Transcript What is the ULAT? IMPORTANT: Most of this presentation is not timed.

What is the ULAT?
IMPORTANT: Most of this presentation is not timed. Use your
keyboard’s arrow keys to move through the following presentation at
your leisure.
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
Universal Language Acquisition Tool
“ULAT” stands for “Universal Language
Acquisition Tool”. It is an online four-year
world language program currently
composed of roughly 400 lessons in
Spanish, French and English.
What makes the
ULAT distinctive?
Natural language learning process
Unlike most traditional world language
programs, the ULAT respects the natural
language acquisition process. This means
that it imitates the natural sequence
(listening and speaking to reading and
finally to writing) by which a person learns
his or her native language.
Units 1-8 are oral in nature, Units 9
and 10 review Units 1-8 in written
form, Unit 11 provides reading
material and Unit 12 involves
written composition.
Listening to speaking
to reading to writing
SPEAKING
AND
LISTENING
WRITING
READING
WRITING
Authentic oral emphasis
Many programs speak of placing much
emphasis on the spoken language and yet,
when scrutinized, one sees that the written
language still remains their basis for
instruction. The ULAT goes to great
lengths to ensure that all initial instruction
takes place in a visual (images) and in an
aural/oral fashion (sound files and oral
exercises and testing).
Authentic oral emphasis
On the next screen, you will find a link to a
Spanish replacement drill in a lesson
combining the reflexive verbs with the
telling of time. By clicking on the images,
the student hears the corresponding
statement. Whereas these images may
seem cryptic to you, as you are seeing
them for the first time, they have been so
well reinforced from lesson to lesson that
Authentic oral emphasis
they are highly familiar to the student
(without any need to reflect in English on
their meaning). You will note the different
colored shirts, which are used to represent
varying parts of speech in a very graphic
fashion. The blue shirt corresponds to
personal pronouns and the red shirt to the
verb. Click on the link below:
ULAT 2.19 (Spanish replacement drill)
Delayed exposure to written language
In fact, with the exception of lesson 1.1,
which explains how to use the ULAT
program, you will find no written text in the
program’s first eight units, even in the
Table of Contents. Depending on how the
teacher decides to progress through the
program, this can mean that the student
will spend one entire year before ever
being exposed to the written language.
Explanatory note:
This is only a sample portion of the Table of
Contents for Unit 5. Lessons 5.1 to 5.4 deal with
the imperative mood. Lesson 5.5 introduces a
number of words useful for describing an urban
environment. Lessons 5.6 and 5.7 teach the
student how to give another person directions
within a city. Lessons 5.8 presents more
vocabulary on the subject of institutions and stores
one might see in an urban environment. Lesson
5.9 introduces the simple past tense in the context
of the errands a person ran while downtown.
Lesson 5.10 further introduces the simple past
tense as the author of the ULAT relates the
timeline of major events in his past. Whereas the
students do not see the topics within the Table
of Contents in written form, this information is
available to the teacher in the Table of
Contents found within the Teacher’s section of
the ULAT.
Harm done by traditional instruction
Experience has shown that exposing the
student too soon to the written language,
and making it the primary mode of
instruction, condemns him or her to a
thought process steeped in translation and
consequently to slow, awkward, stilted and
inauthentic speech, even more so if the
language’s phonics system varies greatly
from the student’s native language.
Success in written instruction
Indeed, the most effective way to teach
reading and writing, just as took place in
the student’s native language, is to wait
until the student has a strong oral foundation
in the target language. Once the oral
foundation is in place, teaching the
student to read and write becomes a far
easier task than when one begins with a
written focus.
Explanatory note:
This is merely a screen shot of a portion of lesson 10.14 concerning the written form of the
imperative mood, so you cannot actually click on its images. However, within the actual lesson,
the student makes the statement “Look at me!” which the student first learned to form orally in
Unit 5, approximately one year earlier. The student is so well versed in these images by
this point that their meaning is very clear to him or her and making the oral statement is
almost automatic. After saying the command, the student clicks on the images and hears the
command correctly said to verify his or her answer. Next, the student clicks on the small image
to the right and the written form of the statement appears at the top of the screen.
Curriculum sequence
Though a teacher using the ULAT program
can opt to modify it, the following is the
recommended progression and emphases
through the ULAT’s 12 units:
Year 1: Units 1-4, 11 (95% oral, 5% reading)
Year 2: Units 5-7,9-11 (50% oral, 25% reading, 25% writing)
Year 3: Units 8,11,12 (33% oral, 33% reading, 33% writing)
Table of Contents
On the following screens, you can see the
ULAT’s Table of Contents with explanatory
notes regarding each unit’s contents:
Unit 1 : Oral presentation of the
60 most commonly used verbs,
the present simple tense,
question formation, negation and
vocabulary pertinent to the
school environment.
