Developing a Project in Content-Based Instruction Extended from a Reading Passage

Noriko Fujioka-ItoUniversity of Cincinnati

Introduction

A number of successful Content-Based Instruction (CBI) in North American universities, in the context of postsecondary foreign language education, have been documented for the past two decades (Grabe & Stoller, 1997). CBI not only provides help for social and cognitive development during childhood, but also motivates learners and successfully lead students to good job placement opportunities (Genesee, 1994; Grandin, 1993; Wesche, 1993) and produces advanced levels of language proficiency (Genesee, 1987; Johnson & Swain, 1997).

This article reports how CBI has been integrated into the existing curriculum using a reading passage from “An Integrated Approach to Intermediate Japanese (IJ) (Miura & McGloin, 1994),” which is designed to develop four skills simultaneously. This particular unit of the curriculum, which is integrated all elements of Stoller & Grabe’s (1997) Six-Ts and the eleven standards of Five Cs (the all standards of five goals of the Standards for Foreign Language Learning), has students develop a project in CBI. Based on the reading passage and exposure to authentic content, CBI should enable them to demonstrate a deeper understanding of the topic of each reading passage.

In order to develop this unit, Stoller and Grabe’s (1997) Six-T’s Approach is used so that the students can benefit from the integration of language and content instruction. In this approach, the Themes are the major source for curriculum planning. A variety of relevant Texts (all resources and materials) leads to Topic selection. Specific Tasks are designed to teach the language knowledge and content information central to the Texts. Transitions and Threads also link throughout the curriculum while creating a sense of coherence. The Six-T’s Approach provides students with the means for developing a coherent content-based curriculum which promotes involvement in content learning, increases opportunities for negotiation of language and content tasks, allows for cooperative learning, focuses on the development of discourse-based abilities and maintains student motivations for learning.

CBI Unit Overview

A central curricula notion in the Six-T’s Approach is that all CBI is fundamentally theme-based (Brinton, Snow, & Wesche, 1989). The theme of this unit, taken from the reading passage of Chapter 3 in IJ, is “Study Abroad.” The reading provides students with background material information on study abroad programs (e.g., issues of cross-cultural adjustment, and the advantages of such programs).

This unit consists of two lessons. In Lesson 1, students read a selection in their textbook, using the language and content knowledge students obtained through

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conversation sections previously covered in the same textbook. Furthermore, the reading material provides students with basic knowledge about studying in Japan in several scenarios: with or without exchange agreements with home institutions and new grammar (including expressions and vocabulary), with a focus on student life abroad. In Lesson 2, students will continue to conduct research on studying abroad in Japan through a variety of other resources (e.g., videos, websites, and interviews with people who have studied in Japan). Students will use their research materials to make TV commercials to promote study abroad; the commercials will be videotaped and evaluated using the rubric at the end of the project. In this article, Lesson 2 and Unit Assessment are focused so as to describe how the Content-Based project was extended from a textbook reading.

Lesson Overview of Reading Passage

The summary of each component of the Six-T’s Approach in Lesson 1 is as follows (see Appendix A for details of Lesson 1). The Topics, sub-units of the Theme which explore its more specific aspects using the reading passage, are (a) the application process, (b) credit transfer, (c) socialization in international students’ life (such as extra-curricular activities and life with a host family), and (d) housing conditions in large cities. Through Threads, the Theme of this unit links with Chapter 5 “At University” and Chapter 10 “Domestic Travel” in the same textbook. After learning in the present unit, students compare and contrast Japanese and American universities (or schools) during in-class discussion. They also conduct research on travel spots and make posters of travel spots which will be exhibited during the International Education Week in November in the Fall of the following academic year. In the Lesson 1 Tasks and Task Transitions, students skim and summarize the information using grammar, vocabulary, and expressions which were included in the reading passage. This enables them to negotiate language content tasks in Lesson 2. Topical transitions occur from study abroad programs to cross-cultural adjustments.

