ONLINE CONTENT FOR THE LANGUAGE CLASS: FINDING IT AND MAKING IT Christa Spreizer William McClure Eva Fernández Queens College & Graduate Center — CUNY.

ONLINE CONTENT ONLINE CONTENT FOR THE LANGUAGE CLASS: FOR THE LANGUAGE CLASS:

FINDING IT AND MAKING ITFINDING IT AND MAKING IT

Christa SpreizerChrista SpreizerWilliam McClureWilliam McClureEva FernándezEva Fernández

Queens College & Graduate Center Queens College & Graduate Center — CUNY— CUNY

Using Technology to Enhance Access and Excellence in CUNY:Using Technology to Enhance Access and Excellence in CUNY:Realities, Plans, VisionsRealities, Plans, Visions

John Jay College of Criminal Justice • November 15, 2002John Jay College of Criminal Justice • November 15, 2002

OverviewOverview

• teaching Languages Other Than English teaching Languages Other Than English (LOTEs) using Internet technology(LOTEs) using Internet technology and other electronic content delivery platformsand other electronic content delivery platforms

• theoretical and practical challengestheoretical and practical challenges

• good practices in language pedagogy good practices in language pedagogy

• content control, relevance and availabilitycontent control, relevance and availability

“ “ IT ”IT ”

• Internet-based instructional technologyInternet-based instructional technology

used in many disciplines, in both used in many disciplines, in both sciences & humanitiessciences & humanities

used in language instruction, tooused in language instruction, too

Internet

computer-mediatedcommunication

intelligent CALLCALL

TV, film, video

filmstrips

language lab

overheadprojector

radiophonograph

videoconferencing

Language InstructionLanguage Instruction

• Language KnowledgeLanguage Knowledge GRAMMATICAL COMPETENCE:GRAMMATICAL COMPETENCE:

• phonology, syntax, semanticsphonology, syntax, semantics COMMUNICATIVE COMPETENCE:COMMUNICATIVE COMPETENCE:

• pragmaticspragmatics LEXICAL STORELEXICAL STORE

• Language Use (Performance)Language Use (Performance) ORAL v. WRITTEN modeORAL v. WRITTEN mode PRODUCTION v. PERCEPTIONPRODUCTION v. PERCEPTION

Chapitre 1, Exercice 1Chapitre 1, Exercice 1

AA: : Où est Sylvie?Où est Sylvie?

B: À la piscine.B: À la piscine.

A: Et Philippe?A: Et Philippe?

B: Au bureau.B: Au bureau.

A: A: Pauvre Philippe!Pauvre Philippe!

A: Where’s Sylvia?

B: At the pool.

A: And Phil?

B: At work.

A: Poor Phil!

écoutezrépétez

lisezécrivez

listenrepeatreadwrite

“ “ The French Experience ”The French Experience ”

a BBC Education language series

http://www.bbc.co.uk/education/languages/french/talk/greetings/index.shtml

http://www.bbc.co.uk/education/languages/french/experience/index.shtml

GRAMMATICAL COMPETENCEGRAMMATICAL COMPETENCE

vocabulary building toolsvocabulary building tools grammar practice exercises & tutorialsgrammar practice exercises & tutorials pronunciation practice exercises & pronunciation practice exercises &

tutorialstutorials listening comprehension exerciseslistening comprehension exercises orthography tutorialsorthography tutorials etc.

“ IT ” language learning tools

COMMUNICATIVE COMPETENCECOMMUNICATIVE COMPETENCE

Internet radioInternet radio e-newspapers & e-magazinese-newspapers & e-magazines museum websitesmuseum websites subway information websitessubway information websites etc., etc.

computer-mediated communicationcomputer-mediated communication

“ IT ” realia; “ IT ” collaborative forums

“ “ IT ” IT ” — Master or Slave?— Master or Slave?

• resemblance to the resemblance to the days of the language days of the language lab…lab…

• does IT drive the does IT drive the curriculum, determine curriculum, determine the pedagogy?the pedagogy?

The Language Lab

Rafael Salaberry (Rafael Salaberry (MLJMLJ, 2001), 2001)

““Is increased technological sophistication Is increased technological sophistication correlated to increased effectiveness to achieve correlated to increased effectiveness to achieve pedagogical objectives?”pedagogical objectives?”

““What technical attributes specific to the new What technical attributes specific to the new technologies can be profitably exploited for technologies can be profitably exploited for pedagogical purposes?”pedagogical purposes?”

(And how successful is this endeavor?)(And how successful is this endeavor?)

(And how viable is it, given our human and (And how viable is it, given our human and material resources?)material resources?)

Control, Relevance, AvailabilityControl, Relevance, Availability

• William McClureWilliam McClure Queens College, JapaneseQueens College, Japanese content for beginner and intermediate content for beginner and intermediate

studentsstudents

• Christa SpreizerChrista Spreizer Queens College, GermanQueens College, German advanced contentadvanced content

William McClureWilliam McClure

Japanese, Queens CollegeJapanese, Queens College

Structure of the Japanese ProgramStructure of the Japanese Program

• Three levels of JapaneseThree levels of Japanese Introductory (3 sections, 4 days a week)Introductory (3 sections, 4 days a week) Intermediate (1 section, 2 days a week)Intermediate (1 section, 2 days a week) Advanced (1 section, 1 day a week)Advanced (1 section, 1 day a week)

• Division of laborDivision of labor one professor (overall coordinator, one professor (overall coordinator,

English lecturer)English lecturer) two or three native-speaking adjunctstwo or three native-speaking adjuncts

Electronic Resources and Electronic Resources and Good PracticesGood Practices

• A supplement to classA supplement to class

• RelevanceRelevance

• Required or optional?Required or optional?

http://kotoba.qc.edu

Japanese Japanese HomepageHomepage

Japanese 101 Japanese 101 scheduleschedule

InformationInformationabout the Courseabout the Course

http://kotoba.qc.edu/101page/japanese101.html

Academic ContentAcademic Content

• learning to read learning to read hiraganahiragana

• learning to read hiragana

• learning to write learning to write Chinese charactersChinese characters

Academic Academic ContentContent

• learning to read hiragana

• learning to write Chinese characters

• learning learning vocabularyvocabulary

Academic Academic ContentContent

CommunicationCommunication

• e-mail addresses, e-mail addresses, office hours, etc.office hours, etc.

• discussion discussion boardboard

MotivationMotivation

• student performancesstudent performances

MotivationMotivation• student websitesstudent websites

Coolness ;-)Coolness ;-)

Christa SpreizerChrista Spreizer

German, Queens CollegeGerman, Queens College

THANKS!THANKS!

Please address questions and comments Please address questions and comments to:to: [email protected] [email protected]

Christa SpreizerChrista Spreizer

William McClureWilliam McClure

Eva FernándezEva Fernández