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URDU AFPAK-HANDS LANGUAGE TRAINING: Methodology, Syllabus Design and Instruction Defense Language Institute Foreign Language Center This speech/presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, Department of Defense, Department of the Army, or the Defense Language Institute Foreign Language Center. Presenters/Panelists: Jay Kunz, PhD. Urdu Basic Program Leader – ELTF Jihyun Kwon, PhD. Uzbek Basic Program Leader – ELTF Rama Munajat, PhD. Academic Specialist – ELTF OUTLINE • Introduction • Part 1: Fundamentals of Proficiency-based Curriculum • Part 2: Organization of Instructional Materials • Part 3: Implications for Classroom Use • Q & A/Comments Introduction Urdu AFPAK-Hands Language Training Programs URDUAFPAK URDU [Regular Basic Program] Duration Goals Learners Instructors 15-16 weeks ILR 1 for L and S Same DLI Contractor Same DLI ILR 1 for L, Semester 1 R and S Urdu AFPAK and Urdu Basic Course Programs Similarities: • Proficiency goals • Learners • Time frame Differences: • Emphasis • Instructors DLI-Curricular Guidelines • How the Institute defines its FL teaching goals • Domains/Themes [Socio-cultural, Politics, History, etc.] • Generic Scope and Sequence [Weekly topics and their respective communicative objectives] • The institute’s beliefs in Teaching and Learning [Promotes proficiency-oriented instruction] Course Design, Instructional Methodology and Assessment PART 1: Fundamentals of Proficiencybased Curriculum What is Proficiency? The ability to use language appropriately and accurately in different social contexts and to use all four language skills to achieve various communicative goals Proficiency Descriptions ACTFL Proficiency Guidelines www.actfl.org Government-based language schools: ILR Language Skill Level Descriptions http://www.govtilr.org Principles of Proficiencybased Practice Instructional goal is NOT merely to teach How [grammar] to say what [vocabulary] Promote Global Proficiency Practice the four language skills Emphasize meaningful language use for real life communication Promote language use in social contexts and intercultural communication Promote Learner-centered instruction (Teddick & Walker, 1996) Proficiency-based Practice and Communicative Competence Appropriate and Accurate use of TL Global Proficiency Linguistic Competence Sociolinguistic Competence Discourse Competence Strategic Competence Canale & Swain, 1980; Canale, 1983 Communicative Competence Proficiency-based Practice Proficiency-based practice provides a general framework for the following aspects: Syllabus design Teaching -Instruction -Faculty training Assessment Proficiency-based Syllabus Design Promote topic, theme and/or task-driven course material design Promote the balance of: - content, function, and accuracy Utilize authentic materials Raise culture awareness Integrate four language skills – individual and linked Proficiency-Based Instruction Comprehensible input [Krashen, 1982, 1985] Interactive learning environment [Long, 1985] Opportunities to negotiate meaning [Long, 1996; Gass, 2003] Purposeful and meaningful use of TL [Long 1983; Pica, 1987] Learner and learning-centered [Nunan, 2004] Faculty Training Teacher’s roles [facilitator] Strategies for negotiation of meaning Learners’ active participation Classroom management [learning styles and affective factors] Cultural awareness Global feedback [both linguistic and pragmatic aspects] PART 2: Organization of Instructional Materials Proficiency-based Syllabus Design • Topic, theme and/or task-driven course material design • Balance: content, function and accuracy • Authentic materials • Cultural awareness • Four language skills – individual and linked PROFICIENCY-BASED SYLLABUS Topic Shopping Objective Make a shopping list Ask/give prices Bargain for best prices Context Forms/ expressions Markets WH[modern vs. questions traditional] Other related forms Vocabulary Moneyrelated Number Adjective Culture How to bargain politely/ appropriately … Four Hours of Core Lessons VOCABULARY IN CONTEXT GRAMMAR IN CONTEXT LANGUAGE MODEL LANGUAGE VARIATION Introducing key words/phrases/expressions Explicit explanation and practice of relevant grammar form [related to topic] Introducing the focus of the hour: the use of expressions in appropriate sociocultural contexts. Expanded use of expressions modelled in LM hour [to be expanded to dialectal variations] The 50-Minute Lesson: Its Format and Components Components of Template ILR Skills Tasks Communicative Objectives √ 1. Pre-Reading/Listening/lead-in √ 2. New Language √ 3. Activities √ 4. Production-oriented √ Objectives Directions – What students should achieve by the end of 50 minute lesson. 1. Lead-in Review of previous hour/lesson Preview of what is coming Both review and preview 2. Model text Contains the focus of the hour introduced through listening/reading text. 3. Practices Staged preparation containing practices introduced in the model text. 4. Production- Controlled practice to scenario oriented based – suggesting the use of the task/activity language defined by the objectives. RECEPTIVE PRODUCTIVE Vocabulary in Context Sample of Lead-in Activity [Activity 1 across lessons] [Review and Preview] Vocabulary in Context Vocabulary in Context Focus of the Hour [Activity 2 across lessons] Vocabulary in Context Vocabulary in Context Pre-production Activities: Staged practices Vocabulary in Context Vocabulary in Context Vocabulary in Context Vocabulary in Context Production-oriented Activity Feasible plan Receptive Teaching and learning dynamics Productive Part 3: Implications for Classroom Use Challenge 1: Failure to Follow the Progression Objectives 1 The mission in every lesson Receptive 2 3 4 Productive Strategy 1 Teaching preparation Critically Studying and knowing the contents Achieving the objectives Feasible plan Challenge 2: Meeting the Students’ Needs • Students’ learning styles • Students’ expectations of teaching • Students’ questions Strategy 2: Knowing the Key Components Objectives “Number 2” Last Activity Strategy 2: Knowing the Key Components The role of the objectives Teaching and learning directions for the hour What students are expected to attain by the end of the hour Strategy 2: Knowing the Key Components The Role of “Number 2” Contains the focus of the hour Narration Expressions Question/Answer Description The Role of the Activities • Staged preparation • Steps to practice the language introduced in the model text [Activity 2] • Steps to practice expressions/grammar elements/key vocabulary Strategy 2: Knowing the Key Components The role of “the last activity” A level-appropriate production task A communicative event defined in the objectives Challenge 3: Ineffective Teaching • 50-minute duration • Basic components in a lesson • Time allocation Strategy 3: Faculty Training • • • • Thorough orientation Strategies for proper lesson preparation Teacher’s version Peer observation Thank you! 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