Cultures and Languages Across the Curriculum

1
Cultures and Languages Across the Curriculum

• Methods and Materials
• AIEA Annual Conference Washington, D.C.
• 19 February 2007

2
Workshop Leaders

• Lewis Jillings, Pennsylvania State University
• Diana K. Davies, University of Iowa
• H. Stephen Straight, Binghamton University
• Judy Krutky, Baldwin-Wallace College
• Robert Sanders, Portland State University

3
Overview of This Workshop

• The why, what, when, and how of CLAC
• Lew Jillings (Penn State) Setting the context
• Diana Davies (Iowa) Origins of CLAC
• Steve Straight (Binghamton) A sample LxC
  assignment
• Judy Krutky (Baldwin-Wallace) A CLAC case study
• Rob Sanders (Portland State) A fledgling CLAC
  program
• The whether of CLAC Are you aboard?
• What CLAC-related things are you already doing?
• What future do you see for CLAC on your campus?
• The who of CLAC Would you like some help?
• The CLAC Consortium to the rescue!

4
Our First Speaker

• Lewis Jillings
• Executive Director and Associate Dean for
  International Programs
• The Pennsylvania State University
• [phone], lxj9_at_psu.edu 

5
Workshop Exercise Coming Up!

• We need to know how many copies of the handouts
  are needed.
• Please give us a show of hands (you can raise
  your hand more than once)
• How many workshop participants can read
• French?
• German?
• Spanish?

6
Our Second Speaker

• Diana K. Davies
• Director of International Programs
• 1111 University Capitol Centre, University of
  Iowa
• Iowa City, Iowa, 52242
• 319-335-0371 diana-davies_at_uiowa.edu

7
What is CLAC?

• Give students opportunities to use languages
• Outside the traditional FL classroom
• Before, during and after study abroad
  experiences
• Within and across disciplines
• As a part of life-long learning

8
CLAC general principles

• Focus on communication, not grammar
• Meaningful communication, not seat time
• Language use as a synthetic process students
  synthesize knowledge produced in other languages,
  in other cultures
• Challenge faculty to empower students
• Provide heritage learners with the tools they
  need to bridge the gap between work/school and
  home
• Provide non-heritage learners with the tools they
  need to bridge the gap between work/school, home,
  and the FL classroom and/or study abroad
  experience

9
FLAC/LAC (Foreign) Languages Across the Curriculum

• Language enhanced courses
• Professor uses own expertise to incorporate FL
  texts
• Literature in translation taught by FL faculty
• Content-based (at home or through study abroad)
• Latin American History taught in Spanish (the
  obvious connection)
• Intro to Accounting taught in Spanish (the not
  so obvious connection)
• Team-taught or linked courses
• 1 Historian/Business Prof. 1 FL expert
• 1 Latin American History course 1
  content-based
• Spanish course

10
LxC and related variants

• Native speakers/content experts lead modules or
  discussion sections in target languages.
• Students are encouraged to utilize authentic
  non-English texts and resources, even if the
  instructor doesnt understand that language.
• Participation may count toward the overall grade
  for the course or may count as extra credit.
• Use of the language is determined by student
  ability and levels of ability within the group
  may vary.

11
Cultures and Languages Across the Curriculum

• Emphasizes cultural content within seemingly
  universal disciplines
• Trains students to identify cultural and
  linguistic content within all disciplines and to
  develop essential cross-cultural interpretive
  skills
• Instills appreciation of cross-cultural
  perspectives
• Introduces flexible cross-cultural navigation
  strategies.

12
Other models?

• What are YOU doing?

13
CLAC Obstacles

• Ignorance of CLAC goals and methodologies,
  misperceptions
• Competition, instead of cooperation, between CLAC
  and other academic initiatives
• Inadequate student preparation cultural
  knowledge and linguistic proficiency
• Lack of faculty preparation for demands of CLAC
• Faculty workloads and reward mechanisms another
  unfunded AND unrewarded mandate?

14
And more challenges

• Faculty reluctance to relinquish control and
  empower students
• Departmental and disciplinary boundaries
• Lack of CLAC resources
• Over-reliance on DOE funding for CLAC programs
  (lack of success in getting support from
  alternative sources)
• What challenges are YOU facing??