CBI Activity 1: Video-viewing

Lesson 2 consists of three in-class lesson plans and two homework assignments (see Appendix B for the details of Lesson 2). The first section of this lesson occurs prior to viewing a video. Students briefly discuss potential problems of studying abroad. For example, students might not be able to make any friends if they are busy studying and cannot participate in any extra-curricular activities. This Task uses basic background knowledge obtained through the reading passage introduced in Lesson 1. The second is comprised of three parts. Before viewing the video entitled “Foreign Student in Japan: Dares and Rahman (NHK International & Japan Foundation, 1994),” the teacher distributes the comprehension check worksheet. Students read comprehension check questions so as to gain insight into the topics discussed in the video. During viewing, students use the vocabulary learned in Lesson 1 and watch for the answers to comprehension questions. By focusing on two main characters in the video who are students in Japan from Bangladesh and Thailand, students understand the perspectives of international students in Japan and the difficulties of their life. This includes, for instance, time constraints or limited finances. After viewing the video, students are paired

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up and compare their answers to the comprehension check questions. If the answers contain opinions, especially in response to a question which elicits differing views of international student life, students can discuss their perspectives of cultural differences between the US and Japan. This allows them to demonstrate understanding about how international students interact with friends through extra-curricular activities as well as daily life and host families while on vacation. In the final task, a class discussion is conducted that allows student to express their opinions about international student life in Japan. For example, whether or not international student life is easier than they had expected, and, if their life is hard, how they tried to handle the hardship. The objective of this task is to identify difficulties of cross-cultural adjustment and to demonstrate an understanding about how to solve the problems which might be caused by cultural differences. The first homework assignment has students continue to conduct their research on study abroad by visiting websites and using books. The second consists of preparation for interviews, which will be conducted on day 2. For the second assignment, students are encouraged to use both content obligatory and content compatible languages.

CBI Activity 2: Interview

On day 2, students are divided into two groups—students who have never studied in Japan or have not studied in Japan for more than six months belong in Group 1; the second group is comprised of those who have studied in Japan for more than six months. If there are not enough students in Group 2, guest speakers who have been to or come from Japan are invited from the community. Using the vocabulary and grammar learned in Lesson 1, students in Group 1 prepare interview questions using the first half of the interview sheet. Students in Group 2 recall their experiences in Japan and get ready for responding to the interview questions.

Before the interviews, each interviewee in Group 2 very briefly provides his or her background about college/school life in Japan. While listening to interviewees' experiences, the students in Group 1 decide whom they are going to interview. Then, the students in Group 1 ask their questions to two or three people in Group 2 so as to acquire multiple viewpoints about Japanese society. The discourse of interviews should be extended from each single question so that the students in Group 1 can later synthesize deeper views learned through interactions during their interviews. After the interviews, students summarize the findings of their interviews by integrating results of their previous research findings to analyze the cultural differences between the educational systems in Japan and the US. This activity could be done in writing or as a group discussion.

CBI Activity 3: Debate

On day 3, students identify advantages and disadvantages of study abroad and express their opinions during discussion, using their linguistic knowledge and information obtained through resources. Before the discussion, students synthesize their findings from the interviews and primary research. Then, students discuss positive and negative aspects of study in Japan and decide their positions (i.e., whether or not they

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want to go to Japan to study). Based on their positions, a debate is conducted so as to practice critical thinking skills by generating pros and cons of study abroad. After the discussion, students write the short summary paper which indicates their positions including the reasons why they want to go to Japan to study or not. The objective of the paper is to develop organizational skills by synthesizing data obtained from their research and summarizing information about study abroad programs. This summary paper is collected and evaluated using the summary paper rubric.

Assessment of CBI Activities

Assessment in CBI must balance assessing the content with the language. It also has to accurately reflect the goals and purposes of the CBI unit. In Lesson 2, two formative evaluations are conducted. First, the comprehension check worksheet is collected and used as an evaluation of how well students could understand the information about international student life. Second, the interview sheet is also collected and evaluated from the perspectives of grammar and vocabulary accuracy and content. The first half of the sheet is evaluated by assessing how well students used the expressions and vocabulary introduced in Lesson 1. The last half of the interview sheet evaluates how well students developed insights into international student life in Japan. The first summative evaluation of this unit is conducted using the summary paper. This summary is evaluated by using the summary paper rubric, which consists of five criteria—(a) organization of expressing ideas, (b) understanding of topic, (c) accuracy of content information, (d) completion of work, and (e) accuracy of language use.

