Transcript Slide 1
Teaching Urdu AFPAK Hands : Issues and Strategies 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. Ahtesham Qureshi Asst. Professor DLI Ijaz A. Malik Asst. Professor DLI Outline • • • • • • • Philosophy of teaching Components of 50 minutes Strategy of teaching in class Practical Issues Faced by teachers Faced by Students Recommendations Philosophy of Teaching • Course work promotes a structure from receptive to Productive mode – Lead in – New Language introduction – Practice – Production Components of 50 Minutes Lesson • • • • • • • Objective Lead in Vocabulary in Context Grammar in Context Language Model Language Variation Speaking hour (reinforcement) 50 Minutes Lesson Contd. An Example Strategy of Teaching (Expectation) • Understand the objective of each components • Present the component in an organized way to get the attention of the students • Assess the comprehension during presentation (formative assessment) • Fair amount of time given to complete the activities (time management) • Conclude with summative assessment (production) to ensure that the objective is achieved. Expectation • • • • Preparation Glossary/ Whole day of lesson material Background information Steady progress of students/ independent learners Strategy 1 • If the lesson is implemented from the perspective of a single student then: • Shortage of time • Weak students stay behind Strategy 2 • If the curriculum is implemented with few changes like using the activities in the form of pairs or group (targeted listening) then: • The whole lesson can be finished without any changes • Even if the speaking activity is not accomplished completely, can be done in the speaking hour. • Has been very successful Background information (1st Issue) • The teacher is expected to give all the background information of the material presented in Language model and language variation. • Vocabulary in Context • Extra preparation time Time management (2nd issue) • The lesson is not finished in allotted 50 minutes because of: • Lack of planning/ preparation • Only key information/ skill development for both students and teachers • Expecting all the students to do all the activities individually • Using the activities in the form of pairs or group work. • Meaningful homework to cover anything left. Issues: Students Perspective Students Inability to comprehend Confusion Preparation •Background information •Glossary •Whole day of lessons •grammar Curriculum • Script •Reinforcement of Grammar and vocab Issues Continued Faculty Time Management Preparation Pair work activity One to one speaking Suggestions for Curriculum Developers • Objective specific vocabulary • Grammar Sequence • Mixing of listening and reading activities Questions/ Comments • • • • • • Thank you Contacts Ahtesham Qureshi [email protected] Ijaz Malik Tel: 831-242-4536 Email: [email protected]