Content-Based Language and Culture Studies

1. Content-Based Language and Culture Studies • Jan Marston, Ph.D., Associate Professor & Director • Drake University Language Acquisition Program • Culture and Language Across the Curriculum • - University of Iowa November 5, 2005 • jan.marston@drake.eduwww.drake.edu/dulap/

2. milennial change... • university-wide review in late nineties including extensive needs analysis • David Maxwell brings internationalization to Drake-National Foreign Language Center - Language Mission Project-ACE and internationalization • modern language and literature department shuts down - their “professional mission” differed from students’ desire to have functional language and culture skills

3. Drake’s Challenge • broad interest across the campus for a language acquisition program that would produce students with functional competence in a LOTE, students who could direct-enroll in a European university to do coursework in the student’s major with native speakers • no university-wide language requirement (only International Business, International Relations, Art History, Music Performance, secondary education endorsements for French, Spanish, German) 70% of DULAP students take language as electives

4. “responsible global citizenship” • 2002- Center for Global Citizenship and DULAP • 80 courses university-wide with international focus • Ethics in a Globalizing World • National Identity in a Globalizing World

5. How DULAP works • In DULAP, students work with a native speaker-facilitator in groups no larger than four. • Their “teacher” - the Language Coordinator - is a second language acquisition specialist; not a “sage on the stage” but a “guide on the side” who meets with students one-on-one. • Each student is coached on how to be a more effective language learner. The emphasis is on speaking and listening, and functional competence in the target culture. • Students are assessed by outside examiners in one-on-one interviews, (and they have to present themselves in a culturally appropriate manner)

6. International Partnerships • International Exchange Programs (faculty and students) • Nantes, Clermont-Ferrand, Tübingen, Nebrija (Madrid), • China: faculty, students: teaching and learning • DULAP exchange scholarship for study abroad

7. C/LAC • “traditional” approach: French language and French history, Spanish language and Spanish history courses linked • collaborative interdisciplinary curriculum development: at Drake, the Pharmacy school is working two angles: first, core pharmacy curriculum being developed with DULAP in Spanish • the Pharmacy school has begun sending students to Nantes to do a professional rotation in their program; Nantes and DULAP are collaborating to make sure Drake students are prepared

8. C/LAC • DULAP worked collaboratively with the School of Education to help us assure academic integrity in our learner-centered program. • The School of Education worked collaboratively with DULAP to establish K-12 teaching endorsements for French, Spanish and German, ensuring inclusion of cultural studies and a study abroad experience for every would-be language teacher.

9. C/LAC: DILS 150 • “content-based” constructivist language courses: What do you know, what do you want to know, how can you achieve that objective? - and how can you share that knowledge? • students participate in developing knowledge base (blogs, wiki, resource database, ePortfolios)

10. Beginning Russian C/LAC • Critical Thinking, Culture, Content-rich, 5 Cs • What does it mean to be Russian in the twenty-first century? • blog - in English with smatterings of Russian • Russian TV and radio clips - iPod, iMac, Jabber (desktop videoconferencing) • Dr. Pete Smith, University of Texas at Arlington, consulting professor

11. European Languages: French, German, Italian, Russian, Spanish Asian and African Languages: Arabic, Chinese, Japanese, Swahili no majors or minors and no plans for them - we want students to integrate their language into their lives and professions DULAP Languages 2005-06