Defense Language Institute Foreign Language Center

1. This speech/presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, Department of Defense, Department of the Army, or the Defense Language Institute Foreign Language Center. URDU AFPAK-HANDS LANGUAGE TRAINING: Methodology, Syllabus Design and Instruction Defense Language Institute Foreign Language Center

2. Presenters/Panelists: Jay Kunz, PhD. Urdu Basic Program Leader – ELTF Jihyun Kwon, PhD. Uzbek Basic Program Leader – ELTF Rama Munajat, PhD. Academic Specialist – ELTF

3. OUTLINE • Introduction • Part 1: Fundamentals of Proficiency-based Curriculum • Part 2: Organization of Instructional Materials • Part 3: Implications for Classroom Use • Q & A/Comments

4. Introduction

5. Urdu AFPAK-Hands Language Training

6. Urdu AFPAK and Urdu Basic Course Programs Similarities: • Proficiency goals • Learners • Time frame Differences: • Emphasis • Instructors

7. DLI-Curricular Guidelines • How the Institute defines its FL teaching goals • Domains/Themes [Socio-cultural, Politics, History, etc.] • Generic Scope and Sequence [Weekly topics and their respective communicative objectives] • The institute’s beliefs in Teaching and Learning [Promotes proficiency-oriented instruction] Course Design, Instructional Methodology and Assessment

8. PART 1: Fundamentals of Proficiency-based Curriculum

9. What is Proficiency? • The ability to use language appropriately and accurately in different social contexts and to use all four language skills to achieve various communicative goals

10. Proficiency Descriptions • ACTFL Proficiency Guidelines www.actfl.org • Government-based language schools: ILR Language Skill Level Descriptions http://www.govtilr.org

11. Principles of Proficiency-based Practice • Instructional goal is NOT merely to teach How [grammar] to say what [vocabulary] • Promote Global Proficiency • Practice the four language skills • Emphasize meaningful language use for real life communication • Promote language use in social contexts and intercultural communication • Promote Learner-centered instruction (Teddick & Walker, 1996)

12. Linguistic Competence Appropriate and Accurate use of TL Sociolinguistic Competence Communicative Competence Discourse Competence Global Proficiency Strategic Competence Proficiency-based Practice and Communicative Competence Canale & Swain, 1980; Canale, 1983

13. Proficiency-based Practice Proficiency-based practice provides a general framework for the following aspects: • Syllabus design • Teaching -Instruction -Faculty training • Assessment

14. Proficiency-based Syllabus Design • Promote topic, theme and/or task-driven course material design • Promote the balance of: - content, function, and accuracy • Utilize authentic materials • Raise culture awareness • Integrate four language skills – individual and linked

15. Proficiency-Based Instruction • Comprehensible input [Krashen, 1982, 1985] • Interactive learning environment [Long, 1985] • Opportunities to negotiate meaning [Long, 1996; Gass, 2003] • Purposeful and meaningful use of TL [Long 1983; Pica, 1987] • Learner and learning-centered [Nunan, 2004]

16. Faculty Training • Teacher’s roles [facilitator] • Strategies for negotiation of meaning • Learners’ active participation • Classroom management [learning styles and affective factors] • Cultural awareness • Global feedback [both linguistic and pragmatic aspects]

17. PART 2: Organization of Instructional Materials

18. Proficiency-based Syllabus Design • Topic, theme and/or task-driven course material design • Balance: content, function and accuracy • Authentic materials • Cultural awareness • Four language skills – individual and linked

19. PROFICIENCY-BASED SYLLABUS

21. The 50-Minute Lesson: Its Format and Components

23. RECEPTIVE PRODUCTIVE

24. Vocabulary in Context Sample of Lead-in Activity [Activity 1 across lessons] [Review and Preview]

25. Vocabulary in Context

26. Vocabulary in Context Focus of the Hour [Activity 2 across lessons]

27. Vocabulary in Context

28. Vocabulary in Context Pre-production Activities: Staged practices

29. Vocabulary in Context

30. Vocabulary in Context

31. Vocabulary in Context

32. Vocabulary in Context Production-oriented Activity

33. Feasible plan Receptive Teaching and learning dynamics Productive

34. Part 3: Implications for Classroom Use

35. Challenge 1: Failure to Follow the Progression Objectives 1 2 3 4 Receptive The mission in every lesson Productive

36. Strategy 1 Critically Studying and knowing the contents Teaching preparation Feasible plan Achieving the objectives

37. Challenge 2: Meeting the Students’ Needs • Students’ learning styles • Students’ expectations of teaching • Students’ questions

38. Strategy 2: Knowing the Key Components

39. The role of the objectives Teaching and learning directions for the hour What students are expected to attain by the end of the hour Strategy 2: Knowing the Key Components

40. The Role of “Number 2” Contains the focus of the hour Expressions Question/Answer Strategy 2: Knowing the Key Components Narration Description

41. The Role of the Activities Staged preparation Steps to practice the language introduced in the model text [Activity 2] Steps to practice expressions/grammar elements/key vocabulary

42. Strategy 2: Knowing the Key Components The role of “the last activity” A level-appropriate production task A communicative event defined in the objectives

43. Challenge 3: Ineffective Teaching • 50-minute duration • Basic components in a lesson • Time allocation

44. Strategy 3: Faculty Training • Thorough orientation • Strategies for proper lesson preparation • Teacher’s version • Peer observation

45. Thank you! Jay.kunz@us.army.mil Jihyun.kwon@us.army.mil Rama.munajat@us.army.mil