CRITICAL LANGUAGES and PEDAGOGIESSAN DIEGO STATE UNIVERSITY

LANGUAGE ACQUISITION RESOURCE CENTER

LANGUAGE ACQUISITION RESOURCE CENTER (LARC)

Dr. Mary Ann Lyman-HagerDr. Mary Ann Lyman-HagerDirector and Professor, Department of Director and Professor, Department of European Studies (French Language)European Studies (French Language)San Diego State University, San Diego, CASan Diego State University, San Diego, CA92182-830592182-8305

Telephone: (001) 619-594-5480Telephone: (001) 619-594-5480Mobile: (001) 619- 206-2889Mobile: (001) 619- 206-2889Fax: (001) 619-594-0511Fax: (001) 619-594-0511

http://larcnet.sdsu.eduhttp://larcnet.sdsu.edu

United States Department of Education

LANGUAGE LABUS Department of Defense

I.I. US Department of Education US Department of Education Funded ProjectsFunded Projects

Language Resource Center (LRC) Program– LARC (Language Acquisition Resource Center), one of

15 centers currently funded.

Language Testing Projects (Computer-Assisted Speech Tool) – Online speaking tests of advanced level proficiency in a variety of

world languages (Chinese, Arabic, Spanish, German, etc.)– Feedback to language learners to improve language proficiency

Teacher to Teacher Conferences– Free professional conferences for language teachers at all levels

LARC one of first federally funded LRCs LARC one of first federally funded LRCs (LANGUAGE RESOURCE CENTERS) in 1990(LANGUAGE RESOURCE CENTERS) in 1990

1. LARC @ San Diego State University, a national 1. LARC @ San Diego State University, a national language resource centerlanguage resource center

2. Capitol Language Resource Center (Georgetown 2. Capitol Language Resource Center (Georgetown University/George Washington University/Center for University/George Washington University/Center for Applied Linguistics)Applied Linguistics)

3. National Foreign Language Resource Center @ 3. National Foreign Language Resource Center @ University of Hawaii - ManoaUniversity of Hawaii - Manoa

Other Language Other Language Centers (1993-2006)Centers (1993-2006) Iowa State UniversityIowa State University Michigan State University Michigan State University Ohio State UniversityOhio State University University of Minnesota University of Minnesota University of Wisconsin University of Wisconsin University of North Carolina/Duke (dropped in 2006)University of North Carolina/Duke (dropped in 2006) Brigham Young University Brigham Young University University of Chicago University of Chicago Indiana UniversityIndiana University University of Oregon University of Oregon Penn State Penn State University of Arizona University of Arizona University of California Los AngelesUniversity of California Los Angeles

LARC’s Four Primary Thematic LARC’s Four Primary Thematic Areas of InquiryAreas of Inquiry

1) Community Outreach and Teacher Credentialing

2) Intensive Language Training Leading to Professional Proficiency

3) Language Testing and Evaluation

4) Interdisciplinary Distance Learning and Technology-based Programs

San Diego CountySan Diego CountyLanguages Other than English Spoken in Languages Other than English Spoken in

the Home: San Diego Countythe Home: San Diego County

II. Other Language Acquisition II. Other Language Acquisition Resource Center GrantsResource Center Grants

– ADLP (Advancement of Distinguished Language Proficiency)

– CLIP (Critical Language Immersion Program)

– Special contracts (Iraqi Arabic Courses, Afghani Teacher Training, etc.)

– Intensive Summer Language Programs, followed by Distance Education Language Maintenance Courses

ADLPADLP

National Security Language Program-funded

Research on « What is a Distinguished Level (Level 4)? »– Distinguished Level Classes, on-line Materials

for Arabic and Persian, considering Chinese – Institutionalization of Program at SDSU

Required for 3 Years after end of grant

CLIPCLIP Focus on critical languages as defined by US Government

Offer advanced level language and culture classes on a regular basis

Reach out to teachers through Workshops, Institutes, and Classes

Develop innovative materials for teaching language and culture, housed at LARC’s Digital Media Archive

Train local community members to preserve their language and culture

Use of critical pedagogies to improve, reform, and transform language education

CRITICAL LANGUAGE IMMERSION/INTENSIVE PROGRAM (CLIP)

ArabicIraqi Arabic

Persian(Filipino)(Korean)(Chinese)

LEARN ADVANCED IRAQI ARABICIN INTENSIVE FORMATS

COMMUNICATIVE APPROACH USING CONVERSATIONAL PARTNERS

IRAQI ARABIC Immersion IRAQI ARABIC Immersion CoursesCourses

1-Created on-campus, on-demand advanced level Iraqi training for those needing high level proficiency and in-depth cultural understanding

2-Piloted an advanced level intensive Iraqi program in fall 2006

3-Repeated in spring, summer, and fall terms in 2007

Outside reviewer: “This is the best course offered in Iraqi in the country.”

Reserve Officer Training Corp Reserve Officer Training Corp (ROTC) GRANT(ROTC) GRANT

1. Hosting intensive summer language classes to cadets from up to 19 campuses in the San Diego Region

2. Reforming the Military Science minor to include language and culture emphasis

3. Offering small group language study (sustainment and enhancement) in fall and spring terms

Year One of the ROTC Critical Language and Culture Program

Overwhelming interest by ROTC Cadets

TO LEARN LANGUAGE……..Year One

Arabic and PersianYear Two and Three

Arabic, Persian, Russian

Role of Chinese in American Role of Chinese in American SocietySociety

Chinese is a critical language as defined by the US Government.

Chinese used to be a Less Commonly Taught Language (LCTL) in the US – not now!

Schools at all levels are asking for Chinese programs but there are very few teachers certified to teach in elementary or secondary schools.

Chinese language education in Chinese language education in the USthe US

National Language Resource Centers and other centers of excellence are searching for ways to increase the numbers of Chinese language programs available in the US.

The quality of the programs adopted must also be documented and innovative methods used.

The question is: should we improve, reform, or transform Chinese language education??

Chinese language education in Chinese language education in the USthe US

1) Improve. Build on what is. – Improve teacher credentialing programs for elementary and secondary

teachers– Increase number and quality of study abroad programs

2) Reform. Tear down and rebuild from the ground up.– Replace dysfunctional pedagogies with new ones.– Replace study abroad programs with internships related to majors, etc.

Transform. Reconceptualize, combining innovation in several areas with new and unexpected outcomes.

– Make language learning relevant to forming true global citizenship– Utilizing peer-to-peer connections via technology to increase language

proficiency and cross cultural awareness

Transformative Technologies, Transformative Technologies, Transformative Pedagogies for Transformative Pedagogies for

ChineseChinese Cultura Method Fifth Dimension Method Chinese Technologies at Tsinghua Elluminate, Wimba, Moodle, etc.