credits (in order of appearance)
• ACTFL Standards graphic taken with permission from the ACTFL
Standards for Foreign Language Learning. Preparing for the 21st
Century. Executive Summary. http://www.actfl.org/i4a/pages/
index.cfm?pageid=3324
• Flamingos: DSC09122 by muzina_shanghai http://www.flickr.com/
photos/muzina_shanghai/3443095627/
• Two Elephants: DSC03475 by muzina_shanghai http://
www.flickr.com/photos/muzina_shanghai/3300086620/in/
pool-16477389@N00
• The Candelier Bunch by Jean Piere Candelier http://
www.flickr.com/photos/jpcandelier/3203722876/
Saturday, April 18, 2009
46. Resources
• Communities and Connections: Hardest Standards to Meet? Or Greatest Opportunities?
2008 NECTFL presentation by Anna Chamot, NCLRC/GWU; Sheila W. Cockey,
NCLRC: http://www.nclrc.org/profdev/nclrc_inst_pres/nectfl.html
• Creative Commons: http://search.creativecommons.org
• Dimdim: http://www.dimdim.com/
• Google Voice: www.google.com/voice
• Livemocha: http://www.livemocha.com/
• WiziQ: http://www.wiziq.com/Virtual_Classroom.aspx
• Creating Cross Campus Language Learning Communities: http://www.slideshare.net/
lindseybp/slideshows
Saturday, April 18, 2009
47. Thanks to our students
and
Thank you!
Barbara Lindsey lindseybp AT gmail DOT com
Charlie Pei peixiaolin AT hotmail DOTcom
Renato Ventura ventura DOT renato AT gmail DOT com
University of Connecticut
NECTFL 2009
Saturday, April 18, 2009