Method, Curriculum and
Assessment for Successful
Virtual Dual Immersion
Colleen Coffey
Marquette University
Department Profile
Spanish
French
German
Italian
Chinese
Japanese
Arabic
Enrollment Vs. Virtual Immersion
Total
Language
Students
Total Lower
Division
Students
Total Virtual
Immersion
Students
Final %
Fall Semester 2,101
2009
students
1,198
students
560 students
25%
dept
50%
lower
division
Fall Semester 2,250
2010
students
1,231
students
460 students
22%
dept
45%
lower
division
Totals
2,429
students
1020 students
4,351
students
Virtual Exchange Program Evolution
Spanish 38 / 3 sections
460 Spanish, French,
Italian, Arabic / 22 sections
56 Spanish/ 5 sections
560 Spanish, French,
Japanese, Italian, Chinese/
27 sections
138 Spanish & French/ 9
sections
249 Spanish, French,
Chinese/ 11 sections
Virtual Immersion Program
Components NS/ NNS
Desktop to Desktop
Videoconferencing in Class
Virtual Cultural Events
in Class
Independent Exchanges –
Open Lab/ Facebook Site/
Out of class appt.
Desktop to Desktop
Cultural Event:
Martinique: Culture & Chouval Bwa
Expert Event:
Economist- Specialist TLC
Independent- Autonomous Exchanges
Do We Understand How We Learn Best?
Professor Benjamin Stewart Universidad Autónoma Aguascalientes –
Sept. 24, 2010 to AUSJAL Language Technology Webinar
Do We Have Our Objectives in Mind Every
Day?
1. What are your objectives in
teaching language?
2. What objectives do your students
have in learning language?
How Do We Get There?: Are We Learning
LEAN?
What actions do
you take as a
teacher to meet
those objectives?
How many actions
do you take that
lead to results?
How many do you
take that don’t?
Objectives for Exchanges
Oral and Written Proficiency - Interaction
Intercultural Competency -Task Based, CBI, Interaction
Collaboration- sharing learning process
Continued Motivation for Lifelong Learning- Human Connection
What is Curriculum Based On?
OPI
Byram’s
ICC
ACTFL
Standards
AIR
METHOD
OBJECTIVE: Proficiency
What is Proficiency Based On?
Global tasks or functions * ask and answer questions,
describe , narrate, compare and contrast, form opinion
(What can learners do?)
Context/ Content areas *where and what situation
Accuracy *grammar, vocab, pronun, fluency,
sociolinguistic and use of appropriate strategies
Text Type *words , sentences, paragraphs, extended
discourse
OPI Rating Scale
Novice: Can communicate minimally with formulaic and rote
utterance, lists and phrases.
Intermediate: Can create with language, ask and answer
simple questions on familiar topics, and handle a simple
situation or transaction.
Advanced: Can narrate and describe in all major time frames
and handle a situation with a complication.
Superior: Can support opinion, hypothesize, discuss topics
concretely and abstractly, and handle linguistically unfamiliar
situations.
Framework for Teaching Culture
FOREIGN LANGUAGE STANDARDS 1999 p. 47
Perspectives
Practices
Products
Byram’s Model of ICC
•Attitudes
•Knowledge
•Skills
- Interpret & relate
- Discovery & interaction
•Education
- Critical cultural awareness
- Political education
Creating Community – Principles of
Conversation (Margaret Wheatly 2009)
1. We acknowledge one another as equals
2. We try and stay curious about each other
3. We recognize that we need each other’s help to
become better listeners
4. We slow down so we have time to think and reflect
5. We remember that conversation is the natural way
humans think
6. We expect it to get messy sometimes
AIR Methodology
Activation
Interaction
Reflection
Activation
Access previous knowledge about topic
discussed by preparing questions and answers
about topic.
Access previous perspective and experience
with C1 (learner’s own culture and sense of
self) prior to engaging in dialogue with C2.
