Transcript FILIPINO ONLINE CAFE - Language acquisition

FILIPINO HERITAGE CAFÉ
FILIPINO
HERITAGE CAFÉ:
Classroom
Without Borders
FILIPINO HERITAGE CAFÉ
Imelda Gasmen
University of Hawaii at Manoa
Nenita Pambid Domingo
University of California at Los Angeles
Project Background
National Foreign Language Research Center
[NFLRC] at the University of Hawaii
 Developed a prototype online café for
language learning
 Included four languages: Chinese,
Japanese, Samoan & Filipino
 Held a workshop Summer 2008 featuring
“Cultura” a Web-based intercultural project
situated in a language class.
 Piloted online café with Cultura as a model
in Fall 2008
Project Background
CULTURA: Web-based intercultural project
 Developed & created at MIT in 1997 as exchange
between American & French students
 Pedagogically sound design, approach and
methodology, allowing students from different
cultures to construct together, via a common
Website and a computer-mediated exchange, a
deeper understanding of each other’s cultural
attitudes, beliefs and values.
 To help students develop understanding of the
values, attitudes, beliefs and concepts inherent in
another culture; to understand how people in the
other culture interact, look at the world and frame
their thoughts and ideas.
Project Background
CULTURA: Web-based intercultural project
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Culture is the focus of the language class
Culture: “the silent language,” “the hidden
dimension” [Edward Hall]
Project Background
Based on the Cultura model, the NFLRC On-line Cafes
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Enable students to participate in a gathering place
for conversation and engage in social interaction
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Feature a social area for free chat, a discussion
area for instructor-guided interaction, a grammar
clinic for focus on form, and a gallery for sharing
pictures of school and community as well as other
graphics.
FILIPINO HERITAGE CAFÉ
Overall Goal
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To create an online cafe for students
learning Filipino in order to:
broaden students’ awareness and
understanding of Filipino identity
through the sharing of cultural
experiences from two different social
contexts
improve linguistic skills in listening,
reading, writing, and comprehension
Participant Cohorts
California
Hawaii
Participant Cohorts
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One Intermediate Filipino class with 11
students from UCLA;
One Intermediate Filipino 201 class
with 15 students from UHM and;
One Intermediate Filipino 202 class
with 11 students from UHM
Participation in the online café was part
of the syllabus
Online Set-up
Questionnaire
a. Word Association
b. Sentence Completion
 Discussion Forums:
a. Moderated: 3 topics initiated by teachers]
b. Unmoderated: “Cafe”
 Time Frame: 8 weeks from September 24 November 14, 2008
 Classes met in computer lab once a week;
the rest of the activities was done outside
of class time
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DESIGN
8 weeks
September 24 - November 14, 2008
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Fall 2008 Quarter
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September 25, Thursday
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Instruction BeginsNov. 11 Tuesday Veteran's
Day
Nov. 27- 28 Thanksgiving
Dec. 5 Friday- Instruction 
Ends
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UCLA Intermediate
students Filipino 4
Total: 11 students
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Winter Semester
Intermediate Filipino
201 class with 15
students from UHM
and;
Intermediate Filipino
202 class with 11
students from UHM
Total: 26 students
Design
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Language of exchange: Filipino &
English
Teacher as facilitator
Asynchronous (3 hours difference;
classes meet at different times, days)
The Café exchange/activity was
integrated with syllabus [grafted on to
existing syllabus]
Motivation: grade & curiosity about the
students of Hawaii
The Language of Communication:
Native vs. Target Language
Cultura Model: `
 Native language: questionnaires &
forums
 Target language: communication with
peers in class, oral presentations &
assignments
 Use both languages: Depending on the
level of class and teacher’s objectives
The Language of Communication:
Native vs. Target Language
Filipino Heritage Café:
 Any language of choice: free for all
Café
 Target language: questionnaires,
forums, communication with peers in
class, oral presentations &
assignments
FILIPINO HERITAGE CAFÉ
A Quick Tour
FILIPINO HERITAGE CAFÉ
• Introduction
• Questionnaire
• Discussion Forum [3 teacher-generated forums
[Family, Images of Filipinos in Media***,
Celebrations & Traditions*]
• Café
• Grammar
Pedagogical Tool
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QUESTIONNAIRE:
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I: WORD ASSOCIATION
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PAMILYA
TRADISYON
IDENTIDAD
KULTURA
BAYANI
PAG-IBIG
PARTI
TRABAHO
IMMIGRANT
II: SENTENCE COMPLETION
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1. I am taking Filipino because __________________________________
Nag-aaral ako ng Filipino kasi __________________________________.
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2. Being Filipino means ______________________________________________
Ang Pilipino ay _______________.
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3. A good family is ___________________________________________
Ang isang mabuting pamilya ay _________________.
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4. The important lesson my parents taught me is ______________________________
Ang pinakamahalagang itinuro sa akin ng mga magulang ko ______________.
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5. My favorite celebration is ___________________________________
Pinakapaborito kong pagdiriwang ang ________________.
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6. The Filipino I admire most is ___________________________________________
Ang Pilipino ay _______________.
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7. My goal in life is __________________________________________
Pangarap ko sa buhay na _______________________________________.
Observations in the Use of
Language at UCLA
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Mahalaga ang klaseng ito para sa akin.
Nabubuhay ang kultura at kaysayan
namin sa pamamagitan ng klasent ito.
Nakakilala ako ng mga ibang
estudyanteng may katulad na
karanasang pangkultural. Nagbahagi
rin kami ng mga karanasan namin
sa mga estudyante ng dalawang
klase ng Filipino sa Hawaii.