60 verbs
Unit 2 : Oral presentation of
vocabulary related to one’s daily
routine, the use of reflexive
verbs, telling time, numbers 1 to
9999, interrogatives and the use
of modals (could, can, should,
must, etc.)
Daily routine
Unit 3 : Oral presentation on
one’s physical description,
emotional state, clothing and
colors, body, health and family
relationships, as well as the use
of demonstrative and possessive
adjectives and pronouns.
Personal
description
Unit 4 : Oral presentation of
vocabulary related to the home,
domestic chores, food and
utensils, as well as the use of
absolute negation, prepositions
and pronouns which are the
objects of a preposition.
Domestic life
Unit 5 : Oral presentation of
vocabulary related to urban life,
as well as the formation of a
command, the simple past tense
and the use of object pronouns .
Urban life
Unit 6 : Oral presentation of the
vocabulary related to nature, as
well as the present and past
perfect tenses and the imperfect
tense.
Nature
Unit 7 : Oral presentation of
vocabulary related to technology
and manual activities, as well as
the future tense, the use of the
passive voice and the present
and past subjunctive moods.
Manual activities
and technology
Unit 8 : An oral review of the
vocabulary and grammar
presented in Units 1 - 7.
Oral review
Unit 9 : A written presentation of
the vocabulary and grammar
presented in Units 1 - 4.
Written review
Unit 10 : A written presentation
of the vocabulary and grammar
presented in Units 5 - 7.
Written review
Unit 11 : Readings and written
studies of a variety of books and
videos in the target language.
Video and
book studies
Unit 12 : Lessons leading the
student to write his or her
autobiography in the target
language.
Autobiography
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
What principles guide the
ULAT’s approach to
language instruction?
Natural progression
1. The respect for the natural language
acquisition progression
The ULAT respects and simulates the
natural means by which a person learned
his native language, starting with listening
and speaking and then, much later, to
reading and then writing.
Visual context
2. The presentation of structure and
vocabulary within a visual context
The ULAT presents the learner with
moving or still images, accompanied by
sound, that convey meaning without
recourse to the learner’s native language,
thus simulating the observation and
listening stage of language learning.
Explanatory note:
The image above is a small portion of the second unit’s Table of Contents. Click on the number
“1” and it will open lesson 2.1 in which you find a review of the 60 most commonly used verbs
that were presented in Unit 1. The first image on the left will link to a video presenting the verb
“to live” in context. The second image links to a video of the gesture the student is to perform
in repeating the verb. The third image links to a sound file which contains the verb and the
fourth image links to a sound file using the verb in a complete sentence.
2. The presentation of structure and
vocabulary within a visual context (cont.)
The ULAT presents the learner with moving
or still images, accompanied by sound,
that convey meaning without recourse to the
learner’s native language.
Gesturing
3. The performing of representative
gestures
The ULAT requires the learner to repeat
a word, or series of words, and to perform
a gesture that represents the word's
meaning, thus enhancing retention by the
performance of a motor activity. This use
of gestures also reinforces one’s grasp
of the language’s syntax.
Symbolic images
4. The use of still symbolic images
For the representation of actions, after
the moving image has conveyed the verb’s
meaning, the ULAT introduces the key still
image from the moving sequence - the one
which best symbolizes the action. This
parallels “symbolization”, the mental
process we naturally perform when recalling
an action we have seen.
Balanced approach to irregular aspects
5. The building of a learner’s confidence
The ULAT intentionally gives no greater
attention to irregular aspects of a
language than to the regular ones. Too
great an emphasis on the irregular aspects
of a language gives the learner the
Impression that the language is illogical
and that its mastery is beyond his grasp.
Rejection of translation
6. The rejection of translation
Except during the most elementary
reading activities, the ULAT will NEVER
provide a translation of a word's or
expression's meaning. Translation is the
easy way out for an instructor, and the
comfortable way for the student, but it deals
an absolutely fatal blow to the learner's
long-term goal of attaining fluency.
Rejection of translation
6. The rejection of translation (cont.)
Translation creates a mental bridge that
the learner will mentally have to cross
each time he needs to refer to that word
in the new language. The use of such an
unfortunate technique causes the student
to express himself in an undesirable and
unnatural 3-step process.
Rejection of translation
6. The rejection of translation (cont.)
First, he has a mental image of the concept
he wants to convey. Secondly, he assigns
words from his native language to that
mental image. Finally, he translates those
words to what he considers the equivalent
terms in the second language.
Rejection of translation
6. The rejection of translation (cont.)
The result is stilted, slow speech and,
often embarrassingly inaccurate
communication. The ULAT cultivates a
2-step mental process in the learner who
goes directly from the level of thought
to the target language.
