Tag Archives: peer-reflection

GILS in Arabic

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We have a beta program where we are offering less commonly taught languages using the NASILP model.  Do take a look at this student’s course page.

We are very happy with the use of course objectives and students providing “evidence” of having met these objectives.
The digital pen has been a real find; students are writing the alphabet in the 1st semester and saying the letters as they write.  They tell me that this helps them hear their mistakes and forces them to read, not just draw.  These pens should also make it easier for our off-campus evaluator to see their work.
We are insisting on a proficiency approach where students speak the language, not just write it and take tests as may be the case at another institution. Moreover, our students taking this independent study, have formed a small support group of heritage speakers and Americans; they are working together on both  written and spoken proficiency –a true community of learners.

This sample site is the eportfolio of a  Freshman; we’re looking forward to seeing her document her learning over the semester and the next four years.

Instructors: M. Toulouse, N. Hamouch, M. Geoffrion-Vinci
Conversation partner: Y. Selum                                                          Lafayette College

Web research in Spanish Civilization

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Course objectives:

  • to do research on selected topics using authentic Spanish web sites
  • to be able to reflect on this work
  • to develop the analytical skills to critique the work of others as well as learn from their critiques of one’s personal work
  • to  share this work within a community of learners.
  • Targeting reading and writen communicative proficiency as well as the connections and  community,

Go to sample: Spanish, 331 and Spanish 331, sec 2

Instructor: M. Geoffron-Vinci                      Lafayette College

Artifact: Self-Portraits in French

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This assignment was part of a process where first semester students were first asked to write up a self-portrait with the intention rendering it eventually into a movie.
Step 2: After the draft and rewrite, one of our native speaker proctors read each portrait and saved an audio file on our server which the students used for practicing their pronunciation.
Step 3: students made a first draft of their videos. This page represents this 3rd stage of the project. Ideally each student was to critique three of his/her classmates work; a rubric was given for this purpose. Unfortunately, we had some technical slow-downs, so students were only able to critique one or two.
Step 4: Create a final version taking into account the comments received from students and their instructor. Again, please note that these are not the final projects.

Objectives: developing 4 modes of communicative competence (listening, speaking, writing, and presentational) , developing the metacognitive skills to improve their personal learning,  building a community of learners where students are given the opportunity to help others all while reinforcing their own personal, learning experience.

See authorized samples.

Instructor: M. Toulouse                            Lafayette College