Unit Assessment

On day 1 of the unit assessment, students are exposed to Japanese TV commercials. Through viewing these, they come to learn how effective it is to use colloquial speech/plain forms of language, in addition to the typical images, music, and sound effects which implicate a specific meaning. After viewing each segment, students discuss what commercial it is and why it is attractive. Then, students brainstorm possible TV commercials they could produce with their classmates. The homework assignment on this day has students select the images, music, and sound effects which can be incorporated with verbal messages in their commercials. In addition, they are expected to rehearse their presentations.

On day 2, each student presents his or her TV commercial using visual aids (and/or music/sound effects). All TV commercials are videotaped and three native speakers of Japanese, including an instructor, evaluate them independently using the TV commercial presentation rubric, which consists of five criteria—(a) organization of expressing opinions, (b) accuracy of content information, (c) delivery of knowledge, (d) presentation style, and (e) accuracy of language use. After video-taping, students discuss what they have learned through this unit regarding study abroad programs and the cultural aspects of college life and society in Japan (see Appendix C for detail of Unit Assessment).

In order to measure the reliability of the unit assessment, Cronbach’s Alpha was performed using the scores collected during the Fall Quarter, 2004 at the University of

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Cincinnati. The scores of TV commercial projects were given by three different evaluators. For each criterion, 1 (the lowest), 2, 3, or 4 (the highest) points were given. Although the evaluators received the rubric beforehand so that they could be familiar with the evaluation criteria, they were not trained to rate; however, the scoring was fairly consistent among three raters. The internal consistency reliability estimates for this evaluation using Cronbach’s Alpha procedure are as follows: Organization, .78, Accuracy of Content Information, .72; Presentation Style, .92; Accuracy of Language Use, .56; Delivery of Knowledge, .87.

Pedagogical Implication from Students’ Project

Table 1 shows what topics each student included his or her TV commercial. Their products tell the teacher not only what students learned but also what information or resources they need to know when they get interested in study abroad (and thus what the teacher needs to provide them). For example, half of the students talked about availability of scholarships during the discussion on day 3 in Lesson 2, though this topic was not included in either a reading passage or the video we watched. Also, these products informed the teacher about their primary reason for wanting to study abroad. Interestingly, all students except Student E emphasized that study abroad is the best way to practice the Japanese language. Student E focused more on recreational aspects of a stay in Japan. Although a topic related to Ninja or Samurai was not discussed in class, Student E mentioned the possibility of meeting a Ninja as a means of promoting study abroad. Student C, who is a non-traditional student who had lived in Japan for a number of years, also brought up topics which were not covered in class. He could even expand his message to an abstract statement—living overseas changes our perspectives of our own countries.

Table 1TV Commercial Project

Student TopicsA ・language study ・ extra-curricular activities ・ socialization

(friends) ・course subjects ・daily life ・ scholarshipB ・language study ・ understanding culture ・ socialization

(friends) ・information resourcesC ・language study ・traditional culture such as Koto playing, tea

ceremony ・change of perspectivesD ・language study ・exchange program ・scholarship ・culture

shockE ・extra-curricular activities ・socialization (friends) ・pop culture

such as NinjaF ・language study ・scholarship ・homestay

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Linkages across One-year Curriculum