15
Some possibilities

• Educate, publicize and emphasize word of mouth
  promotion by students and faculty
• Build alliances with centers for teaching,
  domestic diversity colleagues, ESL colleagues,
  professional schools, graduate college,
  international education professionals, FL faculty
• Be willing to start very small
• Provide faculty incentives (travel and curriculum
  development grants, public recognition, access to
  non-English resources in field, graduate
  assistants)

16
Contact information

• Diana K. Davies
• Director of International Programs
• 1111 University Capitol Centre, University of
  Iowa
• Iowa City, Iowa, 52242
• 319-335-0371 diana-davies_at_uiowa.edu

17
Our Third Speaker

• H. Stephen Straight
• Professor of Anthropology of Linguistics
• Vice Provost for Undergraduate Education
  International Affairs
• Binghamton University, State University of New
  York
• [phone]
• straight_at_binghamton.edu

18
Binghamtons LxC Model

• Faculty design courses so that LxC assignments
  may replace 10-20 percent of regular coursework.
• Language resource specialists (LRSs), usually
  international graduate students, prepare
  course-specific assignments utilizing non-English
  materials.
• LxC study groups meet once a week for 10-12
  weeks, outside of regular class or discussion
  section meetings.
• The designated language is spoken to the extent
  allowed by the proficiency levels of the
  participating students.
• LRSs lead help participating students understand
  the chosen materials and relate them to the
  course content.
• Students receive a zero-credit transcript
  notation (with a grade of Pass) indicating the
  language and course of their LxC study-group
  participation.

19
A Sample LxC Assignment

• Were now going to do a (literally) hands-on
  workshop exercise.
• Get a hold on the handout(s) in your language(s)
  of choice
• French
• German
• Spanish

20
Global Warming Unequivocal

• New York Times, February 3, 2007
• SCIENCE PANEL SAYS GLOBAL WARMING IS
  'UNEQUIVOCAL'
• By ELISABETH ROSENTHAL AND ANDREW C. REVKIN
  ELISABETH ROSENTHAL REPORTED FROM PARIS, AND
  ANDREW C. REVKIN FROM NEW YORK. FELICITY
  BARRINGER CONTRIBUTED REPORTING FROM WASHINGTON.
• The report is the panel's fourth assessment since
  1990 on the causes and consequences of climate
  change, but it is the first in which the group
  asserts with near certainty -- more than 90
  percent confidence -- that carbon dioxide and
  other greenhouse gases from human activities have
  been the main causes of warming in the past half
  century.
• In its last report, in 2001, the panel,
  consisting of hundreds of scientists and
  reviewers, said the confidence level for its
  projections was ''likely,'' or 66 to 90 percent.
  That level has now been raised to ''very
  likely,'' better than 90 percent. Both reports
  are online at www.ipcc.ch.

21
Views from Abroad

• France Le Monde
• Germany Der Spiegel
• Mexico Cambio Sonora

22
Discussion

• What did the three handouts from different
  languages/cultures have to say about the topic of
  global warming?
• French?
• German?
• Spanish?
• Did these different perspectives enrich our
  understanding of the topic?
• If so, how? If not, why not?
• Do you have any other comments to offer?

23
Contacts

• H. Stephen Straight
• Founding Director, Languages Across the
  Curriculum
• Binghamton University, State University of New
  York
• [phone]
• straight_at_binghamton.edu
• Suronda Gonzalez, Ph.D.
• Current LxC Director
• sgonzal_at_binghamton.edu
• http//LxC.binghamton.edu

24
Our Fourth Speaker

• Judy B. Krutky, Ph.D. (jkrutky_at_bw.edu)
• Associate Academic Dean for Intercultural
  Education
• Professor of Political Science and International
  Studies
• Baldwin-Wallace College, Berea, Ohio

25
LAC at Baldwin-Wallace College

• Comprehensive college with liberal arts emphasis
• 4500 students (2800 undergrads)
• Mission statement preparing students to become
  caring compassionate citizens of an increasingly
  global society

26
Activities to Date

• 2003-04 9 professors, 10 course-embedded LAC
  options
• 2004-05 14 professors, 26 courses with
  course-embedded LAC options
• Fall Faculty Conference presentation on LAC
• Faculty Language Proficiency Survey, LAC Faculty
  Interest Survey
• Added LAC coordinator (new faculty position)
• Held LAC recognition luncheon for students

27
Activities to Date

• 2005-06 14 professors, 23 courses with LAC
  options
• 2006-07 14 professors, 34 courses with
  course-embedded LAC options
• Two 1-credit LAC sections in Spanish, French, as
  a supplement course required for all entering
  students

28
Next Steps

• Summer 2007
• 6 faculty have applied for funds for a Spanish
  immersion in Ecuador to study local culture work
  on LAC courses