Interaction
Asking and Answering Qs about linguistic and cultural
meaning
comprehensible input
Asking for clarification
Recasting sentences as they have been stated
Active listening
Information probes
Clarification
Reflection
Process to digest fusion of all old and new
linguistic, cultural, content information
Creates space for reflection as one of the key
elements to the learning process
Engages learners in awareness of new
perspective, attitudes and beliefs through
interaction.
Technology Used in AIR
Social Software Programs for the three
part Method
Learning Through Connection
Professor Benjamin Stewart Universidad Autónoma Aguascalientes – Sept. 24,
2010 to AUSJAL Language Technology Webinar
Technology Used in AIR Method
Reflection
CLE
LMS
Interaction
Voicethread
Ning
Wiki
Elluminate/
Zoho/ DimDim
Twitter
Facebook
Blog
Google/
Skype/
Activation
Digital Language
Chart: Blog, Google
Doc.
Discussion Tables
Provide structure to meet communicative objectives (mine, my
students, global needs, etc.) facilitate fluency of thoughts with
adequate structure and support
Empower learners to create with the language
Activate C1 to easily access C2
Train learners to develop strategies that coincide with the way
they develop language skills naturally
Provide GOALS and EXPECTATIONS while encouraging creativity.
Topics and Subtopics
Vocabulary
Questions
Sentences
• EXAMPLES OF VOCAB
• Examples of Questions
• Examples of Sentences
TEMA
Subtema I
Subtema II
Subtema III
• Preguntas______
• _____________
• _____________
• _____________
• _____________
• Frases
• ____________
• ____________
• ____________
• ____________
• Preguntas_____
• _____________
• _____________
• _____________
• _____________
• Frases
• _____________
• _____________
• _____________
• _____________
• Preguntas _____
• _____________
• _____________
• _____________
• _____________
• Frases
• _____________
• _____________
• _____________
• _____________
vocab
vocab
vocab
Expert Event:
Economist- Specialist TLC
Reflection
Post session digestion
Expert Event:
Economist- Specialist TLC
Assessment
How do we alter assessment to reflect
method?
How do we measure what we learn?
Assessment Words Aligned with Proficiency
Nuts and Bolts Assessment Checklist
Evaluates Skills Directly Reflecting OBJECTIVES
Grounded in Lean Learning and AIR Methodology
Provides Learners SPACE to Show What They Can Apply
Focuses on Process not Facts- Documents One Point in
Journey
Incorporates Self Evaluation and Peer Evaluation
as Reflection
Exam Requirements
This take home exam has four components. In each component
you must prepare, practice and apply specific language
functions. If you choose to combine any two components, you
may do so but must indicate At the beginning of the recording
that two components are combined.
To organize your ideas you will prepare language charts. You
must prepare One language chart per component, but are
welcome to use more than one to reflect process . Please note
point distribution and description Of expectations in exam
rubrick.
Description: Ser v. Estar, adjectives, comparisons, pero v. sino
Present tense narrative: Present actions, descriptions, comparisons, ser v. estar,
adjectives, gustar
Sequence of events: Preterite, description, gustar
Exam Process I
Exam Process II
Exam Process III
Exam
http://voicethread.com/share/911926/
Exam Sample II
http://voicethread.com/#q.b1363604.i7235766 /
Self Review & Peer Review
Administration &
Communication
How do we learn from one another, share and
collaborate
Program Administration
Within Department and College:
•Trainings
•Meetings
• D2L Virtual Exchanges Page
•Lab Assistants
With Global Partners:
•Google Docs
•Forum
•Skype meetings
•Webinars
•Communication Coordinators
•Collaboration- Sharing grants/assistants/
resources
Important Points to Consider
•Keep conversation about goals and expectations with teachers and
students front and center.
•Allow teachers and students to participate in its growth and evolution.
•Development of each language takes 2 semesters for a smooth ride.
•Teacher training/ buy in can take 2 to 3 semesters for high comfort.
•Supporting success of each session is priority.
•Some languages require 2 to 3 student assistants at the same time.
