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It's Not [Language] 101. Cultures and Languages Across the Curriculum for International Students and Heritage Language Learners.

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slide1

It's Not [Language] 101

Cultures and Languages Across the Curriculum for International Students and Heritage Language Learners

Cultures and Languages Across the Curriculum (CLAC) promotes the idea that multiple cultural perspectives and materials in multiple languages can and should be incorporated into and inform the teaching of academic content in all areas of the curriculum.

This panel examines ways in which CLAC programs can and do serve the needs of heritage language learners and international students and help integrate them into the campus community.

slide2

It's Not101: Cultures and Languages Across the Curriculum for International Students and Heritage Language Learners

Diana K. Davies, Vice Provost for International Initiatives, Princeton University

Uliana Gabara, Dean and Carole M. Weinstein Chair of International Education, University of Richmond

H. Stephen Straight, Professor Emeritus of Anthropology and of Linguistics, Binghamton University

what is clac it s not 101

What is CLAC?It’s not 101.

Diana K. Davies

Vice Provost for International Initiatives

Princeton University

and

President

Cultures and Languages Across the Curriculum Consortium

what is clac
What is CLAC?

1) Meaningful use of a second language and authentic second culture texts;

2) where bi(multi)lingual and intercultural insights are used to understand, from a different perspective, academic and extracurricular content and experiences;

3) allowing for a deeper, more critical and more inter-culturally nuanced understanding of the content;

4) in any curricular or extra-curricular context

what is not clac
What is not CLAC?
  • Content Based Language Instruction
  • The infusion of culture into language teaching
  • The study of languages and cultures as academic “objects”
what does clac look like native u s english speakers
What does CLAC look like?(native U.S.-English speakers)
  • Reading, discussion and referencing of materials written in English by native speakers of another language (low immersion/”Global English” model)
  • Measured use of authentic materials in a second language (hybrid model)
  • (Nearly) exclusive use of authentic materials in a second language, in their immediate cultural context (full immersion)
what does clac look like heritage learners and non u s students
What does CLAC look like?(heritage learners and non-U.S. students)
  • (Nearly) exclusive use of authentic materials in U.S.-English, in their immediate cultural context (U.S. colleges and universities)
  • Meaningful use of authentic materials in the student’s first language or heritage language, with an emphasis on relevant vocabulary, cultural filters, comparison
what is clac it s not 1011

What is CLAC?It’s not 101.

Diana K. Davies

Vice Provost for International Initiatives

Princeton University

and

President

Cultures and Languages Across the Curriculum Consortium

clac at binghamton

CLAC at Binghamton

How Binghamton University’s Cultures and Languages Across the Curriculum Program Serves International Students and Heritage Language Learners

H. Stephen Straight

Professor Emeritus of Anthropology and of Linguistics

Former Vice Provost for Undergraduate Education and International Affairs

Founding Director (1991-1999), Languages Across the Curriculum (LxC)

straight@binghamton.edu

cultures and languages across the curriculum clac
Cultures and Languages Across the Curriculum (CLAC)
  • Emphasizes cultural content even in supposedly “universal” disciplines (i.e., disciplines allegedly free of cultural content, such as sciences & engineering).
    • Helps students identify cultural content within all disciplines and develop essential cross-cultural interpretive skills.
  • Instills appreciation of differing cultural perspectives, interdependencies among all nations and regions, and issues of long-term sustainability of proposed solutions.
    • Fosters commitment to responsible global citizenship.
  • Introduces flexible cross-cultural navigation strategies
    • “First, seek to understand; then, seek to be understood” (Stephen Covey).
the lxc model of clac
The LxC Model of CLAC

Native speakers/content experts (“Language Resource Specialists”) lead optional LxC study groups linked to larger courses otherwise taught in English.

  • Students in these groups meet weekly with the LRS to utilize authentic non-English texts and resources relevant to the course content.
  • Participation counts toward course requirements and contributes to the grade in the larger course.
  • Skill levels and amount of use of the language (in reading, listening, speaking, and writing) may vary between and even within groups.
    • Heritage learners sometimes have little reading knowledge of their heritage language but can often understand it when read aloud and use the language in study-group discussion.
lxc s language resource specialists
LxC’s Language Resource Specialists
  • Increase in demand for Asian languages—Korean and Hindi as well as Chinese and Japanese—was actually easier to satisfy than previous demand for the Big Three …
    • … because Binghamton enrolls more graduate students from Asia than from Europe or Latin America.
    • Unlike language study per se, LxC enrollment demand is balanced between Spanish and the LOTS (languages other than Spanish).
  • Benefits to the LRSs who staff LxC’s study groups include new insights into their own cultures as well better integration into the university community—and excellent training in pedagogy (in the LxC seminar LRSs attend throughout the semester).
recent lxc languages
Recent LxC Languages

