STARTALK Professional Development Course for Swahili Instructors: Theory and Practice July 19th to 30th, 2010 University of Wisconsin, Madison Alwiya S. Omar Indiana University, Bloomington
5Cs of the National Foreign Language Standards 1. Communication Uwasilianaji • 1.1 Interpersonal: engage in conversations, express feelings, exchange opinions • 1.2 Interpretive: understand and interpret written and spoken language • 1.3 Presentational: present information, concepts, and ideas to listeners/readers
5Cs of the National Foreign Language Standards 2. Cultures Utamaduni Gain knowledge and understanding of other Cultures • 2.1 Practices: understanding of relationship of practices and perspective of the target culture • 2.2 Products: understanding of relationship between products and perspective of target culture
5Cs of the National Foreign Language Standards 3. Connections Uunganishaji Connect with other disciplines and acquire information 3.1 Making connections: reinforce further their knowledge of other disciplines 3.2 Acquiring information: recognize distinctive view points that are only available through the foreign language and culture
5Cs of the National Foreign Language Standards 4. Comparisons Ulinganishaji Develop insight into the nature of language and culture 4.1 Language comparisons: demonstrate understanding through comparisons of language studied and own language 4.2 Cultural comparisons: demonstrate understanding through comparisons of culture studied and own culture
5Cs of the National Foreign Language Standards 5. Communities Ujamii Participate in multi lingual communities at home and around the world 5.1 School and Community: use language both within and beyond school setting 5.2 Lifelong learning: use language for personal enjoyment and enrichment
Sample learning scenario A NAIROBI MARKET (Beginning) Sokoni Nairobi • Beginning Swahili students prepare for an imaginary trip to a market in Nairobi to buy produce. Students read and discuss Lessons 12 and 13 in Hinnebusch & Mirza’s Kiswahili: Msingi wa Kusema, Kusoma, na Kuandika, through which they learn about the market, the kind of products sold there and the buying process. Students are assigned roles, with 1/3 of the students playing “sellers” and 2/3 playing “buyers.” Students do internet research on Swahili recipes. Each buyer chooses a few recipes to prepare and creates a shopping list. Each seller makes a list of what he or she will sell and the approximate prices in Kenyan shillings.
Sample learning scenario • The teacher introduces and reviews relevant vocabulary and models typical market conversations, including greetings, bargaining, and counting. Samples of East African produce are brought to class for students to handle and taste. The classroom is then turned into a market, with students’ role playing these conversations and using photocopies of Kenyan shillings to make their purchases. At the end of the activity, each student reports on what he or she bought or sold and how much money he or she spent or made.
Sample learning scenarion • Reflection • 1.1 Students role play the market scene and interact in Swahili. • 1.2 Students read two Swahili documents on markets before beginning the activity. • 2.1 Students practice the culture of bargaining in seller-buyer relationships. • 2.2 Students learn about Swahili food and Kenyan currency. • 3.1 Students learn about currency and business practices.
Sample Learning Scenarios (TASK) • Review sample learning scenarios from Swahili Standards manuscript • How will you integrate these scenarios in your course syllabus? • Group work: Develop your own scenarios - elementary, intermediate, and advanced
References Standards for Learning Swahili as a first language in the 21st century. (manuscript developed at NALRC) http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=3392#standards
Any questions? Please contact me at: E-mail: email@example.com Tel: 812 855 3323 Office: 326 Memorial Hall Bloomington, IN 47405 Indiana University African language web page: http://www.indiana.edu/~afrilang THANK YOU