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Arabic LEARN Conference USMA , West Point, NY 20-22 September 2010

Arabic LEARN Conference USMA , West Point, NY 20-22 September 2010. Irina Stepanova, Victoria Volinski (DoD). Produces effects that cannot be duplicated in the classroom Level of linguistic proficiency and pace of learning are enhanced

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Arabic LEARN Conference USMA , West Point, NY 20-22 September 2010

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  1. Arabic LEARN Conference USMA, West Point, NY 20-22 September 2010 Irina Stepanova, Victoria Volinski (DoD)

  2. Produces effects that cannot be duplicated in the classroom Level of linguistic proficiency and pace of learning are enhanced Knowledge and motivation are acquired well beyond what the classroom can provide (University of Maryland College Park research, 1997) Arabic LEARN, 20-22 September 2010

  3. Outside the classroom In-country using target language (TL) during which General exposure to the language and culture is the primary mode of instruction and learning Arabic LEARN, 20-22 September 2010

  4. Rich: learning is based on exposure to the TL and culture Real: learning is inseparable from the actual process of living; all communication has real consequences Self-Regulated: learning is in the hands of the learner; it is not controlled by a teacher or an educational program (1997 UMCP research) Arabic LEARN, 20-22 September 2010

  5. Arabic LEARN, 20-22 September 2010 RICH (+) RICH (-) • Range of linguistic and cultural information • All modes of input • All communicative functions • Quantity: maximum exposure during all waking hours • Intensiveness • Unregulated,unstructured, “unscaffolded” input • Students oftenoverwhelmed by input (1997 UMCP research)

  6. Arabic LEARN, 20-22 September 2010 REAL (+) REAL (-) • Learning by doing • Exposure to TL and culture major aspects • Clear cycles of learning and “resting” (retreat from input) • No instructor guidance (1997 UMCP research)

  7. Arabic LEARN, 20-22 September 2010 SELF-REGULATED(+) SELF-REGULATED (-) • Highly motivated students can get ahead of the others • Less confident studentsmay not want to take the risk of failure • No teacherto enable use of TL (1997 UMCP research)

  8. Arabic LEARN, 20-22 September 2010

  9. Follows several weeks of classroom instruction Learners: engage in group tours to get exposure to Target Culture perform certain real-world functions in TL as tasked by instructors share evening meals discuss experiences receive feedback from instructors (1997 UMCP research) Arabic LEARN, 20-22 September 2010

  10. Conducted in cities with large concentrations of TL native speakers Instructor: accompanies and guides the learners may task them to perform real-world functions in the TL Learners: perform somereal-world functions meet with native TL-speaking community leaders visit Target Culture community centers may hear presentations in TL, and sample ethnic cuisine (1997 UMCP research) Arabic LEARN, 20-22 September 2010

  11. Conducted in an isolated, off-site setting Schedule is highly regulated Typical activities: games role-playing target language films and TV shows one-on-one conversation meal (ethnic cuisine) preparation (1997 UMCP research) Arabic LEARN, 20-22 September 2010

  12. Arabic LEARN, 20-22 September 2010 is a combination of: • Intensive academic immersion • Short-term Domestic Enclave immersion elements • Built around cultural events in New York With task levels aligned with: • Advanced level language materials and • Appropriately designed activities

  13. We acquire best ONLY when: It is a pressure-free atmosphere Students are free from anxiety When the learners are focused entirely on communication When the input and verbal exchanges are so interesting that thelearners “forget” they are communicating in the TL (S. Krashen, 1987) Arabic LEARN, 20-22 September 2010

  14. Arabic LEARN, 20-22 September 2010 Engaging students’ imagination is crucial to successful learning.

  15. Arabic LEARN, 20-22 September 2010 Natural Approach (non-classroom setting): - Language is a tool for communication - Native resources - No overt error correction - No grades - Focus: meaning of the message - Goal: convey meaning, ideas - Teacher is like a parent - Cooperation and play element - Stress, anxiety level is minimal - Student is interested, relaxed, engaged emotionally and intellectually (T. D. Terrell, 1987) Traditional Approach (classroom): - Language is something to be learned - Instructor-led - Error correction - Grades (tests) - Focus: correct form - Goal: no mistakes - Teacher is an authority - Competition among students - Stressful, anxiety level is high - Student is unnerved, concerned, stressed, inhibited, bored, unmotivated, over-anxious (P.-K. Kivik , et al., 2007)

  16. We acquire … by listening or reading for meaning We do not acquire by practicing speaking Speaking is a result of acquisition, not a cause Real language production happens only after the learner has built confidence via input (S. Krashen, 1987) Arabic LEARN, 20-22 September 2010

  17. Brighton Beach Guggenheim Museum -Wassily Kandinsky (1866-1944) Russian Film Festival - “Anna Karenina” (2009) - “Bury Me Behind the Baseboard” (2009) Arabic LEARN, 20-22 September 2010

  18. Arabic LEARN, 20-22 September 2010 Day 1 (classroom) Leo Tolstoy (1828-1910) biography The time period depicted in “Anna Karenina” (1870-1880) “Anna Karenina” book “Anna Karenina” film (1967)

  19. Arabic LEARN, 20-22 September 2010 Day 2 (NYC) Wassily Kandinsky - On the train: Becoming experts on Kandinsky - Guggenheim: Conducting a tour for two Russians “Anna Karenina” - movie premiere (2009) - Viewing at Tribeca Performing Arts Center- Discussion on the way to the hotel and in the hotel lobby (till 2 a.m.)

  20. Arabic LEARN, 20-22 September 2010 Day 3 (NYC) Brighton Beach On the subway: Becoming experts on Brighton Beach At a Russian café: A pre-tour info sharing session “St. Petersburg” Bookstore: Tour conducted by owners Language and culture traits “hunting” Lunch at “Varenichnaya” café • Manhattan: Russian Film Festival • “Bury Me Behind the Baseboard” (2009) • Viewing at Lighthouse International Theater • Discussion on the way to the hotel and in the hotel lobby • (till 1:30 a.m.)

  21. Arabic LEARN, 20-22 September 2010 Day 4 (on the train) Putting NYC impressions on paper Small group discussions

  22. Arabic LEARN, 20-22 September 2010 Day 5 in class Re-visiting and re-living all NYC events: - Sharing impressions, observations, thoughts to finalize the draft of the final project “Russians…” Comparing and analyzing two “Anna Karenina” movies Explainingthe impact of Kandinsky’s paintings Interpretingcultural and linguistic peculiarities observed at Brighton Beach Analyzing“Bury Me Behind the Baseboard” Determiningreasons for drastic changes in Russian society’s moral values between 1880-1980

  23. Final written project “Russians…” submitted asynchronously length not specified topic formulated broadly: no imagination boundaries The results were astonishing… Arabic LEARN, 20-22 September 2010

  24. Parameters of Optimal Immersion Training Global Language Proficiency Social Aspects of Language Learning Fluency Cultural Knowledge Motivation Linguistic Risk-Taking Self-Directed Learning Arabic LEARN, 20-22 September 2010

  25. Arabic LEARN, 20-22 September 2010

  26. Level 2 Basic understanding of region or country Has limited understanding of culture May have elementary communication skills, including basic conversation, using local language spoken in the country or region Level 3 Has enough knowledge of the area to make judgments about it and can back up arguments Cultural experience reflects the knowledge of someone who has lived in a region or country for one year or more; has been immersed in the culture Arabic LEARN, 20-22 September 2010

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