WORLD LANGUAGES 201-204: Language in Motion (LiM)
Sections 01 and 02
Mon. and Thurs., 4:00-6:00 pm (through 9/14/15), G222
Dr. Deb Roney
World Languages Center (Humanities) 107, 814-641-3493
; http://www.language-in-motion.net
Office Hours: Mondays 1:00-3:00 p.m., Tuesdays 2:30-3:30 p.m., and Wednesdays 1:00-3:00 p.m. and by appointment or drop-in. Please note: My scheduled office hours may occasionally be rescheduled if I need to provide transportation for Language in Motion presenters. This is more likely to happen after Fall Break than before. If that happens, I will leave a note on my door.
ALL COURSES, BOTH SECTIONS: GENERAL POLICIES
COURSE DESCRIPTION
This one-credit course provides opportunities for international students, study-abroad returnees, students with other international experience, heritage speakers, and upper-level language students to expand their knowledge of language and culture, to process their own intercultural and language-learning experiences, and to enrich local public school classrooms. In addition to attending training workshops on topic selection and presentation technique, students will conference with the instructor and host teachers to develop individual projects for presentation in school classrooms. Particular activities will depend on the knowledge and interests of the students and the requests of the host teachers. Students may choose to work alone or with a partner; those interested in teaching English as a Second Language (ESL) should request a presentation partner who is not a native speaker of English.
COURSE GOALS
Through the training workshops, development of their own lesson plans, and presentations in the schools, students are expected to improve their ability to:
· Understand their own native language and culture: its products, practices, and perspectives
· Understand a second language and culture: its products, practices, and perspectives
· Identify and describe their own international and second language experiences and intercultural skills
· Create and deliver (a) coherent and well-developed lesson plan(s) about aspects of another language, dialect, and/or culture
· Create materials and activities appropriate for public presentation
· Adapt materials for the audience
· Communicate clearly and comfortably in public settings
· Engage effectively in cross-cultural or cross-linguistic conversations
· Communicate in a language other than their first language
· Manage the planning process and presentation timing
· Understand the relationship between American values and the U.S. educational system
HELPFUL RESOURCES: LANGUAGE IN MOTION LIBRARY
Many useful books and materials are available in the director’s office. See the list on our website along with the links to some helpful web resources. We also have handouts from prior presentations in all the languages we have offered and some previous presentations on DVD.
SOME USEFUL TEXTS (none required)
· Omaggio Hadley, Alice. Teaching Language in Context. 3rd edition. 2001.
· Standards for Foreign Language Learning in the 21st Century, 1999. Lawrence, KS: Allen Press.
· Shrum and Glisan. Teacher’s Handbook: Contextualized Language Instruction. 3rd edition. 2005.
· Ur, Penny. A Course in Language Teaching.
· Basic grammars and dictionaries of the target language.
COMMITMENT
Teachers eagerly look forward to your presentations, for which they change their plans and sometimes their students’ preparation. Therefore, it is extremely important that Juniata student presenters honor all commitments they make to do presentations, even if it is inconvenient. Do not forget or sleep through them!! If an emergency (illness) arises, contact your driver individually and also Language in Motion BY EMAIL at AND at or by phone (814-641-3493) as soon as possible so the teacher can be notified. More than one missed commitment without prior notification will, at the discretion of the instructor, result in the student failing the course or being dropped from the program.
PRESENTATION SCHEDULING
Presenting in school classrooms, hosting on-campus visits, or using agreed-upon distance-learning options can be used to fulfill the presentation requirement.
Students are strongly encouraged to schedule their Language in Motion presentations so as not to conflict with other courses they are taking. When this is not possible because of school schedules or travel time, a field-trip excuse can be given for each course ONE time. The student is responsible for getting permission ahead of time from the faculty member teaching any course he or she will miss to do Language in Motion presentations and for making up any missed work. The director will provide an official verification of the scheduling only if the student requests it.
