Presented at the FFLA Conference: The REAL World Languages in the 21st Century

1. Teaching Critical Languages in an Innovative Intensive Summer ProgramJoAnn Parla Palumbo; Alan Rosiene; Wanfa ZhangDepartment of Humanities & Communication Presented at the FFLA Conference: The REAL World Languages in the 21st Century October 14, 2011; Radisson Resort at the Port; Port Canaveral, FL

2. Welcome & Introduction • Overriding Outcome: Increase/Expand Foreign Language Program at FIT • Grant received from DoD: Project GO • ROTC cadets

3. Project GO • Department of Defense • 2006 – President George W. Bush • NSLI – National Security Language Initiative • NSEP - Security Education Program • ROTC Language & Culture Project Education + Language = National Security

4. Theoretical Framework • Linguistic theories of scholars set the foundation of the program, including: • Jim Cummins • Stephen Krashen & Tracey Terrell • Merrill Swain & Michael J. Canale

5. Theoretical Framework • National Guidelines from ACTFL and MLA • ACFTL: Five C’s essential to successful language acquisition in the classroom: Communication, Cultures, Connections, Comparisons, and Communities. • MLA: Vision for the Teaching Of Foreign Languages – Transforming Academic Programs; Translingual & Transcultural Competence; Integrative Approaches; Strengthening the Demand for Foreign Languages in Academic Programs.

6. Structure of the Program • Residential due to intense nature of program. • Six (6) credit hours. • Language Instruction: Two native speaker instructors; Classes held Monday – Thursday for 2 1/2 hours in the morning and 2 1/2 hours in the afternoon, after lunch. • Capstone Project - required participants to make connections between language and culture; met one or two times per week, for one hour. • Culture Component – On Fridays, cultural activities were held, focusing on deep culture (values, norms) while at the same time providing some enjoyment of surface culture (food, music).

7. Academic Considerations Classroom Practices - 1 • The course is designed for students who have no prior exposure to the Chinese language. • It starts with the very basics of the Chinese pronunciation system (i.e., syllable and tones) and the writing system (i.e., radicals and strokes). • It is aimed to develop basic reading, writing, speaking, and listening skills for beginners using both pinyin phonetic system and simplified Chinese characters.

8. Academic Considerations Classroom Practices - 2 • Approximately 500 characters are taught through some daily-life topics, which also introduce the social and cultural background of the language. • The student will also learn: -- how to use a Chinese-English, English-Chinese dictionary -- how to use Chinese (enter Chinese characters, read and print) on an English-language-based computer and search Chinese materials.

9. Academic Considerations Course Objectives -1 • Upon completion, students will acquire a small vocabulary and sentence structures for use in some basic real-life communication. • They will be able to identify the sounds and tones of Mandarin in the pinyin system, read and write in Chinese (simplified Chinese characters), and carry out some simple conversations on topics studied.

10. Academic Considerations Course Objectives - 2 • Students will also be able to demonstrate knowledge of the values, customs, philosophy, and the life styles of the various regions and communities of the Mandarin Chinese-speaking-world covered in this course. • More important, this course will prepare students for more advanced study of the Chinese language and to gain the essential ability in self-learning when not enrolled in any formal courses.

11. Academic Considerations Course Material Used 1) Integrated Chinese-Textbook, Level 1 Part 1 by Yuehua Liu, Tao-chung Yao et al. (3rd ed., simplified character) 2) Integrated Chinese-Workbook, Level 1 Part 1 (3rd ed., simplified character) 3) Integrated Chinese-Character Workbook, Level 1 Part 1 (3rd ed., simplified and traditional character ed.) 4) Martin H. H. Manser: Concise English-Chinese, Chinese-English Dictionary. 5) The audio CD.

12. Academic Considerations Teaching and Practices • Classroom teaching conducted by two native speakers. • Division of labor: -- main instructor teaches vocabulary, texts, grammar and some cultures in the mornings -- the second instructor follows up and strengthens what has been taught by the main instructor through in-class exercises in the afternoon

13. Academic Considerations Assessment and Outcome • Assessment includes dictations and examinations. • Please also see the following figures about student knowledge of Chinese culture, their performances, and so forth.

15. Academic Considerations Student Feel about Chinese – Answer to Instructor’s Survey Question • (June 17, 2010) Is Chinese difficult? More or less difficult than you expected at the beginning? • Yes, about what I expected. • I thought it would be very difficult. But I found out it is pretty easy. The grammar was simple. • Chinese is very difficult and very demanding. It requires a lot of practice. • I do not believe Chinese is any more or less difficult than any other language. I found Chinese to be simpler than expected. • No, I thought the writing would be very difficult but it’s just like an alphabet with hundreds of radicals to build other words and meanings.

16. Cultural Component • Focused on Deep Culture • Films • Guest speakers • Provided some enjoyment of Surface Culture • Field trips to cultural sites and restaurants

19. Vision for the Future • Build and Strengthen Foreign and Critical Language Offerings and Programs • Present Critical Languages: Chinese & Russian; hope to add others such as Arabic, Portuguese, Korean • Present Foreign Languages: French, German, Italian, Spanish • Increase demand/value of program for majors with the university. • Offer courses in the AY and summer. • Seek future funding for intensive summer institutes.