Version:
4/8/10

comments: Two people were absent. We held a full meeting, with what we did indicated below. Next meeting will review that (including items marked with "√"), but if you weren't at today's meeting you simply must expand that review by going over the resources listed below. We also made some general decisions about the rest of the courses, and explored some possibilities for the projects.

materials:
CBI in the News - √ACTFL SmartBrief reports (6 April 2010 - today!) about math lessons in Chinese & Spanish in first grade in Seattle (0799, not on CD-ROM); NO-the "Humboldt Project", and its earlier versions, FLL 399 (2006W) and GER 427/527 (2006F); NO-also my PSU SINQ presentation about it (October 2008);
NO-examples of other courses and projects elsewhere: Levine's second-year simulation courses (0172, 0705); Ryan-Scheutz & Colangelo's beginner-level (!) drama production (0019); the "Big Book" activity for middle-schooler FLES (0407); √Rice University business Spanish course, and √a faculty profile of someone (German prof Rick Spuler) who would probably take quite naturally to CBI; new efforts to teach reading better in PPS, and local business-support meetings for Hispanic would-be entrepreneurs (see handout from previous meeting)

+ACTFL Proficiency Guidelines (speaking 0012; writing 0013) - this should be review reading, not new;

+Standards for Foreign Language Learning: Preparing for the 21st Century (0001, "5 C's")

+Subject-area standards for exiting high-schoolers in the state of Oregon (0691 Second Languages; 0693 Visual & Performing Arts; 0694 English; 0695 Mathematics; 0696 Science; 0697 Social Science)

√

(20') How does CBI relate to the "standard" pedagogies of language teaching? (0120, "The Standard Sequence and the Non-Traditional Methodologies"; 0156 [handout in class] "Comparison of Methods in Terms of Proficiency Orientation" - applied to CBI orientation). While we're at it: more about EGI (explicit grammar instruction) and grammar teaching/learning in general - a major point being the "acquisition syllabus" of grammatical features (discussion example: the German negative: nein, nicht (word itself, placement), nichts, kein-, (noch) nie, noch nicht/kein, nicht/kein mehr, keinerlei, weder noch (with noun, with clause), nichtsdestoweniger, keinesweges. Important point: projects must include a discussion of their linguistic goals (including grammar!), but the grammar must be presented (in the project description and in the project activities too) in a way that is consistent with current pedagogical thought and practice.

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(20') Some examples of CBI - see above, "materials", especially "Seattle Schools", "Humboldt Project" and Business Spanish Course. What complaints might people make about CBI for language learning? What cautions would you have about trying to bring Seattle math to PPS? PSU?

√

(20') Language standards: the necessary foundation for CBI implementation (see documents above)

(20') What (will) this class (will) do? Reading, reflection, discussion, reports, writing, small & large project(s) (individual, ?group?), field trips and outreach, grant-seeking? Problem in previous versions of the course: the one-meeting CBI lesson, the first major assignment, was particularly troublesome. People felt they needed more context (at the course level). But maybe we can use SpeakEasy as that initial context.

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(20') SpeakEasy maintenance: add a second classroom hour? meetings outside class ("employees"; BC & I separately?). Immediate needs (Dutch cards, Univ Place) vs. long-term (=for Fall 2010) development, including the "hybridization" project. Tentative idea: create modules involving either reading & writing, or ini-class discussions supported by authentic materials

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(10') reminder: Turn in your initial reflections; what categories should the scoring guide include? Weighting?