Liliana Paredes, Romance Studies

The Spanish language program at the elementary and intermediate levels follows a task based approach to teaching (TBLT) and learning a second language.  One of the fundamentals for an effective second language acquisition class based on the TBLT approach is collaborative work and interaction of students. Peer work and group work is not only required, but is the basis for the onset of the acquisition process. However, neither students nor new instructors are completely sure of how to face the many challenges of group work.
The use of flip cameras in graduate student teacher training is meta-methodological in that it helps us reflect on our understanding of group work and its implications within the TBLT approach. Graduate students were recorded with the flip camera while doing group work for the methods class. Then, we used these recording to discuss the implementation of group work successfully to accomplish the task assigned to each group. Upon this reflection, graduate student instructors adjusted their expectations and understanding of collaborative work and group interaction. Ultimately, graduate student instructors associate second language acquisition principles with the approach used in the Spanish program.

Laura Florand and Anne O’Neil-Henry, Romance Studies

In a multi-section fourth-semester language course thematically centered around film, students produced both short and long creative videos in order to build language skills and enhance understanding of writing, cinematography and important French film-makers. During the first half of the semester, students worked individually to create one-minute videos that integrated with their written work and invited reflection on films and techniques studied, while challenging language skills in a creative way. They interacted with each other’s work via wikis and VoiceThread. Then, over a period of three weeks during the second half of the semester, students collaborated in groups to write, produce, and act in a longer scene that engaged creatively with the films and texts studied during the course.

Sandra Valnes Quammen, Romance Studies

During the Spring 2009 semester, two third-semester French classes used VoiceThread to implement a three-part video journal project designed to enhance students’ skills in listening comprehension, oral expression, and their understanding of aspects of French culture. Over the course of the semester, students studied short French language video clips on topics related to the course curriculum (education, transportation, and cinema) and then used VoiceThread and webcams provided by a DDI grant to record their reactions to this material and to view contributions from their classmates. In this presentation, I’ll share examples of prompts and student work as well as student and instructor feedback on the project. I’ll also discuss the benefits and drawbacks of the VoiceThread tool for this project.

Deb (Deborah) Reisinger, Romance Studies

In this presentation Reisinger will demonstrate how she has used the unique space of the Perkins LINK to rethink course design in two courses she taught during Spring 2009. In one example, Cultural and Literary Perspectives (FR 100), she illustrates how access to instructional technologies has facilitated student training, time management, and the implementation of new technologies. In another course, Business and Culture in the Francophone World (FR 109), she shows how the physical space of the LINK allows students to work on team projects and complete group activities in innovative ways that echo real-world experiences.

Giuliana Perco, Romance Studies

What are the possible educational advantages and/or disadvantages of teaching in a MUVE (multi-user virtual environment)? While not trying to answer such a broad question, this presentation will discuss a hands-on exploration of the educational potentials of “Second Life” in enhancing foreign language learning. The aim of the project, that took place over two consecutive semesters, was both to appeal to students’ familiarity with virtual social networks and to make them come into contact with virtual cultural resources and artifacts and with native speakers met in the “Second Life”. Works and responses by students will be presented to discuss how and to what extent activities and assignments to be completed in a MUVE could (or could not) enrich language learning and whether the outcome was worth the time and energy needed in the endeavor.

PDF of presentation