ONLINE CONTENT FOR THE LANGUAGE CLASS: FINDING IT AND MAKING IT

1. ONLINE CONTENT FOR THE LANGUAGE CLASS: FINDING IT AND MAKING IT Christa Spreizer William McClure Eva Fernández Queens College & Graduate Center — CUNY Using Technology to Enhance Access and Excellence in CUNY:Realities, Plans, Visions John Jay College of Criminal Justice • November 15, 2002

2. Overview • teaching Languages Other Than English (LOTEs) using Internet technology • and other electronic content delivery platforms • theoretical and practical challenges • good practices in language pedagogy • content control, relevance and availability

3. “ IT ” • Internet-based instructional technology • used in many disciplines, in both sciences & humanities • used in language instruction, too

4. phonograph radio overheadprojector filmstrips language lab TV, film, video CALL intelligent CALL videoconferencing computer-mediatedcommunication Internet

5. Language Instruction • Language Knowledge • GRAMMATICAL COMPETENCE: • phonology, syntax, semantics • COMMUNICATIVE COMPETENCE: • pragmatics • LEXICAL STORE • Language Use (Performance) • ORAL v. WRITTEN mode • PRODUCTION v. PERCEPTION

6. A: Où est Sylvie? B: À la piscine. A: Et Philippe? B: Au bureau. A: Pauvre Philippe! A: Where’s Sylvia? B: At the pool. A: And Phil? B: At work. A: Poor Phil! Chapitre 1, Exercice 1 écoutez répétez lisez écrivez listen repeat read write

7. “ 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

8. GRAMMATICAL COMPETENCE • vocabulary building tools • grammar practice exercises & tutorials • pronunciation practice exercises & tutorials • listening comprehension exercises • orthography tutorials • etc. “ IT ” language learning tools

9. COMMUNICATIVE COMPETENCE • Internet radio • e-newspapers & e-magazines • museum websites • subway information websites • etc., etc. • computer-mediated communication “ IT ” realia; “ IT ” collaborative forums

10. does IT drive the curriculum, determine the pedagogy? resemblance to the days of the language lab… “ IT ” — Master or Slave?

11. The Language Lab

12. Rafael Salaberry (MLJ, 2001) “Is increased technological sophistication correlated to increased effectiveness to achieve pedagogical objectives?” “What technical attributes specific to the new technologies can be profitably exploited for pedagogical purposes?” (And how successful is this endeavor?) (And how viable is it, given our human and material resources?)

13. Control, Relevance, Availability • William McClure • Queens College, Japanese • content for beginner and intermediate students • Christa Spreizer • Queens College, German • advanced content

14. William McClure Japanese, Queens College

15. Structure of the Japanese Program • Three levels of Japanese • Introductory (3 sections, 4 days a week) • Intermediate (1 section, 2 days a week) • Advanced (1 section, 1 day a week) • Division of labor • one professor (overall coordinator, English lecturer) • two or three native-speaking adjuncts

16. Electronic Resources and Good Practices • A supplement to class • Relevance • Required or optional?

17. Japanese Homepage http://kotoba.qc.edu

18. Informationabout the Course Japanese 101 schedule http://kotoba.qc.edu/101page/japanese101.html

19. Academic Content • learning to read hiragana

20. Academic Content • learning to read hiragana • learning to write Chinese characters

21. Academic Content • learning to read hiragana • learning to write Chinese characters • learning vocabulary

22. Communication • e-mail addresses, office hours, etc. • discussion board

23. Motivation • student performances

24. student websites Motivation

25. Coolness ;-)

26. Christa Spreizer German, Queens College

27. THANKS! Please address questions and comments to:LOTE@qc.edu Christa Spreizer William McClure Eva Fernández