Defense Language Institute Foreign Language Center URDU AFPAK-HANDS LANGUAGE TRAINING: Methodology, Syllabus Design and Instruction Defense Language Institute Foreign Language Center This speech/presentation is authorized by the Defense Language Institute Foreign Language Center and the Department of Defense. Contents of this presentation are not necessarily the official views of, or endorsed by, the U.S. Government, Department of Defense, Department of the Army, or the Defense Language Institute Foreign Language Center.

Presenters/Panelists: Jay Kunz, PhD. Urdu Basic Program Leader – ELTF Jihyun Kwon, PhD. Uzbek Basic Program Leader – ELTF Rama Munajat, PhD. Academic Specialist – ELTF

OUTLINE Introduction Part 1: Fundamentals of Proficiency-based Curriculum Part 2: Organization of Instructional Materials Part 3: Implications for Classroom Use Q & A/Comments

Introduction

Urdu AFPAK-Hands Language Training Programs Duration Goals Learners Instructors URDU-AFPAK 15-16 weeks ILR 1 for L and S Same DLI Contractor URDU [Regular Basic Program] Semester 1 ILR 1 for L, R and S

Urdu AFPAK and Urdu Basic Course Programs Similarities: Proficiency goals Learners Time frame Differences: Emphasis Instructors

DLI-Curricular Guidelines How the Institute defines its FL teaching goals Domains/Themes [Socio-cultural, Politics, History, etc.] Generic Scope and Sequence [Weekly topics and their respective communicative objectives] The institute’s beliefs in Teaching and Learning [Promotes proficiency-oriented instruction] Course Design, Instructional Methodology and Assessment

PART 1: Fundamentals of Proficiency-based Curriculum

What is Proficiency? The ability to use language appropriately and accurately in different social contexts and to use all four language skills to achieve various communicative goals

Proficiency Descriptions ACTFL Proficiency Guidelines www.actfl.org Government-based language schools: ILR Language Skill Level Descriptions http://www.govtilr.org

Principles of Proficiency-based Practice Instructional goal is NOT merely to teach How [grammar] to say what [vocabulary] Promote Global Proficiency Practice the four language skills Emphasize meaningful language use for real life communication Promote language use in social contexts and intercultural communication Promote Learner-centered instruction (Teddick & Walker, 1996)

Proficiency-based Practice and Communicative Competence Appropriate and Accurate use of TL Global Proficiency Communicative Competence Linguistic Competence Sociolinguistic Competence Discourse Competence Strategic Competence Canale & Swain, 1980; Canale, 1983

Proficiency-based Practice Proficiency-based practice provides a general framework for the following aspects: Syllabus design Teaching -Instruction -Faculty training Assessment

Proficiency-based Syllabus Design Promote topic, theme and/or task-driven course material design Promote the balance of: - content, function, and accuracy Utilize authentic materials Raise culture awareness Integrate four language skills – individual and linked

Proficiency-Based Instruction Comprehensible input [Krashen, 1982, 1985] Interactive learning environment [Long, 1985] Opportunities to negotiate meaning [Long, 1996; Gass, 2003] Purposeful and meaningful use of TL [Long 1983; Pica, 1987] Learner and learning-centered [Nunan, 2004]

Faculty Training Teacher’s roles [facilitator] Strategies for negotiation of meaning Learners’ active participation Classroom management [learning styles and affective factors] Cultural awareness Global feedback [both linguistic and pragmatic aspects]

PART 2: Organization of Instructional Materials

Proficiency-based Syllabus Design Topic, theme and/or task-driven course material design Balance: content, function and accuracy Authentic materials Cultural awareness Four language skills – individual and linked

PROFICIENCY-BASED SYLLABUS Topic Objective Context Forms/ expressions Vocabulary Culture Shopping Make a shopping list Ask/give prices Bargain for best prices Markets [modern vs. traditional] WH-questions Other related forms Money-related Number Adjective How to bargain politely/ appropriately …

Four Hours of Core Lessons VOCABULARY IN CONTEXT Introducing key words/phrases/expressions GRAMMAR IN CONTEXT Explicit explanation and practice of relevant grammar form [related to topic] LANGUAGE MODEL Introducing the focus of the hour: the use of expressions in appropriate socio-cultural contexts. LANGUAGE VARIATION Expanded use of expressions modelled in LM hour [to be expanded to dialectal variations]

The 50-Minute Lesson: Its Format and Components

Components of Template ILR Skills Tasks Communicative Objectives √ 1. Pre-Reading/Listening/lead-in 2. New Language 3. Activities 4. Production-oriented

RECEPTIVE PRODUCTIVE Objectives Directions – What students should achieve by the end of 50 minute lesson. 1. Lead-in Review of previous hour/lesson Preview of what is coming Both review and preview 2. Model text Contains the focus of the hour introduced through listening/reading text. 3. Practices Staged preparation containing practices introduced in the model text. 4. Production-oriented task/activity Controlled practice to scenario based – suggesting the use of the language defined by the objectives. RECEPTIVE PRODUCTIVE

Sample of Lead-in Activity [Activity 1 across lessons] Vocabulary in Context Sample of Lead-in Activity [Activity 1 across lessons] [Review and Preview]

Vocabulary in Context

[Activity 2 across lessons] Vocabulary in Context Focus of the Hour [Activity 2 across lessons]

Vocabulary in Context

Pre-production Activities: Vocabulary in Context Pre-production Activities: Staged practices

Vocabulary in Context

Vocabulary in Context

Vocabulary in Context

Production-oriented Activity Vocabulary in Context Production-oriented Activity

Teaching and learning dynamics Feasible plan Teaching and learning dynamics Receptive Productive

Part 3: Implications for Classroom Use

Challenge 1: Failure to Follow the Progression Objectives 1 2 3 4 Receptive The mission in every lesson Productive

Critically Studying and knowing the contents Strategy 1 Critically Studying and knowing the contents Teaching preparation Feasible plan Achieving the objectives

Challenge 2: Meeting the Students’ Needs Students’ learning styles Students’ expectations of teaching Students’ questions

Strategy 2: Knowing the Key Components

Strategy 2: Knowing the Key Components The role of the objectives Teaching and learning directions for the hour What students are expected to attain by the end of the hour

Strategy 2: Knowing the Key Components The Role of “Number 2” Contains the focus of the hour Expressions Question/Answer Narration Description

The Role of the Activities Staged preparation Steps to practice the language introduced in the model text [Activity 2] Steps to practice expressions/grammar elements/key vocabulary

Strategy 2: Knowing the Key Components The role of “the last activity” A level-appropriate production task A communicative event defined in the objectives

Challenge 3: Ineffective Teaching 50-minute duration Basic components in a lesson Time allocation

Strategy 3: Faculty Training Thorough orientation Strategies for proper lesson preparation Teacher’s version Peer observation

Thank you! Jay.kunz@us.army.mil Jihyun.kwon@us.army.mil Rama.munajat@us.army.mil