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NASILP

FOUR DECADES OF LCTL INSTRUCTION: THE NATIONAL ASSOCIATION OF SELF- INSTRUCTIONAL LANGUAGE PROGRAMS. Scott Brill, Research Engineer, University of Arizona Amy Pressler, Critical Languages Program Coordinator, University of Arizona. NASILP.

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NASILP

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  1. FOUR DECADES OF LCTL INSTRUCTION:THE NATIONAL ASSOCIATION OF SELF-INSTRUCTIONAL LANGUAGE PROGRAMS Scott Brill, Research Engineer, University of ArizonaAmy Pressler, Critical Languages Program Coordinator, University of Arizona

  2. NASILP • Non-profit association helping institutions establish LCTL programs for 40 years • 60 member institutions currently instructing 80 languages • Recommends class materials and language examiners • Networks you with other NASILP members and key government personnel at our annual conference in Washington, DC • Founding member of NCOLCTL – Walton

  3. NASILP Components • Program Coordinator • Examiner – selects materials and gives exams • Tutor • Courseware • Secretariat www.nasilp.net • Technology

  4. University of Arizona Critical Languages Program (UACLP) • Secretariat for NASILP • Largest NASILP based program • 450+ students in 15 LCTLs • Developed and published the Critical Languages Series: courseware for Brazilian Portuguese, Cantonese, Mandarin Chinese, Kazakh, Korean, Turkish, and Ukrainian

  5. Interactive Video in NASILP At UACLP we use Video Skype for: • Exams Midterms (10 minutes) and Finals (30 minutes) for most classes. Examiners are usually out of town. We used to fly them in for Finals. • Last semester we had 450 students taking exams via Skype, sometimes 5 simultaneously. • Skype Tutorial sessions for languages where we can’t find a local native speaker such as Kurdish and Thai

  6. THE STUDENT PERSPECTIVE Learning French in a Traditional Program and Swahili in a Self-Instructional Language Program

  7. Goal of Foreign Language Programs to Prepare Students for Studying/Working Abroad

  8. Traditional vs. SILP • 30+ Students vs. Fewer than 8 Students • Native Speaker? vs. Native Speaker Required • Taught in English vs. Taught in Target Language • Lecture vs. Conversation • Memorization vs. Learning

  9. Paris, France • Knew lots of vocabulary words • Uncomfortable speaking French • Did not learn French culture in class

  10. Kenya (Nairobi and Western Kenya) • Could have conversations from day 1 • Learned Swahili in East African cultural context • Confidence to live in Kenya

  11. SILPs Offer • Flexibility • Small Class Size • Interactive Learning

  12. University of Arizona Critical Languages Series • Courseware for Brazilian Portuguese, Cantonese, Mandarin Chinese, Kazakh, Korean, Turkish, and Ukrainian • Funded by NSEP, US Dept of Education • Equivalent to 1 yr college course • Story line, peer reviewed • Published on CD/DVDROM, available from UAPRESS, Amazon, etc. • Good reviews from CALICO, EUROCALL, SEEJ • Also available for online subscription from CLSONLINE

  13. Critical Languages Series Online • Non-credit, subscription-based online delivery of 13 CLS titles • Students do not need to be enrolled at Univ. of Arizona • Works on all major platforms/browsers, 24/7/365 service, uses Moodle LMS • video/audio on demand, MP3 downloads • $79.95 per 6 months ($13.33/mo), authors receive royalties. • ‘non-editing teacher’ access for program coordinators so they can see their student logs in Moodle. • Used at UACLP, CFSI, other NASILP institutions

  14. CLSONLINE Demo • Beginning Kurdish alphabet, L1: show MP3 download, glossary (hati), keyboard, flashcards. NASILP 2012

  15. NASILP Secretariat • Can help members locate Examiners and Tutors who are available via Skype • www.nasilp.net

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