Linguistic reflexes
7. Development of “linguistic reflexes”
and not mere analytical knowledge
Once the student understands the images
presenting a particular sentence structure,
as well as the order in which the elements
they represent appear in a statement, he
must respond to a progressively
accelerating PowerPoint show whose
images drill the structure. As the rate
Linguistic reflexes
7. Development of “linguistic reflexes”
and not analytical knowledge (cont.)
increases, the student is only given
sufficient time to form the statement, yet
not enough to be able to reflect upon it or
to translate it to his native language. In so
doing, the learner acquires the reflex
necessary to employ the structure with
accuracy and spontaneity.
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
How does ULAT instruction
actually take place?
Lessons for presentation and drilling
In the first seven units, vocabulary or
grammatical structure is typically laid out
in pairs of lessons. The first of the two
lessons presents the concept to be studied.
The second lesson provides practice,
drilling the vocabulary or structure and
then providing a test to measure the
student’s learning.
Lessons for presentation and drilling
Below are links to two such lessons. You
will find explanatory notes in yellow
throughout the lesson. Be aware that they
would not normally be found in a lesson, but
they are there simply to help you understand
the lesson’s composite elements.
ULAT 2.19 (Spanish presentation lesson)
ULAT 2.20 (French drilling lesson)
Timed tests
One of the more common forms of ULAT
oral test is found at the end of the second of
the pairs of lessons – the one in which the
students have drilled the vocabulary or
structure in question. It involves a timed test
in which the students must say the word or
statement indicated by the images. The
test is timed so that the students do not
have time to reflect in their native
language.
Timed tests
Timed activities exist to develop
“linguistic reflexives” in the student, as
explained earlier. A “stop sign” is used to
indicate the existence of an oral test. Click
on the link below to open lesson 5.25, on the
topic of object pronouns, and follow the
explanatory notes in yellow:
ULAT 5.25 (Spanish)
Written lessons
Written lessons are found in Units 9 and 10.
They expose the students to the identical
information covered in oral fashion in Units
1–8. Click on the link below and read the
explanatory notes regarding lesson 10.14,
which is a written lesson dealing with the
use of object pronouns in a command.
ULAT 10.14 (French)
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
Is the ULAT all that a successful
world language program needs
for its students?
Four pillars of a language program
Almost, but not quite. The ULAT is only one
of four pillars that need to be in place to
support a successful, vibrant language
program. For student interest and
motivation to remain high, the following
elements need to exist in any world
language program:
Four pillars of a language program
1)
Learning materials that are consistent
with the natural language learning
progression, such as the ULAT
2)
A story line to maintain interest and around
which to base conversation
3)
Being in relationship with native speakers of
the language one is learning
4)
Personal application and sharing while
making use of the vocabulary and
grammatical structures being studied.
Story line
The ULAT can help, however, with the first
three of those elements. We have already
dealt with the ULAT’s approach at length,
which corresponds to the first point.
Unit 11 of the ULAT responds to the need for
the second element, which is a story line. In
it, one finds lessons built on a number of
language specific videos and books.
Story line
Below you see links to sample lessons in
Unit 11 regarding first, second and third year
videos or books:
1st year (public school): Les Misérables (French)
1st year (private school): Reto de Valientes (Spanish)
2nd year (public school): La Misma Luna (Spanish)
2nd year (private school): Jean de Florette (French)
3rd year (public school): Le Petit Prince (French)
3rd year (private school): Evangelio de Lucas (Spanish)
Thus far, the ULAT contains a complete set of
lessons on the following videos and books:
VIDEOS: “Les Misérables” (French), “Jean de Florette”
(French/Spanish), “Manon des Sources” (French/Spanish),
Le Petit Nicolas (French), “La Misma Luna (Spanish) and,
for private Christian schools, “Desafío a los Gigantes”
(Spanish) and “Reto de Valientes” (Spanish).
BOOKS: “Le Petit Prince” (French), “El Principito”
(Spanish) and, for private Christian schools, the Gospel of
Luke (French/Spanish).
NOTE: The ULAT provides the lessons, but not the
videos or books themselves. The school or individual
must acquire them independently.
Relationship
As for the third key element of a successful
language program, the ULAT facilitates the
establishment of communication between
American students and native speakers of
the target language by means of its
“Language Pals” lessons. The Language
Pals lessons take the key elements of each
of the ULAT’s units and uses them to shape
an interview which the student can
conduct with an overseas peer.
Relationship
The ULAT first helps the student master the
questions he or she will want to ask of the
overseas student. Thereafter, the lesson is
consulted while the interview is taking place
by means of a platform such as Skype.
Click on the link below to see one such
sample lesson found in Unit 1:
ULAT 1.46 (Spanish)
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
How can a teacher know
what activities to do in using
the ULAT?
Lesson plans
The ULAT’s lessons are accompanied
by detailed lesson plans for the instructor
and by an explanation to independent
study students regarding the content of
each lesson and the activities they are to
perform. Click on the link below and read
the explanatory note at the top of the
lesson.
