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

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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 CUNYRealities, Plans, Visions
• John Jay College of Criminal Justice November
  15, 2002

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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

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IT

• Internet-based instructional technology
• used in many disciplines, in both sciences
  humanities
• used in language instruction, too

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

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

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Chapitre 1, Exercice 1

• A Où est Sylvie?
• B À la piscine.
• A Et Philippe?
• B Au bureau.
• A Pauvre Philippe!

• A Wheres Sylvia?
• B At the pool.
• A And Phil?
• B At work.
• A Poor Phil!

écoutez répétez lisez écrivez
listen repeat read write
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The French Experience

• a BBC Education language series
• http//www.bbc.co.uk/education/languages/french/ta
  lk/greetings/index.shtml
• http//www.bbc.co.uk/education/languages/french/ex
  perience/index.shtml

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GRAMMATICAL COMPETENCE

• vocabulary building tools
• grammar practice exercises tutorials
• pronunciation practice exercises tutorials
• listening comprehension exercises
• orthography tutorials
• etc.

IT language learning tools
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COMMUNICATIVE COMPETENCE

• Internet radio
• e-newspapers e-magazines
• museum websites
• subway information websites
• etc., etc.
• computer-mediated communication

IT realia IT collaborative forums
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IT Master or Slave?

• does IT drive the curriculum, determine the
  pedagogy?

• resemblance to the days of the language lab

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The Language Lab
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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?)

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Control, Relevance, Availability

• William McClure
• Queens College, Japanese
• content for beginner and intermediate students
• Christa Spreizer
• Queens College, German
• advanced content

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William McClure

• Japanese, Queens College

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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

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Electronic Resources and Good Practices

• A supplement to class
• Relevance
• Required or optional?

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Japanese Homepage

• http//kotoba.qc.edu

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Informationabout the Course

• Japanese 101 schedule

http//kotoba.qc.edu/101page/japanese101.html
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Academic Content

• learning to read hiragana

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Academic Content

• learning to read hiragana
• learning to write Chinese characters

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Academic Content

• learning to read hiragana
• learning to write Chinese characters
• learning vocabulary

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Communication

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

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Motivation

• student performances

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Motivation

• student websites

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Coolness -)
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Christa Spreizer

• German, Queens College

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THANKS!? Please address questions and comments
to LOTE_at_qc.edu

• Christa Spreizer
• William McClure
• Eva Fernández