CRITICAL LANGUAGES and PEDAGOGIES
SAN DIEGO STATE UNIVERSITY
LANGUAGE ACQUISITION RESOURCE CENTER

LANGUAGE ACQUISITION RESOURCE CENTER
(LARC)
Dr. Mary Ann Lyman-Hager
Director and Professor, Department of
European Studies (French Language)
San Diego State University, San Diego, CA
92182-8305
Telephone: (001) 619-594-5480
Mobile: (001) 619- 206-2889
Fax: (001) 619-594-0511 http://larcnet.sdsu.edu

United States Department of Education
US Department of Defense LANGUAGE LAB

 Language Resource Center (LRC) Program
–
LARC (Language Acquisition Resource Center), one of 15 centers currently funded.
 Language Testing Projects (Computer-Assisted Speech
Tool)
– Online speaking tests of advanced level proficiency in a variety of world languages (Chinese, Arabic, Spanish, German, etc.)
– Feedback to language learners to improve language proficiency
 Teacher to Teacher Conferences
– Free professional conferences for language teachers at all levels

LARC one of first federally funded LRCs
(LANGUAGE RESOURCE CENTERS) in 1990
 1. LARC @ San Diego State University, a national language resource center
 2. Capitol Language Resource Center (Georgetown
University/George Washington University/Center for
Applied Linguistics)
 3. National Foreign Language Resource Center @
University of Hawaii - Manoa

Other Language Centers (1993-2006)













Iowa State University
Michigan State University
Ohio State University
University of Minnesota
University of Wisconsin
University of North Carolina/Duke (dropped in 2006)
Brigham Young University
University of Chicago
Indiana University
University of Oregon
Penn State
University of Arizona
University of California Los Angeles

1)
Community Outreach and Teacher
Credentialing
2)
Intensive Language Training Leading to
Professional Proficiency
3)
Language Testing and Evaluation
4)
Interdisciplinary Distance Learning and
Technology-based Programs

Languages Other than English Spoken in the Home: San Diego County

– ADLP (Advancement of Distinguished Language
Proficiency)
– CLIP (Critical Language Immersion Program)
– Special contracts (Iraqi Arabic Courses, Afghani
Teacher Training, etc.)
– Intensive Summer Language Programs, followed by
Distance Education Language Maintenance Courses

ADLP
 National Security Language Programfunded

Research on « What is a Distinguished
Level (Level 4)? »
– Distinguished Level Classes, on-line Materials for Arabic and Persian, considering Chinese
– Institutionalization of Program at SDSU
Required for 3 Years after end of grant

CLIP
 Focus on critical languages as defined by US Government
 Offer advanced level language and culture classes on a regular basis
 Reach out to teachers through Workshops, Institutes, and Classes
 Develop innovative materials for teaching language and culture, housed at LARC’s Digital Media Archive
 Train local community members to preserve their language and culture
 Use of critical pedagogies to improve, reform, and transform language education

CRITICAL LANGUAGE IMMERSION/INTENSIVE PROGRAM (CLIP)
Arabic
Iraqi Arabic
Persian
(Filipino)
(Korean)
(Chinese)
LEARN ADVANCED IRAQI ARABIC
IN INTENSIVE FORMATS
COMMUNICATIVE APPROACH USING CONVERSATIONAL PARTNERS

1-Created on-campus, on-demand advanced level Iraqi training for those needing high level proficiency and indepth cultural understanding
2-Piloted an advanced level intensive Iraqi program in fall
2006
3-Repeated in spring, summer, and fall terms in 2007
Outside reviewer: “This is the best course offered in Iraqi in the country.”

1.
Hosting intensive summer language classes to cadets from up to 19 campuses in the San Diego
Region
2.
Reforming the Military Science minor to include language and culture emphasis
3.
Offering small group language study
(sustainment and enhancement) in fall and spring terms

Year One of the ROTC Critical Language and Culture
Program
Overwhelming interest by ROTC Cadets
TO LEARN LANGUAGE……..
Year One
Arabic and Persian
Year Two and Three
Arabic, Persian, Russian

 Chinese is a critical language as defined by the US
Government.
 Chinese used to be a Less Commonly Taught
Language (LCTL) in the US – not now!
 Schools at all levels are asking for Chinese programs but there are very few teachers certified to teach in elementary or secondary schools.

 National Language Resource Centers and other centers of excellence are searching for ways to increase the numbers of Chinese language programs available in the US.
 The quality of the programs adopted must also be documented and innovative methods used.
 The question is: should we improve, reform, or transform Chinese language education??


1) Improve. Build on what is.
– Improve teacher credentialing programs for elementary and secondary teachers
– Increase number and quality of study abroad programs
 2) Reform. Tear down and rebuild from the ground up.
– Replace dysfunctional pedagogies with new ones.
– Replace study abroad programs with internships related to majors, etc.
 Transform. Reconceptualize, combining innovation in several areas with new and unexpected outcomes.
– Make language learning relevant to forming true global citizenship
– Utilizing peer-to-peer connections via technology to increase language proficiency and cross cultural awareness

 Cultura Method
 Fifth Dimension Method
 Chinese Technologies at Tsinghua
 Elluminate, Wimba, Moodle, etc.