This document proposes transforming language learning at Portland State University (PSU) by developing modular online instruction for different language skills like grammar, writing, reading and listening. These modules would be integrated into traditional classroom instruction as well as blended and distance learning courses. The proposal aims to benefit undergraduates by allowing them to focus on weaknesses or progress faster, community members by providing flexible online learning, and graduate students and faculty by generating new tools and data to improve teaching.

1. re
IMAGINE
Language Learning at PSU
Winter Symposium
Provost’s Challenge reThink PSU Presentation
Jon Holt, Ph.D.
joholt@pdx.edu

2. reImagine
Language
Learning
at
PSU:
Transforming
Language
Learning
through
a
Modular
Instruc:onal
Delivery
System
When
you
took
1st-­‐year
French
or
2nd-­‐year
Japanese,
you
recall
spending
an
hour
every
day
each
day
of
the
week
in
class.
Lecture,
drills,
prac:ce
with
classmates,
tests.
That
was
then,
this
is
now.
In
the
21st
century,
students
can
learn
languages
in
new
ways.
We
propose
to
transfer
elements
of
tradi:onal
language-­‐classroom
instruc:on
to
discrete
online
modules
for
different
language
skills
(grammar,
wri:ng,
reading,
and
listening).
These
modules
will
be
integrated
into
conven:onal
residen:al
instruc:on
as
well
as
serving
blended
and
distance
format
curricular
offerings.
What
would
be
at
stake
in
a
radical
transforma:on
of
language
teaching
at
PSU?
What
would
be
the
benefits
of
rethinking
language
instruc:on
at
PSU?
What
benefits
would
there
be
for
students?
For
graduate
student
teaching
assistants?
For
faculty?
For
the
community?

3. reImagine
Language
Learning
at
PSU
Who
we
are
1. The
department
of
World
Languages
and
Literatures
is
the
largest
department
in
CLAS
2. We
are
the
largest
department
at
PSU
3. We
teach
over
20
languages
4. In
any
one
quarter,
we
teach
3000-­‐4000
students
5. We
teach
students
with
a
WIDE
range
of
learning
styles,
experience,
skill
sets,
and
learning
needs.
We
need
a
new
approach
to
how
to
best
serve
them
all.
6. Students
pursuing
a
B.A.
must
take
2
years
of
a
language
to
graduate
(or
pass
a
203,
end-­‐of-­‐second-­‐year
class
equivalent).
7. A
project
to
reThink
PSU
must
include
WLL
as
we
reach
one
of
the
largest
percentages
of
PSU
students.
8. Language
is
the
founda:on
of
any
culture.
WLL
is
the
primary
department
that
fuels
and
directs
the
university’s
Interna:onaliza:on
ini:a:ve.
No
internaliza:on
effort
can
be
made
without
the
work
done
in
language
instruc:on
from
WLL.

4. reImagine
Language
Learning
at
PSU
What
Is
It
and
Why
Do
It?
1. With
support
from
the
Provost’s
reThink
Challenge
we
will
re-­‐design
language
courses
(beginning
with
six
trial
language
programs:
French,
Italian,
Modern
Greek,
Russian,
Korean,
and
Japanese)
into
modules
of
Speaking,
Listening,
Reading,
and
Wri:ng.
Japanese
101
becomes
101a
Speaking
and
Listening,
101b
Reading,
and
101c
Wri:ng.
2. Why
modules?
With
an
a
la
carte
approach
to
language
learning
students
can
accomplish
certain
tasks
(and
perhaps
do
becer)
online;
maximize
in-­‐class
instruc:on
for
person-­‐to-­‐person
ac:vi:es;
allow
students
to
learn
at
their
own
pace.
3. To
create
a
new
digital
infrastructure
for
poten:ally
all
languages
taught
in
WLL.
A
TEMPLATE
for
a
whole
new
order
of
PSU
classes;
a
new
modular
approach
to
language
instruc:on,
that
is
SCALABLE
for
other
languages/units.
4. For
2013-­‐2014,
we
would
create
a
series
on
blended
learning
ac:vi:es
that
our
residen:al
students
would
test
out,
allowing
us
to
assess
what
works
and
what
doesn’t
for
blended
and
distance-­‐only
classes.
5. Allow
students
to
focus
on
areas
to
strengthen.
6. Similarly,
allow
students
with
established
skills
(e.g.,
heritage
students)
to
strategically
pick
up
areas
of
language
they
need
to
progress
to
an
advanced
stage.

5. reImagine
Language
Learning
at
PSU
Who
can
benefit?
1. Undergraduates
who
take
language
courses
at
PSU
ofen
place
into
higher
1st-­‐level
or
2nd-­‐level
classes.
This
modular
design
would
allow
them
to
“catch
up”
or
“speed
up”
required
areas
at
any
point
during
the
academic
year
rather
than
having
to
wait
for
the
beginning
of
Fall
quarter
to
take
101
or
201.
2. Community
members.
Who
doesn’t
have
a
Portland
friend
who
wanted
to
take
French
or
Japanese
but
cannot
come
to
PSU
during
8-­‐5
for
classes?
Modular
class
design
can
allow
high
school
students
or
community
members
to
take
parts
of
our
course
offerings
on
their
:me
at
their
pace.
3. WLL
Graduate
Students
and
Faculty:
by
crea:ng
modular
online
components
to
the
language
courses,
our
M.A.
students
and
faculty
will
have
new
tools
to
measure
effec:ve
teaching
prac:ces,
helping
them
develop
pedagogical
skills
as
well
as
providing
rich
data
for
pedagogical
research.

6. #66
reImagine
Language
Learning
at
PSU:
Transforming
Language
Learning
through
a
Modular
Instruc:onal
Delivery
System
hcp://rethink.pdx.edu/?q=node/66
Please
send
us
your
comments
and
sugges1ons!
Thank
you!
Project
Lead:
Jon
Holt,
Assistant
Professor
of
Japanese
(joholt@pdx.edu)
Collaborators:
Olesya
Kisselev
Louiza
Kondilis
Dr.
Emiko
Konomi
Instructor
of
Russian
Instructor
of
Modern
Greek
Assistant
Professor
of
Japanese
Stephanie
Roulon
KyungAh
Yoon
Angela
Zagarella
Sr.
Instructor
of
French
Instructor
of
Korean
Sr.
Instructor
of
Italian