EVALUATION
The instructor will do the final evaluation for the course grade. To pass the class, you must successfully complete ALL course requirements, which are given in the following list (since the course is pass-fail, there can be no partial completion and no breakdown of requirements into percentages):
o Attendance at and participation in ALL required workshops and conferences (see separate course-specific details); for those you miss for ANY reason, extra presentations will be required.
o On-time submission of workshop homework assignments (topic identification worksheet, handout about you and your topics, review of activity ideas, and your presentation plan and materials)
o Successful completion of all required individual presentations (see separate course-specific requirements)—scheduled individually
o Submission of the following, no later than Thursday, December 17:
- Completed evaluation forms from your presentations (from the host teacher, the school students, and you). Pick up copies of these forms from our office before you present. Read the responses immediately, so you can improve what and how you prepare for the next time. Then submit the forms to the LiM office as soon after your presentation as possible so they can be processed and the results sent to you and to the teacher.
- A completed course-participation log of time spent on LiM (it helps you complete the exit survey).
- All your presentation materials
- Works Cited list containing all outside sources used (information, images, and sound and/or video files); this is MUCH easier to construct if you do it as you choose your materials and then include the citation in your presentation. Remember, you model academic honesty for the children, too.
- An exit survey*
- A three-page, double-spaced, reflection paper* discussing your personal learning goals and course experiences, including the degree to which you think your presentation and speaking skills improved and what you learned from feedback from teachers, students, and/or the instructor. The paper will be evaluated on the thoughtfulness and clarity of the response, not on any position taken.
*I will email the exit survey and the paper assignment to you when you have completed all your presentations or a week before the end of the semester, whichever comes first.
WITHDRAWAL POLICY
Withdrawal without question will be allowed until the final drop date established by the college. In accordance with college policy, your withdrawal will be noted as WP if your work in the class to that date indicates you were passing and as WF if it does not.
ACCESSIBILITY
In accordance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, students with a documented disability are eligible to request reasonable accommodations.To make such a request or for more information, please contact Beth Bleil, Director of Disability Services, in the Office of Academic Support by visiting her office in Founders Hall, emailing her at , or calling 814-641-5840. It is best to submit accommodation requests within the drop/add period; however, requests can be made at any time in the semester. Please keep in mind that accommodations are not retroactive.
ACADEMIC INTEGRITY
All members of the Juniata College community share responsibility for establishing and maintaining appropriate standards of academic honesty and integrity. Students oblige themselves to follow these standards and to encourage others to do so. Faculty members also have an obligation to comply with the principles and procedures of academic honesty and integrity as listed here through personal example and the learning environment they create. One of the strongest traditions in higher education is the value the community places upon academic honesty. Academic integrity is an assumption that learning is taken seriously by students and that the academic work that students do to be evaluated is a direct result of the commitment of the student toward learning as well as the personal knowledge gained. Academic dishonesty, therefore, is an attempt by a student to present knowledge in any aspect as personal when in fact it is knowledge gained by others. Examples include not doing your own work and failing to cite all outside sources (including images). The associated penalty will be based on the nature and seriousness of the offense, ranging from an official warning or a reduced or failing grade for the assignment to a reduced or failing grade for the course. See the Juniata Student Handbook (referred to as the Pathfinder) or the Provost’s webpage at http://www.juniata.edu/services/provost/integrity.html. Ignorance is no excuse.
SECTION-SPECIFIC DIFFERENCES
Section 01: This section is for four-year Juniata students from anywhere and for exchange students whose home institutions do not require a letter grade for course credit.
Section 01 is pass-fail; students earn either Satisfactory (S) or Unsatisfactory (U). The grade will be based on successful completion of ALL required course elements (see above). Successful completion of presentations will be determined by conference conversations, presentation materials, evaluation responses, and, when possible, instructor observation.
Section 02: This section is ONLY for international exchange students who need a letter grade to get credit at their home university; see the instructor for permission. If you are unsure which section you need, see Dean Kati Csoman in the Center for International Education.
