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Topics for this and next meeting (from my email of 1 June 2009):
1) Yes, we're going to talk about that rice culture CBI idea. Hope you've had a chance to read (skimming OK) the article itself, and also (more closely) #0082 about science ed for minorities.
2) More about CBI with math in yet another way: some activities sponsored by the Mathematical Association of America. I promise to go no further than polynomials and quadratics - if that far!
3) LAC and similar courses at other institutions: a) Rice University Center for the Study of Languages (especially SPAN 305, Narbona, Commercial Spanish) - here is the listing of Spanish courses offered by the separate Department of Hispanic Studies; b) 1993 ADFL Bulletin article about development of LAC / AFLC courses at St. Olaf College; c) about Auburn University's LAC program (includes list of other institutions doing similar); d) Concordia Language Villages
4 ) Campus-wide learning outcomes at PSU as a platform for CBI.
5) Maybe - maybe - another discussion of grammar, such as how to teach those "favorite" features via CBI.
6) Your advice for me about how to organize and conduct SpeakEasy now that it has been approved for a French version in winter quarter of next year, with a possible ESL version starting as early as next fall.
7) The scoring guide for our course itself - that is, for (self-)evaluating the participants (with some reference as well to your evaluations of the course and me).
8) Why (not) use realia?
9) Take home course evaluations
Teaser: This evening we attended a physical therapy session with our daughter, conducted in the Therapy Garden of Good Samaritan Hospital. Can't see a garden now without thinking CBI. Of course the therapist and our daughter didn't talk much about the garden, but rather about what to do to regain mobility. So - see item 6 above - which grammar features might be particularly frequent in such communication? What does the therapist-patient relation suggest about whether / how to conduct the same CBI activity for learners of two different levels of proficiency? And now I'm wondering whether any CBI freak has ever recorded real language used in such activities as a means of checking whether CBI activities based on them are at all realistic? I have encountered a sort of similar study: tabulation and analysis of the vocabulary used in common ESL textbooks, as compared to that encountered in real life.
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