To create larger curricular coherence, this unit links with Chapter 5 “At University” and Chapter 10 “Domestic Travel” in the later quarters. In the Winter Quarter, students read a selection in the same textbook about the differences between the educational system in Japan and the US. The reading material provides students with background material about the life of typical Japanese high school and college students. To further develop their understanding of universities in Japan, in the same way as they did in Fall Quarter, students continue to conduct research on the education systems through a variety of other resources by viewing videos, searching for information on the internet, and interviewing people who come from Japan or who have studied there for extended periods of time. Students will then use their research materials to videotape a TV show where TV show hosts organize the show entirely in formal language. Panelists state their opinions about Japanese educational system comparing and contrasting Japanese and American universities. The students in the audience ask questions of the presenters, support opinions, or display alternative opinions in discussion. In the Spring Quarter, after reading a passage and viewing a video on travel spots in Japan in class, they conduct further research independently and make posters which will be exhibited during the International Education Week (IEW). This provides an annual opportunity to highlight the benefits of travel, as well as express appreciation for and commend international education and exchange, in November. (This will be the sixth anniversary of IEW, sponsored by the US Department of Education; the University of Cincinnati participated for the first time last year.) Through the process of making posters, students develop visually attractive presentations, reinforcing and honing the skills obtained when producing the TV commercials in Fall Quarter. At the same time, students are planning their potential travels and conducting research on the places to visit when their dreams of going to Japan to study come true in the future.

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References

Brinton, Snow, & Wesche (1989). Content-based Second Language Instruction. Boston, MA: Heinle & Heinle.

Genesee, F. (1987). Learning through Two Languages: Studies for I mmersion and B ilingual E ducation . Rowley, MA: Newbury House.

Genesee, F. (1998). Content-based language instruction (Chapter 5). In Met, M. (ed.). Critical Issues in E arly S econd L anguage L earning (pp. 103-123). Reading, MA: Scott Foresman-Addison Wesley.

Grabe, W. & Stoller, F.L. (1997). Content-Based Instruction: Research foundations. In Snow, M.A. & Brinton, D.M. (eds.). The Content-Based Classroom: Perspectives on integrating language and content. (pp. 5-21). NY: Longman.

Grandin, J.M. (1993). The University of Rhode Island’s International Program. In Kreuger, M. & Ryan, F. (eds.). Language and Content: Discipline- and Content-Based Approaches to Language Study. (pp.130-137) MA: D.C. Heath.

Johnson, K., & Swain, M. (1997). Immersion Education: International perspectives. New York: Cambridge University Press.

Met. M. (1994). Teaching content through a second language. In Genesee, F (ed.) Educating Second Language Children: The whole child, the world curriculum, the whole community . (pp. 159-182). NY: Cambridge University Press.

Miura, A. & McGloin, N. H. (1994). An Integrated Approach to Intermediate Japanese. Tokyo: The Japan Times.

NHK International & Japan Foundation (1994) Foreign Student in Japan: Dares and Rahman. [Video]

RubiStar: Create rubrics for your project-based-learning activities. [Online] http://rubistar.4teachers.org

Stoller, F. L. & Grabe, W. (1997). A Six-T’s approach to content-based instruction. In Snow, M.A. & Brinton, D. M. (eds.). The Content-Based Classroom: Perspectives on Integrating Language and Content . (pp. 78-94). NY: Longman.

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Appendix A

Lesson 1: Study Abroad Information

Objectives:

Content:

demonstrate understanding of application processes and credit transfers of study abroad programs as well as international student life in Japan.

Cultural:

learn how to socialize with Japanese students and understand the benefits of participating in extra-curricular activities on university campus in Japan.

understand advantages of home stay for international students and housing conditions in large cities such as Tokyo.

Language: Content Obligatory:

use conditional forms to describe information when students go to Japan to study using words/phrases/expressions such as ~ba~hodo, ~igai-no/~igai-ni, ~zu, Kanarazushimo~to iu wake-dewanai, N bakari, Narubeku, V (plain) beki.

Language: Content Compatible:

use complex sentences (e.g., toki) with the conditional forms (e.g., ~ba, ~to, ~tara) to describe the situations where students are in Japan to study.

Learning Strategies/Social and Skills Development:

analyze the system of study abroad and an international students' life in Japan to comprehend and summarize the reading passage.

work collaboratively to complete expression exercises and summarize the reading passage.

Time Frame: Two to three 50-minute class sessions and 1-2 hour homework assignments

Materials Needed:

Reading Material:

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Miura, A., & McGloin, N. H. (1994). Ryuugaku Johoo (p. 54) An Integrated Approach to Intermediate Japanese: Tokyo, Japan: The Japan Times.