ULAT 5.25 (Spanish)
Year-long overview
Additionally, a teacher using the ULAT
program receives an outline detailing
the pace of the activities to be performed
throughout each month of the school year.
Click on the link on the next screen to
see such an outline. Be aware that this
outline can be modified to suit the
teacher’s own approach to proceeding
through the skills of listening, speaking,
Year-long overview
reading and writing, as well as according
to the dates of his or her own school year
and regarding the videos appropriate to
a public or private school environment.
Explanatory notes are provided and
please note and click on the tabs at the
bottom of the overview’s screen.
First year overview (French)
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
How much does it cost to
use the ULAT in class or
Independently?
Option 1:
Use of the ULAT in the classroom
A school may use the ULAT program to
teach French or Spanish in its world language
classes for a cost of $15 per student for one
year of access. In this case, each student
receives his or her own User ID and password
to the ULAT. This fee decreases to $10 per
student for schools signing up at least
100 students to use the ULAT.
Teacher training
Schools signing up a minimum of 100
students for Option 1 will additionally
receive a free 8-hour training session, on
site, regarding the use of the ULAT. For
those with fewer students, the cost of this
training is $350 plus the trainer’s travel
expenses to your site.
Option 2:
Guided independent study
Independent study can take place, with the
guidance of a ULAT instructor for a cost of
$420 per student. Students receive a
schedule which specifies the daily lessons to
perform. These daily lessons include fifty
15-minute Skype sessions during which a
ULAT instructor meets with each student
individually to interact orally, to answer
questions, to provide feedback and to
perform testing.
Option 3:
Independent study
Students wanting to do independent
study with the ULAT, without the guidance
of a ULAT instructor, can simply do so
for the same $15 yearly fee mentioned in
Option 1 for a student in class.
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
Why use the ULAT instead of
simply a textbook?
ULAT vs. textbook
There are several important reasons for
opting for the online ULAT program
instead of a traditional textbook. Most
importantly, a “book of text” is not what
is needed to lay a strong oral foundation
to a student’s knowledge of a language.
Having one’s ability to speak a language
directly tied to the written word is the
surest way to guarantee that a student
will never attain oral fluency. Reading is
ULAT vs. textbook
not the means by which any person learns
to comprehend the spoken word and to
speak fluently. Secondly, no matter where
students are located in the world – in
school, at home, on vacation – as long
as they have Internet access, they can
study their ULAT lessons. Students will
forget to bring home their textbook, but
the ULAT follows them wherever they go.
ULAT vs. textbook
Thirdly, textbooks wear out and need
to be replaced, but the ULAT will not. For
no more than the average annual textbook
replacement cost, the ULAT does what
textbooks can never do to lay the right
kind of foundation to a student’s learning.
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
What courses will be
available as of August, 2013?
Course offerings
First year courses in Spanish and French
will be available for the 2013-2014 school
year. It is not possible to begin ULAT study at
the second or third year level. Because of the
unique method it employs, a student
requires the strong oral emphasis of first
year ULAT classes as a foundation for
all that follows.
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
How can one sign up to
receive ULAT instruction
or get answers to questions
about the ULAT?
Questions and how to enroll
Simply send an e-mail to the ULAT at
[email protected] and indicate your
question or in which option you are
interested. In return, you will receive an
answer to your questions or details
regarding payment terms, scheduling
and log-in information.
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?
What are Mr. Nesbitt’s
credentials and experience
as a language educator?
Mr. Nesbitt’s credentials and feedback on the ULAT
• B.A. in French and M.A. in Curriculum and instruction from Michigan State
University
• Member Honors college, graduated with high honors, member of National
Spanish Honorary Society, Phi Beta Kappa
• 31 years of Spanish, French and English teaching experience in public and
private schools in the United States and in Europe
•13 years living, working and ministering in France
• Invited by the president of the Michigan World Language Association to conduct a
a workshop for fellow educators on the development of oral skills in beginning
language students.
To see testimonials regarding the effectiveness of the ULAT
program and of Mr. Nesbitt’s work over the years, click below:
TESTIMONIALS
CONTENTS OF THIS PRESENTATION
Click below to read answers to the following questions or simply use the arrow
keys to advance through the presentation:
1. What makes the ULAT distinctive?
2. What principles guide the ULAT’s approach to language instruction?
3. How does ULAT instruction actually take place?
4. Is the ULAT all that a successful language program needs for its students?
5. How can a teacher know what activities to do in using the ULAT?
6. How much does it cost to use the ULAT in class or independently?
7. Why use the ULAT instead of simply a textbook?
8. What courses will be available as of August, 2013?
9. How can one get answers about the ULAT or sign up to receive instruction?
10. What are Mr. Nesbitt’s experience and credentials as a language educator?