Student Response
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Masaya ako at pinili ko ang salitang Pilipino kase maraming
akong gustong pag-usapan sa aking pamilya. Sinabi ko sa
kanila yung tungkol sa Pilipino Café nakasali ako; at pinakita
ko sa aking pamilya ang mga palabas galling sa café, katulad
ng patalastas ng Jollibee, at tumawa sila. Ang café ay isang
magandang paraan sa pagsanay ng pagsulat para sa akin.
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I am so glad that I chose to study the Filipino language
because I have more things to talk about with my family. I told
them about the Filipino Café that we participate in; I also
showed my family the videos from the café, like the
Jollibee commercial, they laughed. The café is definitely
good writing practice for me.
Student Response
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natutuwa ako sa patuloy na Intermediate Pilipino. Kahit na ito
ay mahirap, ako ay naniniwala na ito ay tumutulong sa akin
pagyamanin ang aking panloob at kultural Pinagmulan ng
isang lunas sa lahat ng aking ibang mga pandaigdigang pagaaral ng klase. Ako magtamasa pagtatasa ng mga
pangungusap sa Filipino, pagbabasa ng mga istorya,
nanonood ng mga pelikula sa aking lola at tsimis sa ibang
mga mag-aaral mula sa Hawaii sa internet café.
… I am glad I continued on to intermediate Filipino. Although
it is challenging, I believe it is helping me enrich my inner
cultural roots and a relief of all my other global studies classes.
I enjoy analyzing the sentences in Filipino, reading stories,
watching the films with my grandmother and gossiping with
the other students from Hawaii on the internet café.
Student Response
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Sa biyernes, pumupunta kami sa lab at gumagawa kami ng mga trabaho sa
kompyuter. Nakakawiling pumunta sa lab kasi nakausap namin ang mga
kaklase namin sa University of Hawaii, Manoa. Nagugustuhan ko ang
mga ginagawa namin sa kompyuter lab kasi madaling gawin at saka
intersante. Nakakanood kami ng bidyo tungkol sa kultura namin at saka
nakakagawa kami ng aklat na sanayan tungkol sa kultura ng Filipino.
Dahil sa mga ginagawa namin sa klase, tumataas ang halaga ko sa
kultura ko.
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On Fridays we go to the lab and we do work on the computer. It is
interesting to go to the lab because we get to talk to our classmates from
University of Hawaii, Manoa. I like the things we do at the computer lab
because they are easy to do and they are interesting. We get to watch
videos concerning our culture and we also get to do exercises about our
Filipino culture. Due to the things we do in class, I have grown a deeper
appreciation for my culture.
More student response
TAGLAGAS, Linggo 4 (Fall, Week 4)
 Lagi kaming pumupunta sa “Internet Café” para sa klase at nagsusuri
kami ng mga iba’t ibang salita. Ang pabarito kong parte sa “Internet
Café” ay kung nag-cha-chat kami sa mga estudiyante sa Hawaii.
Mabuti na may isang “penpal” kami na estudyante sa Hawaii kasi
“MAKAKAPAG-USAP” kami at makapaggtutulUngan kami sa isa’t isa.
Ang paraan nG PagSUsulat ng mga estudyante sa Hawaii sa forum
ay iba sa amin at maraming “slang” na salitang GINAGAMIT.
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We have been getting more into the Internet Café and
analyzing the different words. My favorite part is when we
interact with the Hawaii students. It would help to have
penpals that way we have one student that we always talk to
and help each other on. The way the Hawaiian students write
on the forum is a different style and has more slang, to me.
Student Response
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Malugod ako nasiyahan sa mga natutunan ko dito sa klase;
ang histori, ang kultura, at saka ang wika ng Filipino. Sa
pagkalipas ng tatlong buwan natutunan ko mabuti ang
pagbasa at pagsulat. Mas nagtitiwala ako ngayon ng pagsulat
ko, lalo na sa Internet Café. Ang aking ngayon pinagsisikapan
ay ang mga pagsusulit at mga eksamen.
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I appreciate everything I am learning in this class; the history,
the culture, and of course the language. As the quarter has
progressed I have definitely improved in my reading and
writing. I feel more confident now when I write, especially in the
Internet Café. What I struggle on now are the quizzes and
exams.
Student Response
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Sa kaso nito, hindi dapat mag-aral ng
wikang Filipino lang. Dapat matuto
RIN kami tungkol sa kultura ng Pilipino
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In this case, it’s not good just to learn
the Filipino language only. We should
also learn something about the Filipino
culture.
Recommendations
Revisit goals / specific & achievable outcomes
Develop framework for assessment & evaluation for
language use
Need more time for articulation
Need a baseline information about students on their
language level /proficiency
Need student-initiated topics for the forum
Develop guidelines for posting or language use
Partner with cohorts in the Philippines, in the context of
second language learning [UP, International School,
Brent,]
Lessons Learned
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Make guidelines for the project
How free should the exchange be?
Censorship? Politics and Religion?
Construct assessment tools (selfassessment? Project assessment?
Grading rubric?)
Stand alone On-line Filipino course?
Teacher’s Observation-UCLA
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Improved reading
Improved ease in writing
Improved speaking through the response
that can be recorded & uploaded to the
forum
Feeling of being comfortable in the language
Encourage critical thinking among
participants
Made students aware of communities of
learners
Enabled students to "see and experience"
Filipino culture from a different perspective
and share their insight
Questions?