• 2007-08
• Faculty Learning Community to refine standards,
  course objectives assessment measures for stand
  alone LAC
• Course-embedded LAC options continue
• Faculty may offer stand alone LAC options in
  disciplines experimentally

29
Outcomes - Student

• The vast majority of student evaluations have
  been positive, citing
• Improved language proficiency and broader
  application
• Deeper understanding of course material
• More exposure to primary sources/ original text
• Learning specialized vocabulary in foreign
  language
• Interest in differing cultural perspectives from
  reading in the original language

30
Outcomes - Faculty

• Faculty evaluations have been overwhelmingly
  positive, citing
• Working in interdisciplinary teams
• Positive reactions from students
• Increased student learning
• Enhancing their own understanding of the language
  and alternative pedagogies

Continuing faculty interest motivated by positive
student response has been the driving force.
31
Unresolved Issues as LAC Expands

• How to handle increased faculty workload?
• Should additional remuneration/incentives be
  provided to increase faculty participation?
• Should support for language training for faculty
  be provided?
• Should outside help or course assistants be
  provided for faculty?

32
Unresolved Issues as LAC Expands

• Can international students or returning Study
  Abroad students be utilized to help, possible as
  course assistants?
• Will non-LAC faculty support an expanded program?
• Will student interest justify increasing LAC
  offerings in additional disciplines?

33
Contacts

• For more information on LAC at B-W, feel free to
  contact Dr. Judy Krutky or B-Ws LAC Coordinator,
  Kelly Coble, Ph.D., Assistant Professor of
  Philosophy (kcoble_at_bw.edu)

34
Responding to National Trends

• AACUs Essential Learning Outcomes for the 21st
  Century
• Knowledge of Human Cultures Physical World
• Intellectual Practical Skills
• Personal and Social Responsibility-Intercultural
  Knowledge Competence
• Integrative Learning

35
Responding to National Trends

• AACUs Liberal Education Americas Promise
  Campaign (LEAP)
• Established National Leadership Council
• Promotes liberal arts essential learning
  outcomes as a framework for excellence in all
  disciplines
• Calls for national dialogue among governmental
  leaders, employers, public academics about
  education its aims in the 21st century

36
ACEs Internationalization Collaborative

• Meets yearly with participating institutions of
  all types
• Promotes comprehensive campus internationalization
  
• Emphasizes global learning outcomes assessment
  of students knowledge, skills attitudes

37
Our Fifth Speaker

• Robert Sanders

38

• University Studies
• Sophomore Inquiry INTL 216U
• Senior Capstone UNST 421 Bilingual Ed
  Immersion, Spanish 6 units
• Foreign Languages Department
• First-Year Spanish
• Upper-division Culture and Civilization
• Service-Learning Spanish
• Educational exchange Portland x Guatemala

39

• Sophomore Inquiry
• UNST 216/ INTL 216U Space and Place in
  Transnational AsiaTia Thornton (dept?)
• 4-unit pilot course Winter 2007
• 10 students from the pilot are mentored by 5
  students from FL 598 Foreign Language Teaching
  and Assessment Methods
• The mentors include 1 Korean national, 1
  Argentinean national, 1 Japanese national, and 2
  Americans with experience living in Germany (they
  are also German language TAs)
• Sophomores produce a 3-page paper, with at least
  some part of it in a FL, on the course topic.
• Mentors evaluate the FL component for linguistic
  content and writing skill.
• Sophomores and mentors give joint presentations
  of the paper in FL 498.
• Example Erleuchtung garantiert (Enlightenment
  Guaranteed)

40

• Senior Capstone
• A 6-unit, two-term course
• Community-Based Service-Learning course for
  majors and non-majors
• Students assist teachers in Barnes Bilingual
  Elementary School (Portland)
• Students produce classroom activities and
  materials
• The materials are evaluated and calibrated to
  state standards by the professor (Dr. DeLys
  Ostlund - FLL)
• Materials maintained in an online repository
  available to the public (www.sca.pdx.edu)

41
First Year Spanish

• Three 10-week courses (101, 102, 103)
• Three meetings per week
• Emphasis on oral proficiency
• International student interlocutors
• One hour each week
• Student groups of 4-5
• Personal and cultural topics
• Correspond to text topics, vocabulary, and
  grammar
• Teachers are present

42
Upper-Division Culture and Civilization

• Standard lectures and assignments
• Online contact with Spaniards
• Topics chosen from learning outcomes
• Students initiate contact

43
Applied Language in Service

• SPAN 404
• Weekly meetings and lectures
• Students work in local schools and consulates

44
SL Study Abroad

• An educational exchange between Portland State
  and rural Guatemalan schools
• PSU students and PDX teachers work with
  Guatemalan teachers in situ.
• Participants gain new understanding of Guatemalan
  communities and students in PDX.
• Guatemalan teachers may visit PSU and PDX schools.

