fllrc-3

Documenting best practices in language teaching

Category: Targeted Teaching Context

GILS in Arabic

March 28, 2011 /

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.

Web research in Spanish Civilization

March 27, 2011 /

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

Business German

March 27, 2011 /

Mid-term project: a student business portfolio

Objectives: communicative  competence (presentational (speaking and media composition), use of authentic materials

vid_midterm

Instructor: M. Lamb-Faffelberger                         Lafayette College

Artifact: Composing a multimedia documentary

March 27, 2011 /

In this Spanish course on Pre-Colombian Latin America, students used images from a research data base created by the professor to “write” a documentary on a topic of their choice. This is a scaffolded project with a print draft and required practice pronunciation with a FLLRC native speaker proctor; most projects were collaborative with students learning from each other.

Communicative objectives: interpretive, presentational (speaking and “writing”).

Sp341_ColImages_t

Artifacts from French Stylistics and Translation

March 27, 2011 /

Objective: to add a new communicative competencies to a course curriculum that previously only required an reading and writing component.

Sample one : students were asked to professionally subtitle segments of a French film (listening)

Fr400_CarrieSubtitle

Sample two: students were asked to interview a French students on their opinion of the American elections and then subtitle the segment for the local American TV station. Quite serendipitously, one of the American students was in turn asked to be interviewed by his French counterpart, who was a communications major; the interview was run on Radio France and published on their website.  (listening,  interpersonal  modes of communication)

electionFr

German Theater Multimedia Composition

March 27, 2011 /

Students worked with the Max Kade Center writer in residence to write and perform their own play. At the end of the semester, students used multimedia to compose aon their experience.

Ger441_cm

Instructor: M. Lamb-Faffelberger                    Lafayette College

Capstone Course in Spanish

March 27, 2011 /

Katie graduated in 2010. She worked on the ePortfolio over a three year period of time. The Can Do survey and Dialang results helped shape her course choices and final self-reflections.  Please compare her CanDo surveys to her home page and final reflections page.

Instructor: M. Geoffrion-Vinci          Lafayette College

Capstone Course in Spanish

March 27, 2011 /

Matt was an engineering major, Spanish minor. He is currently working for an international chemical firm in Pennsylvania. He has exported his original ePortfolio from Lafayette’s servers and is continuing to build it in his current job.

Please see here his self-reflections on his work in Spanish while at Lafayette.

Instructor: M. Geoffrion-Vinci                       Lafayette College

Artifact: Self-Portraits in French

March 25, 2011 /

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

Artifact: First words in Chinese

March 25, 2011 /

Project Objectives:

-Communicative skills in development (speaking, reading, presentational)

-Functional purpose (demonstrates what students can do…)

Students recorded their speech once a week over the entire academic year so they could see their progress. Note the week “one” versus the “week 25”.     chn_102_y1_sample

Instructor: K Venuto                          Lafayette College

Teaching internship in Arabic

March 25, 2011 /

This student is enrolled in  the FLL methods class as part of his preparation to be a GILS conversation partner. Of note are the course outcomes and and the evidence that he provides as he completes each one.  This is a team taught class, so he will have responses from several instructors.

Course outcomes and evidence provided by student.

Instructors: Hammouch, Toulouse, Qualtere, Geoffrion-Vinci,           Lafayette College

Scaffolded course reflection composition in multimedia

March 25, 2011 /

A senior project in German describing the different learning experiences in this seminar course: intensive writing, discussions, web conferencing with students at a German university studying politics. This is a scaffolded assignment where students send in a written draft and then compose using images and video clips from the semester as well as reflect on and read from texts studied. Targeting all 5 communicative modes and connections.

Ger311Final_ducad

Instructor: M. Lamb-Faffelberger
Lafayette College

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