1. 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.

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

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

4. Introduction

5. 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

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

7. 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

8. PART 1: Fundamentals of Proficiency-based Curriculum

9. 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

10. Proficiency Descriptions
ACTFL Proficiency Guidelines
Government-based language schools: ILR Language Skill Level Descriptions

11. 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)

12. 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

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

14. 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

15. 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]

16. 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]

17. PART 2: Organization of Instructional Materials

18. 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

19. 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 …

20. 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]

21. The 50-Minute Lesson: Its Format and Components

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

23. 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

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

25. Vocabulary in Context

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

27. Vocabulary in Context

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

29. Vocabulary in Context

30. Vocabulary in Context

31. Vocabulary in Context

32. Production-oriented Activity
Vocabulary in Context
Production-oriented Activity

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

34. Part 3: Implications for Classroom Use

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

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

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

38. Strategy 2: Knowing the Key Components

39. 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

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

41. 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

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

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

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

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