inspiring with effectiveness: intermediate learners in an intensified language/culture curriculum...
TRANSCRIPT
Inspiring with Effectiveness: Intermediate Learners in an Intensified Language/Culture
Curriculum
Per UrlaubDept. of Germanic Studies – UT-Austin
Overview
• Quick facts of the new curriculum• Group phase: Two opportunities to reflect and
discuss issues related to collegiate language instruction and the teaching of literary reading in the second language
• Basic principles the guided the curriculum reform
• Innovative approach to teaching literary reading in the second language
Quick factsOld second-year curriculum(before fall 2010)
New second-year curriculum(implemented in fall 2010)
Length of the second year
2 semesters 3 semesters
Names of the courses 312K (Second-Year German I)312L (Second-Year German II)
612 (Accelerated Second-Year German)
Instructional hours per week
3 6
Length of each class meeting
50 minutes 100 minutes
Numbers of contact hours
90 h 90 h
Quick facts
312K+312L= 612?“Yes” and “No”
In quantitative terms: YesIn qualitative terms: No
Think-Pair-Share(1)
What attracted you as a student towards majoring in a foreign language discipline?
simply mastering the language; high culture of the target language’s culture; history of the place; politics and current affairs of the region; reading literary texts; pop culture or sports; friends / partner speaks/spoke the target language; reputation of the faculty/program; social opportunities (club and extra-curricular activities); theoretical or historical linguistics; desire to become a language instructor; foreign film ; heritage speaker/heritage learner; study abroad; other…
Three groups of learners• (1) The first group, consisting of undergraduate learners who do not
intend to continue with the language after the completion of the foreign language requirement, forms the majority of language students in lower-division language classes at virtually all institutions that have a language requirement. (COMMUNICATION)
• (2) The second group includes undergraduate learners who do intend to continue with the language after the completion of the foreign language requirement. (COMMUNICATION & CULTURAL LITERACY)
• (3) The third group we serve comprises those undergraduate students who have not decided whether or not they intend to continue with the language after the completion of the foreign language requirement. (COMMUNICATION & CULTURAL LITERACY & INSPIRATION)
Think-Pair-Share(2)Consider these three fictitious statements of undergraduates
expressing critical views of literature classes.
(1) …just sitting in a class room and listen mostly to one person (my professor, who was very smart) and two or three bubbly (slightly annoying) students…
(2) …Kafka for a week…but then next text… ‘back to square one.’
(3) …drop of energy between communicative language classes lead by dynamic language teachers and study abroad experiences, compared to the reality of the literature seminar…
Reading Comprehension Strategy Training for Literary Reading in the Second Language
http://wikis.la.utexas.edu/rcst/page/rcst