45
Our Fifth Speaker

• Robert Sanders

46
Workshop Leaders

• Lewis Jillings, Pennsylvania State University
• Diana K. Davies, University of Iowa
• H. Stephen Straight, Binghamton University
• Judy Krutky, Baldwin-Wallace College
• Robert Sanders, Portland State University

47
Are You Aboard?

• The whether of CLAC Are you aboard?
• What CLAC-related things are you already doing?
• What future do you see for CLAC on your campus?

48
Would you like some help?

• The who of CLAC Would you like some help?
• The CLAC Consortium to the rescue!

49
Our Fourth Speaker

• Judy B. Krutky, Ph.D. (jkrutky_at_bw.edu)
• Associate Academic Dean for Intercultural
  Education
• Professor of Political Science and International
  Studies
• Baldwin-Wallace College, Berea, Ohio

50
LAC at Baldwin-Wallace College

• Comprehensive college with liberal arts emphasis
• 4500 students (2800 undergrads)
• Mission statement preparing students to become
  caring compassionate citizens of an increasingly
  global society

51
Activities to Date

• Seed money from Dept. of Education Title VIA
• 2003-04 9 professors, 10 course-embedded LAC
  options
• 2004-05 14 professors, 26 courses with
  course-embedded LAC options
• Fall Faculty Conference presentation on LAC
• Faculty Language Proficiency Survey, LAC Faculty
  Interest Survey
• Added LAC coordinator (new faculty position)
• Held LAC recognition luncheon for students

52
Activities to Date

• 2005-06 14 professors, 23 courses with LAC
  options
• 2006-07 14 professors, 34 courses with
  course-embedded LAC options
• LAS150 class required for all entering students
  stresses intercultural competency and Enduring
  Questions
• Two 1-credit LAC sections in Spanish French as
  a supplement to LAS150 explore culture more deeply

53
Next Steps

• Summer 2007
• 6 faculty received B-W funds for Spanish
  immersion experience in Ecuador to study local
  culture work on LAC courses

• 2007-08
• Faculty Learning Community to refine standards,
  course objectives assessment measures for
  stand alone LAC courses
• Course-embedded LAC options continue
• Faculty may offer stand alone LAC options in
  disciplines experimentally

54
Outcomes - Student

• The vast majority of student evaluations have
  been positive, citing
• Improved language proficiency and broader
  application
• Deeper understanding of course material
• More exposure to primary sources/ original text
• Learning specialized vocabulary in foreign
  language
• Interest in differing cultural perspectives from
  reading in the original language

55
Outcomes - Faculty

• Faculty evaluations have been overwhelmingly
  positive, citing
• Working in interdisciplinary teams
• Positive reactions from students
• Increased student learning
• Enhancing their own understanding of the language
  and alternative pedagogies

Continuing faculty interest motivated by positive
student response has been the driving force.
56
Unresolved Issues as LAC Expands

• How to handle increased faculty workload?
• Should additional remuneration/incentives be
  provided to increase faculty participation?
• Should support for language training for faculty
  be provided?
• Should outside help or course assistants be
  provided for faculty?

57
Unresolved Issues as LAC Expands

• Can international students or returning Study
  Abroad students be utilized to help, possibly as
  course assistants?
• Will non-LAC faculty support an expanded program?
• Will student interest justify increasing LAC
  offerings in additional disciplines?

58
Responding to National Trends

• AACUs Essential Learning Outcomes for the 21st
  Century
• Knowledge of Human Cultures Physical World
• Intellectual Practical Skills
• Personal and Social Responsibility-Intercultural
  Knowledge Competence
• Integrative Learning

59
Responding to National Trends

• AACUs Liberal Education Americas Promise
  Campaign (LEAP)
• Established National Leadership Council
• Promotes liberal arts essential learning
  outcomes as a framework for excellence in all
  disciplines
• Calls for national dialogue among governmental
  leaders, employers, public academics about
  education its aims in the 21st century

60
ACEs Internationalization Collaborative

• Meets yearly with participating institutions of
  all types
• Promotes comprehensive campus internationalization
  
• Emphasizes global learning outcomes assessment
  of students knowledge, skills attitudes

61
Contacts

• For more information on LAC at B-W, feel free to
  contact Dr. Judy Krutky (jkrutky_at_bw.edu)