Expression Exercises Handout

Description of Task:

Introduction:

This lesson provides students with fundamental background information so that they can continue to deepen their understanding about study abroad programs and cross-cultural adjustment using other resources. In this lesson, therefore, after an introduction and brief discussion about study abroad and going to Japan, students build vocabulary, expressions, and grammar by understanding and getting familiar with the theme of a reading passage. Depending on the students’ abilities, skimming a reading passage could be included in Day 1 lesson or Day 2 lesson. Although research results do not show reading aloud helps develop reading comprehension, the teacher should have students read the reading passage aloud to make sure that they can read Kanji (Chinese characters). In order to demonstrate that they can negotiate language content tasks in the next lesson, students summarize the information using grammar, vocabulary, and expressions which were explained by the teacher.

(Day 1)

Pre-task:

1. The teacher asks students what they can imagine if they hear "study abroad" or "trip to Japan" and draws a mind-map on the board.

2. Students briefly discuss if they want to study abroad and why they think so.

During-task:

1. To familiarize students with grammar and expressions used in the reading passage, the instructor explains using the Expression Exercises handout. After explanations, students work collaboratively to complete exercises and practice the answers orally afterwards.

2. Referring to the vocabulary list, which consists of words related to an academic life in the textbook, and reviewing the grammatical items and expressions which were covered during Task 1, students listen to instructor read a passage and skim it.

(Day 2)

3. To make sure that they can read Kanji (Chinese characters), students read each paragraph together aloud. If time permits, each student is called on to read one

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sentence. After reading aloud, students understand each paragraph with instructor’s sentence structure explanations which focus on conditional forms and build basic ideas about systems of study abroad and international student life in Japan.

Post-task:

Based on the knowledge obtained through during-task activities, students collaboratively summarize the reading passage orally within groups using vocabulary with regard to college life, conditional forms, and expressions covered in the Expression Exercises handout.

[Homework]

Students conduct their research to collect study abroad information by visiting websites and using books. Two websites are suggested (see References and Resources) and they will then search for additional sites on the topic.

Assessment:

1. The expression handout is collected and the exercise part is graded to see if the students understand the explanations of grammar and new expressions.

2. The oral summary is evaluated to see how much information on study abroad programs students obtained correctly.

References and Resources:

Textbook:

Miura, A., & McGloin, N. H. (1994). Ryuugaku Johoo (p. 54) An Integrated Approach to Intermediate Japanese: Tokyo, Japan: The Japan Times.

Websites:

StudyAbroad.com Country Home Pages (English)

http://japan.studyabroad.com

Ryugakusei seikatsu-no-tame-no Rinkushu (Links for Foreign Students' Life) (Japanese) http://cfrp.shinshu-u.ac.jp/staff/bao/internat/Life.html

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Appendix B

Lesson 2: Cross-cultural Adjustment

Objectives:

Content: demonstrate understanding about international student life in Japan (e.g.,

daily life in a dormitory or an apartment) as well as study abroad programs in Japan using their knowledge acquired from a variety of resources they accessed.

identify the roles of host families and friends for international students.

Cultural: demonstrate understanding about how international students interact with

friends through extra-curricular activities as well as daily life and host families while on vacation.

gain an insight into yearly events such as New Year's Day in Japan. Identify potential difficulties of cross-cultural adjustment and demonstrate

understanding about how to solve the problems which might be caused by cultural differences.

Language: Content Obligatory:

comprehend and use vocabulary related to college life and new idiomatic expressions such as (~ba~hodo, ~igai~no/~igai~ni, ~zu, Kanarazushimo~to iu wake-dewanai, N bakari, Narubeku, V (plain) beki) learned throughout the previous lesson.

use comparative sentences and vocabulary related to college life (introduced in Lesson 1) to compare and contrast college students' life in Japan and the US and to discuss advantages and disadvantages of study abroad.

Language: Content Compatible:

Students will:

use the conditional forms (e.g., ~ba, ~to, ~tara), complex sentences (e.g., toki) to describe international students' college life and daily life.

use honorifics (polite expressions/forms) learned in the previous year course to ask questions about the society and the college life in Japan to interviewees.