•Make observations, communicate and adapt to cultural differences.
•Marquette has no lab director or official lab. (plans for 2011)
Evaluation
Student Perspective
Would you be more likely or less likely to enroll in a language
course in your future based on your experience of participating
in virtual language exchanges in this class?
In which of the areas you have checked above do
you feel you have improved the most, and why?
I feel less apprehensive/nervous because I know that my partner
is having just as much trouble learning their foreign language as I
am, and I know they want to help me not judge me.
Not dwelling on making mistakes while speaking the language
because the listener can usually understand what you are saying
and will correct you.
Being able to speak in the language without having to think
beforehand how I want to say something.
In which of the areas you have checked above do
you feel you have improved the most, and why?
I am more confident when speaking with a native speaker from
practicing in the lab sessions and from being complimented by
my partner on my ability to speak their language.
I am more aware of language learning and realize it is a lifelong
process that is never complete because I am still learning new
words in English, so I expect it to be the same for a foreign
language.
How have your attitudes and beliefs about your partner's
culture changed as a result of participating in language
exchanges? Be specific.
The culture became real to me. I felt like I was able to actually
understand and experience it.
I became more aware of the differences that exist between
our different cultures, but also the many similarities that both
cultures have as well.
I have a greater appreciation towards those who try to learn
English.
American culture distorts the ideas that we have about other
countries due to media and the lack of information that we
have about other countries.
I am more open to other languages and cultures after
participating in the language exchange.
I believe that learning about other country’s beliefs and
cultures could be the key to more productive relations.
How have your attitudes and beliefs about
your own country changed?
I have learned I need to be more open to criticism.
It has caused me to question why I believe the things I do.
I am aware that our access to technology is incredible in our
country and we place a lot of emphasis on using it in our
everyday lives.
Americans tend to focus a lot of their attention on having a
plan and living to fulfill that plan.
How have your attitudes and beliefs about
your own country changed?
I was embarrassed because my partner knew so much more
about the American culture than I did about theirs
I realized how arrogant Americans are because my partner
asked me what I thought of there country and to be honest I
really hadn’t thought about it before.
How could the program improve the
experience for you?
Discuss current events and global issues that affect the U.S.
and our partner’s country.
Having more time to talk with our partners.
Possibly write letters or e-mails before talking with your
partner so it is less awkward and less stressful when meeting
them for the first time over Skype.
More emphasis placed on exchanges such as having more of
them or making them more of a component of the course.
How could the program improve the
experience for you?
Making sure each person had their own partner because I felt
that I was not learning/participating as much as I could have
if I had my own partner.
Researching if there are any native speakers that are
students at Marquette that would be willingly to meet/talk to
us.
I really liked when we made voice-threads and our partners
made power-points and we shared them with each other. This
greatly facilitated our conversation and mutual
understanding.
Acknowledgements
•Collaborating Faculty for Virtual Exchange Program at MU
•Co-coordinators: Dr. Omega Burckhardt & Dr. Sally Gendron
•Participating Faculty Fall 2010:
Spanish: Dr. Barry Velleman , Dr. German Carrillo, Ms. Jessica
Marten, Ms. Consuelo Carrillo, Dr. Omega Burckhardt, Colleen
Coffey
Arabic: Dr. Enaya Othman
Italian: Ms. Giordana Kaftan, Ms. Claudia Passerelli
French: Dr. Sarah Gendron
Student Lab Assistants: Affnan Mohommad, James Bauer,
Jamie Burns, Christina Ficcochi, Dan Torme
Acknowledgements
Benjamin Stewart: Universidad Autonoma Aguascalientes Sept. 24,
2010 AUSJAL Webinar
ACTFL Foreign Language Standards 1999
ACTFL Oral Proficiency Interview Standards 1996
Michael Byram’s ICC: European Framework 1996
Steven Downs, December 3rd, 2008
Thank you for your attention!
Colleen Coffey
ccoffey@wi.rr.com