In Section 02, students earn a letter grade. Therefore, the student MUST schedule at least one presentation that the instructor will observe. Presentation quality will be evaluated on the basis of:
o Appropriate and sufficient content and use of language
o Clear and logical presentation of cultural and linguistic material
o Presentation skills—voice volume, variation, and control; body language; eye contact; pacing; confidence
o Engagement of school students and answering their questions
o Evidence of personal learning
o Successfully meeting teacher expectations.
WL 201
COURSE-SPECIFIC REQUIREMENTS
WL 201 students investigate at least one topic and create one or more sets of class plans and materials. Students may develop one topic for all presentations or create additional presentations, depending on their own goals for the course, the students’ age, and the needs of the host teacher(s).
Attendance at and active participation in all five scheduled workshops and doing all the required presentations are mandatory. See the separate page of workshop dates. Workshops cover:
o General program introduction
o Presentation format and topic ideas*
o Language- and culture-teaching methodology*
o Idea exchange and school context (a few teachers attend); students will introduce themselves, list their presentation ideas, and showcase a sample activity
o Special topics*: Jazz It Up in the fall; Storytelling in the spring
Two individual conferences with the instructor are also required. The first will cover topic ideas and resources. The second will be on the student’s lesson plan (objectives, activities, use of authentic materials, and language use), curricular coordination and scaffolding, information and materials needed from the school, appropriateness for audience, and coordination with any partner-presenter. Additional conferences and contacts with the Language in Motion director, staff, World Languages and Cultures faculty, and/or a Visiting Language Instructor are encouraged. Students are expected to reflect on feedback from earlier presentations so as to improve for later presentations.
*If you have significant language- or culture-teaching experience, you may be excused from these workshops, replacing each with two additional presentations. Permission required.
If you miss a workshop or conference for ANY reason, you must make up the time by doing additional presentations; the number of additional presentations will be equal to the number of workshop hours missed. Make sure you sign the attendance sheet at each workshop.
COURSE TIME EXPECTATIONS
For each 1-credit course, the college expects the following:
· 15 contact/class hours
· 30 hours of out-of-class preparation
Total: 45 hours over the semester
For WL 201: Language in Motion, this means:
· Training workshops: 5 sessions = 9 hours
· Two 30-minute conferences: (See above) = 1 hour
· Preparation hours: Research, development of presentation plan(s) and materials, optional class observation, presentation scheduling and travel, course homework, and final assignments = 28 hours
· Presentations: 7 classes averaging 45 minutes each plus in-school set-up and conversations with teacher(s) = 7 hours
Total: 45 hours over the semester
Language in Motion
Workshop Schedule
Fall Semester 2015
Monday, Aug. 31 Language in Motion: What Is It?
5:00-6:00 p.m. Informational Meeting
Good 222
Thursday, Sept. 3 OK, I Signed Up. Now What?
4:00-6:00 p.m. Idea Development
Good 222
Mon.-Wed., Sept. 7-9 Individual conferences on
By appointment presentation ideas and topics
World Languages Center 107
Monday, Sept. 7 Putting a Coherent Presentation Together:
4:00-6:00 Intro to Language and Culture Teaching Methodology
Good 222
Thursday, Sept. 10 Showcase and Dialogue: A Workshop with the
4:00-6:00 p.m. Teachers
Sill Board Room (VLB 2075) Mandatory attendance—all!
Wed.-Fri., Sept. 9-18 Public school classroom observation by request
Monday, Sept. 14 Jazz It Up: Using Art, Music, Literature, and
4:00-6:00 p.m. Film in Presentations
Good 222
By appointment Individual conferences on your presentation
World Languages Center 107 agenda and activities
Thurs., Dec. 10 OPTIONAL Presenter Sharing: Presentation content,
4:00-5:30 pm stories from your experiences, and lessons learned. *
Good 222 [We will stay only until the stories end.]
Individual presentations will be scheduled at the convenience of the teacher, the director, and the student presenter.
* “I really enjoyed the meeting today! I think it was valuable to listen to everyone's experiences at the end of the semester. It would be especially useful for students who plan on participating in LiM more than one time!” –Erica Jackson