Spring 2009 Global Language Groups included students using:

Arabic, Armenian, Cantonese, French, German, Greek, Hebrew, Hindi, Italian, Japanese, Korean, Mandarin, Polish, Portuguese, Russian, Spanish, Tagalog, Tamil, Turkish, Ukrainian, Urdu (21, 11 of which—in italics—are not taught at Binghamton University)

Fall 2009 Global Language Groups included students using:

Arabic, Cantonese, Dutch, French, German, Hebrew, Hindi, Italian, Japanese, Korean, Mandarin, Portuguese, Russian, Spanish, Ukrainian (15, 5 not taught at BU)

Spring 2010 Global Language Groups included students using:

Arabic, French, German, Hebrew, Hindi, Italian, Japanese, Korean, Polish, Portuguese, Russian, Spanish, Tagalog, Turkish, Ukrainian (15, 6 not taught at BU)

Fall 2010 Global Language Groups included students using:

Arabic, Bengali, Cantonese, French, German, Hebrew, Hindi, Italian, Japanese, Korean, Mandarin, Polish, Russian, Spanish, Turkish (15, 5 not taught at BU)

Information provided by Suronda Gonzalez, Director of LxC and Global Studies

clac at binghamton1

CLAC at Binghamton

How Binghamton University’s Cultures and Languages Across the Curriculum Program Serves International Students and Heritage Language Learners

H. Stephen Straight

Professor Emeritus of Anthropology and of Linguistics

Former Vice Provost for Undergraduate Education and International Affairs

Founding Director (1991-1999), Languages Across the Curriculum (LxC)

straight@binghamton.edu

slide15

It's Not 101: Cultures and Languages Across the Curriculum for International Students and Heritage Language Learners

Uliana Gabara

Dean and Carole M. Weinstein Chair of International Education University of Richmond

why c lac at richmond
Why C-LAC at Richmond?
  • Daunting History
  • Encouraging Trend
  • Ultimate Goal
ur c lac enrollment s 11
UR C-LAC Enrollment, S ‘11

* Credit: ¼ unit * C-LAC sections: tied to a regular course

* Can offer the same C-LAC section in multiple languages * Must be enrolled in or have previously studied the

* Intermediate Proficiency course material

(Language) Course Title (Number of Students Enrolled)

(Sp) Economic Development 1

(Sp) Teaching Modern Language 2

(Sp) Intro. to Linguistics 3

(Sp) Statistics for Business 1

(Sp) Capstone 3

(Sp) Intro. to Latin Amer. Film 6

(Sp) Global Climate Change 1

(Sp) Human Resource Mgt. 8

(It) Teaching Modern Language 2

(It) Europe Today 2

(Ge) Introduction to Linguistics 2

(Ge) What is France Today? 1

(Ge) Language, Race, Ethnicity 1

(Fr) Introduction to Linguistics 3

(Fr) Teaching Modern Language 4

(Fr) What is France Today? 3

(Fr) Modern Western Philosophy 3

(Fr) Statistics for Business 1

(Fr) Europe Today 1

(Fr) Language, Race, Ethnicity 1

(Ru) St. Petersburg 6

(Ru) Words to Die For 9

(Ch) Representing Chinese Emp. 3

(Ch) What is France Today? 1

(La) Hellenistic Greece 2

(Gr) The Classical Tradition 1

international students
International Students
  • Why do they come?
  • Why do we support them?
  • What has this got to do with

C-LAC?

remember the brain drain
Remember the Brain Drain!

A modest proposal for addressing it, while contributing to learning built on cross-cultural understanding / interpretations of reality

slide21

It's Not101: Cultures and Languages Across the Curriculum for International Students and Heritage Language Learners

Diana K. Davies, Vice Provost for International Initiatives, Princeton University

Uliana Gabara, Dean and Carole M. Weinstein Chair of International Education, University of Richmond

H. Stephen Straight, Professor Emeritus of Anthropology and of Linguistics, Binghamton University

slide22

It's Not [Language] 101

Cultures and Languages Across the Curriculum for International Students and Heritage Language Learners

Cultures and Languages Across the Curriculum (CLAC) promotes the idea that multiple cultural perspectives and materials in multiple languages can and should be incorporated into and inform the teaching of academic content in all areas of the curriculum.

This panel examines ways in which CLAC programs can and do serve the needs of heritage language learners and international students and help integrate them into the campus community.