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Learning Strategies/Social and Skills Development:

analyze the cultural differences between the educational systems and the roles of host families and friends by working collaboratively to describe international college life and daily life.

develop organizational skills by synthesizing data obtained from their research and summarizing information about study abroad programs.

engage in active participation through the discussion with interviewees. practice critical thinking skills by generating pros and cons of study

abroad.

Time Frame: Three 50-minute class sessions and 30 minute homework assignments

Materials Needed:

Videotape: Nihon Shokai Video Series Nihonjin no Life Style THE WAY OF LIFE IN JAPAN Ryugakusei Daresu to Tahman FOREIGN STUDENT IN JAPAN: DARES AND RAHMAN NHK International Kokusai Koryukikin Kikaku, Seikatsu

Comprehension Check Worksheet Interview Sheet Summary Paper Summary Paper Rubric

Description of Task:

Introduction:

Lesson 2 is comprised of three-day lesson plans. On Day 1 and Day 2, students’ views toward study abroad are enhanced by viewing videotapes which shows them real international student life of two college students from Asian countries and interacting with people who actually studied in Japan. At the same time, students utilize the vocabulary, expressions, and grammar introduced in Lesson 1 to ask questions and comprehend the videotape. On Day 3, students identify advantages and disadvantages of study abroad and express their opinions during debate, using their linguistic knowledge and information obtained through resources. At the end of this lesson, students summarize their opinions based on the viewpoints broadened through oral discussion.

Day 1

Pre-task:

Students briefly discuss the potential problems (e.g., students need to negotiate with their universities to transfer credits in case where students went to study abroad without partnerships; they might not be able to make any friends if they are very busy in studying and cannot participate any extra-curricular activities; or their staying in large cities is too

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expensive) using basic background knowledge obtained though the reading passage which was introduced in Lesson 1.

During-task:

1. Before viewing the video, the teacher distributes the Comprehension Check Worksheet (Attachment 1). Students read comprehension check questions so as to set their minds for topics of the video.

2. During viewing the video, students use the vocabulary learned in Lesson 1 and watch for the answers to comprehension questions on the handout. By focusing on two main characters in the video, students understand the perspectives of international students in Japan and realize some difficulties of their life (e.g., how to handle time constraints or limited financial budget).

3. After viewing the video, students are paired up and compare their answers to comprehension check questions. If opinions (especially to Question 8, which elicits students' overall views of international student life during study abroad) are different, they discuss their perspectives of cultural differences between the US and Japan.

Post-task:

The class discussion is conducted to express their opinions about international student life in Japan (e.g., whether or not international student life is easier than they had expected, and, if their life is hard, how they should handle the hardship).

[Homework]

1. Students continue to conduct their research on study abroad by visiting websites and using books (Refer to the section of References and Resources in Lesson 1).

2. Using the vocabulary and sentence structures learned in Lesson 1, students who have not studied in Japan for more than six months prepare interview questions using the first half of Interview Sheet (Attachment 2). Students who have studied for more than six months recall their experiences in Japan and get ready for answering the interview questions.

Day 2

On Day 2, students are divided into two groups—students who have never or not studied in Japan more than six months belongs Group 1, and the second group is comprised of those who have studied in Japan for more than six months (if there are not enough students in Group 2, guest speakers who have been to or come from Japan are invited from a community. Also, the teacher can play a role of an interviewee).

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Pre-task:

Each student in Group 2 very briefly provides his or her background about college/school life in Japan. While listening to interviewees' experiences (e.g., place and duration of study), the students in Group 1 decide whom they are going to interview.

During-task:

The students in Group 1 ask their questions to two or three people in Group 2 so that they can acquire multiple viewpoints about Japanese society. The discourse of interviews should be extended from each single question so that the students in Group 1 can synthesize deeper views learned through interactions during their interviews afterwards. The teacher watches the time and makes sure students interview at least two people.

Post-task:

Students summarize the findings of their interviews by integrating results of their previous research using resources such as websites. (This activity could be done in writing or as a group discussion.)

