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Main Topic(s): More about "What is 'CBI'?" (review of articles by Levine and R-S/C; refining the definition; other examples of CBI; first learning activity |
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materials: Chapter 1 of Stryker/Leaver (photocopy in first meeting; until books arrive: link to PDFs [link to come shortly]); examples from my courses: GER 399 "Science Fiction Radio Drama Production" and its earlier version, the "Papa Joe" Project; the "Humboldt Project", and its earlier versions, FLL 399 (2006W) and GER 427/527 (2006F); examples of other courses and projects elsewhere: Levine's second-year simulation courses (0172); Ryan-Scheutz & Colangelo's beginner-level (!) drama production (0019); Colville's "Big Book" activity for middle-schooler FLES (0407);
New sources: Kasper, Content-Based ESL Instruction (2000), preface (photocopy in class meeting #3); Stryker/Leaver Content-Based Instruction in FL - 5 of you now have the book, and 2 more copies are available
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(15) Continued from Tuesday - quick look at the Kasper book's section about "Designing effective course activities" (photocopies of pp. 190-97). Arrange to order Kasper book. Distribute rest of Stryker/Leaver books. Check whether everyone is handling the course website. Quick riddle: For a 6 on part of the "reflection / email to Levine", what help could YOU give him? You might offer ideas about assessment.
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(30) Free-wheeling discussion of what CBI does for language learning, using some FAQs (or "FAC"s [ Frequently Asserted Complaints])": Why not just teach them the language? (Often followed by: "I learned it that way!" Often encouraged by "Just tell me the @#$% word!" and "I'm dropping your course. I don't think I'm learning anything. I'm just speaking better."); "How can I do CBI for ____ [topic area]? I don't know anything about / I'm horrible at ____!" Helpful check here: When did you really learn [that language / that feature of the language]? Are you sure about your recollections? What is the difference between "learn" and "acquire"? Did first half of this only.
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Getting off on the right foot: CBI for music (not just using music to teach language in the conventional course, but rather teaching music so that they also learn language. Key difference: learn - acquire - DO. This went very well, with the group thinking through the parameters of the activity as truly content-based. We didn't get into details of the language syllabus for the activity.
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Maybe a look at how the Italian drama course, the "Big Book" project, or (new) the Japanese "Promotional Video" project (FLA 2002, 0175) worked, and what went into the "box" for each. This is something you can think through on your own.
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Ideas for small CBI projects:
Damascus, Oregon; Calcutta, West Virginia; New Madrid, Missouri; what subject areas might be included in the CBI? for which ages? for which language levels? for which learning styles? for which groups of learners (college bound? "fast"/"slow"? disadvantaged? minorities? home-schooled?) Did this part.
Science & math with Arabic (and Persian?) Didn't do.
hints of a suggestion for a French project: art + archaeology + PE + addressing sub-groups that notoriously stay away from French (and any language, almost). Did this part.
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(10) Break: Go get your coffee or your snack, but bring it back. We'll start promptly after 10 minutes, with or without you!
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(20) Discuss activities (group, individual) for rest of course. I'll push strongly for projects that develop CBI materials, in several curricular sizes. But we should also think about group activities (projects, field trips), recruiting support for CBI, and supporting other teachers who want to learn about CBI. If time: "But how would I ever get a chance to teach a CBI course?" "Where to they do innovative teaching like this?" "Is there any other money / support for this?" Did much of this, but it needs more, several times along the way.
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If time: "But how would I ever get a chance to teach a CBI course?" "Where to they do innovative teaching like this?" (where Levine teaches? R-S/C? elsewhere (Rice University: List of academic departments; SEPARATE FROM THEM: Center for Study of Languages; French 305; Spanish 305; a faculty CV (Spuler, German))? "Is there any other money / support for this?"
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(20) Continuation of presentation about the "Humboldt Project" - a long-term venture in CBI and beyond CBI. If time: GER 399 "Science Fiction Radio Drama Production" and its earlier version, the "Papa Joe" Project;
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(5) Upcoming - see immediately below (I may eliminate this line in future meeting outlines). For new reading see the course schedule or the documents list. Parting puzzler: IRS + CBI (15 April!!)
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