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CRITICAL LANGUAGES and PEDAGOGIES SAN DIEGO STATE UNIVERSITY LANGUAGE ACQUISITION RESOURCE CENTER. LANGUAGE ACQUISITION RESOURCE CENTER (LARC) Dr. Mary Ann Lyman-Hager Director and Professor, Department of European Studies (French Language) San Diego State University, San Diego, CA

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CRITICAL LANGUAGES and PEDAGOGIES

SAN DIEGO STATE UNIVERSITY

LANGUAGE ACQUISITION RESOURCE CENTER


LANGUAGE ACQUISITION RESOURCE CENTER (LARC)

Dr. Mary Ann Lyman-Hager

Director and Professor, Department of European Studies (French Language)

San Diego State University, San Diego, CA

92182-8305

Telephone: (001) 619-594-5480

Mobile: (001) 619- 206-2889

Fax: (001) 619-594-0511

http://larcnet.sdsu.edu


I us department of education funded projects
I.US Department of Education Funded Projects

  • Language Resource Center (LRC) Program

    • LARC (Language Acquisition Resource Center), one of 15 centers currently funded.

  • Language Testing Projects (Computer-Assisted Speech Tool)

    • Online speaking tests of advanced level proficiency in a variety of world languages (Chinese, Arabic, Spanish, German, etc.)

    • Feedback to language learners to improve language proficiency

  • Teacher to Teacher Conferences

    • Free professional conferences for language teachers at all levels


Larc one of first federally funded lrcs language resource centers in 1990
LARC one of first federally funded LRCs (LANGUAGE RESOURCE CENTERS) in 1990

  • 1. LARC @ San Diego State University, a national language resource center

  • 2. Capitol Language Resource Center (Georgetown University/George Washington University/Center for Applied Linguistics)

  • 3. National Foreign Language Resource Center @ University of Hawaii - Manoa


Other language centers 1993 2006
Other Language CENTERS) in 1990Centers (1993-2006)

  • Iowa State University

  • Michigan State University

  • Ohio State University

  • University of Minnesota

  • University of Wisconsin

  • University of North Carolina/Duke (dropped in 2006)

  • Brigham Young University

  • University of Chicago

  • Indiana University

  • University of Oregon

  • Penn State

  • University of Arizona

  • University of California Los Angeles


Larc s four primary thematic areas of inquiry
LARC’s Four Primary Thematic Areas of Inquiry CENTERS) in 1990

  • Community Outreach and Teacher Credentialing

  • Intensive Language Training Leading to Professional Proficiency

  • Language Testing and Evaluation

  • Interdisciplinary Distance Learning and Technology-based Programs


San diego county languages other than english spoken in the home san diego county
San Diego County CENTERS) in 1990Languages Other than English Spoken in the Home: San Diego County


Ii other language acquisition resource center grants
II. Other Language Acquisition Resource Center Grants CENTERS) in 1990

  • ADLP (Advancement of Distinguished Language Proficiency)

  • CLIP (Critical Language Immersion Program)

  • Special contracts (Iraqi Arabic Courses, Afghani Teacher Training, etc.)

  • Intensive Summer Language Programs, followed by Distance Education Language Maintenance Courses


ADLP CENTERS) in 1990

  • National Security Language Program-funded

  • Research on « What is a Distinguished Level (Level 4)? »

    • Distinguished Level Classes, on-line Materials for Arabic and Persian, considering Chinese

    • Institutionalization of Program at SDSU Required for 3 Years after end of grant


CLIP CENTERS) in 1990

  • Focus on critical languages as defined by US Government

  • Offer advanced levellanguage and culture classes on a regular basis

  • Reach out to teachers through Workshops, Institutes, and Classes

  • Develop innovative materials for teaching language and culture, housed at LARC’s Digital Media Archive

  • Train local community members to preserve their language and culture

  • Use of critical pedagogies to improve, reform, and transform language education


CRITICAL LANGUAGE IMMERSION/INTENSIVE PROGRAM (CLIP) CENTERS) in 1990

Arabic

Iraqi Arabic

Persian

(Filipino)

(Korean)

(Chinese)

LEARN ADVANCED IRAQI ARABIC

IN INTENSIVE FORMATS

COMMUNICATIVE APPROACH USING CONVERSATIONAL PARTNERS


Iraqi arabic immersion courses
IRAQI ARABIC Immersion Courses CENTERS) in 1990

1-Created on-campus, on-demand advanced level Iraqi training for those needing high level proficiency and in-depth cultural understanding

2-Piloted an advanced level intensive Iraqi program in fall 2006

3-Repeated in spring, summer, and fall terms in 2007

Outside reviewer: “This is the best course offered in Iraqi in the country.”


Reserve officer training corp rotc grant
Reserve Officer Training Corp (ROTC) GRANT CENTERS) in 1990

  • Hosting intensive summer language classes to cadets from up to 19 campuses in the San Diego Region

  • Reforming the Military Science minor to include language and culture emphasis

  • Offering small group language study (sustainment and enhancement) in fall and spring terms


Year One of the ROTC Critical Language and Culture Program CENTERS) in 1990

Overwhelming interest by ROTC Cadets

TO LEARN LANGUAGE……..

Year One

Arabic and Persian

Year Two and Three

Arabic, Persian, Russian


Role of chinese in american society
Role of Chinese in American Society CENTERS) in 1990

  • Chinese is a critical language as defined by the US Government.

  • Chinese used to be a Less Commonly Taught Language (LCTL) in the US – not now!

  • Schools at all levels are asking for Chinese programs but there are very few teachers certified to teach in elementary or secondary schools.


Chinese language education in the us
Chinese language education in the US CENTERS) in 1990

  • National Language Resource Centers and other centers of excellence are searching for ways to increase the numbers of Chinese language programs available in the US.

  • The quality of the programs adopted must also be documented and innovative methods used.

  • The question is: should we improve, reform, or transform Chinese language education??


Chinese language education in the us1
Chinese language education in the US CENTERS) in 1990

  • 1) Improve. Build on what is.

    • Improve teacher credentialing programs for elementary and secondary teachers

    • Increase number and quality of study abroad programs

  • 2) Reform. Tear down and rebuild from the ground up.

    • Replace dysfunctional pedagogies with new ones.

    • Replace study abroad programs with internships related to majors, etc.

  • Transform. Reconceptualize, combining innovation in several areas with new and unexpected outcomes.

    • Make language learning relevant to forming true global citizenship

    • Utilizing peer-to-peer connections via technology to increase language proficiency and cross cultural awareness


Transformative technologies transformative pedagogies for chinese
Transformative Technologies, Transformative Pedagogies for Chinese

  • Cultura Method

  • Fifth Dimension Method

  • Chinese Technologies at Tsinghua

  • Elluminate, Wimba, Moodle, etc.


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