Day 3

Pre-task:

While synthesizing the findings through video-viewing, interviews, websites, etc., students point out positive and negative aspects of college life in Japan. The instructor lists them in the table which shows the advantages and the disadvantages on the board.

During-task:

Students discuss advantages and disadvantages of study in Japan and decide their positions (i.e., whether or not they want to go to Japan to study). Based on their positions, a debate is conducted. One of the students whose Japanese proficiency is fairly high leads a discussion as a referee.

Post-task:

Students write the short summary paper (Attachment 3) which indicates their positions including the reasons why they want to go to Japan to study or not. This summary paper is collected and evaluated using the Summary Paper Rubric (Attachment 4) by the instructor after class.

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Assessment:1. The oral summary of a reading passage is evaluated in class according to how

well students could obtain information. 2. The Comprehension Check Worksheet (Attachment 1) is collected and used as an

evaluation of how well students could understand the information about international student life.

3. The Interview Sheet (Attachment 2) is collected and evaluated from the perspectives of grammar and vocabulary accuracy and content. The first half is evaluated by assessing how well students used expressions and vocabulary introduced in Lesson 1. Using the last half of the Interview Sheet, how well students developed the insights into international student life in Japan is evaluated.

4. The first summative evaluation is conducted using the summary paper worksheet (Attachment 3) . This summary is evaluated by using the summary paper rubric (Attachment 4), which consists of five criteria—1) Organization of expressing idea, 2) Understanding of topic, 3) Accuracy of content information, 4) Completion of work, and 5) Accuracy of language use.

References and Resources:

Textbook:

Miura, A., & McGloin, N. H. (1994). Ryuugaku Johoo (p. 54) An Integrated Approach to Intermediate Japanese: Tokyo, Japan: The Japan Times.

Websites:

StudyAbroad.com Country Home Pages (English)

http://japan.studyabroad.com

Ryugakusei seikatsu-no-tame-no Rinkushu (Links for Foreign Students' Life) (Japanese) http://cfrp.shinshu-u.ac.jp/staff/bao/internat/Life.html

Appendix C

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Unit Assessment

Time Frame: Two 50-minute class sessions and a 1-2 hour homework assignment

Materials Needed

Videotape

TV Commercials for Japanese Classrooms 2002: The Japan Foundation Japanese-Language Institute

Video camera and tape

Description of Task:

Introduction:

This assessment unit consists of one class session as a preparation for making a TV commercial and another class session which has students present their TV commercials. On Day 1, students are exposed to Japanese TV commercials and learn how effective it is to use colloquial speech/plain forms in the images, music, and sound effects which infer or speculate about the meaning. The selection of props and music and practice of presentation are done as a homework assignment. On Day 2, each student presents her/his TV commercial which will be videotaped and evaluated using the rubric.

Day 1

Pre-task:

1. As a preparation for the Unit Assessment, students view short clips of Japanese TV commercials (no more than ten segments) to learn how they can effectively use the colloquial speech/plain forms, the images, music, and sound effects in the commercials they are going to produce to their target audience, who are college students learning Japanese in the US. After viewing each segment, students discuss what commercial it is and why it is attractive.

2. Students start to have their ideas of TV commercials they are going to produce through brain-storming with their classmates. The teacher distributes the TV commercial presentation rubric (Attachment), ), which consists of five criteria--1) Organization of expressing opinions, 2) Accuracy of content information, 3) Delivery of knowledge, 4) Presentation style, and 5) Accuracy of language use--and explains how their products will be evaluated.

[Homework]

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Selecting the images, music, and sound effects which can be incorporated with verbal messages in their commercials, students plan and rehearse their presentations.

Day 2

During-task:

Each student presents his or her TV commercial using visual aids (and/or music/sound effects). All TV commercials are videotaped by the teacher. Two native speakers of Japanese evaluate the students TV commercial projects while watching the live commercials (the evaluation sheet [Attachment] was given to the evaluators beforehand, so that they can be familiar with the rubric). The teacher fills out the evaluation sheets while watching the videotape after class, without looking at two other evaluators' scores.

Post-task:

Students discuss what they have learned through this project regarding study abroad programs and the cultural aspects of college life and society in Japan.

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