Week One Diary

A new school year is upon us! Today was the first meeting of African 670 and 697. I have seven students enrolled, six here and one at another university who is participating via Skype.

They are learning:

K: Kinyarwanda
LP: Beginning Luganda
SF: Arabic
SS: Somali
LE: Advanced Luganda
H: Amharic
V: Basaa

Both H and V are heritage learners. H is an undergraduate but the rest are graduate students. LE is a returning student, having already taken 670 with me but continuing to self-instruct though 697.

All are women! This seems to be a pattern for this class.

I was a little flustered by dealing with Skype and Powerpoint at the same time, and remembering to fully include V, the distance student, but otherwise our first meeting went well. They seem highly motivated and open to discussion.

We talked briefly about the article I asked them to read for today (Marshall 1987). H mentioned that she was very interested in the concepts of metacognition and in-situ learning and that both are aspects of learning she values but have not been central in her other classes here. LP mentioned that many of the ideas in the article apply to (or should apply to) all learning, not just language learning. And we talked a little about the importance of thinking about a conversation partner who speaks the desired language* as just that, or as a mentor, rather than as a tutor. H and SS both talked about the importance (and challenges) of approaching the communities in which the desired languages are spoken with respect and cultural sensitivity.

* I'm experimenting with using the term desired language in place of target language. What do you think?

Works Cited

 

Marshall, Terry L. 1987. “The Multi-Language Seminar: An Approach to Offering More of the ‘Less Commonly Taught’ Languages.” Foreign Language Annals 20 (2): 155–63.

Week fourteen diary

On Tuesday we met to assess our "multi-language seminar" after re-reading Marshall's article on a program very similar to ours and another piece that describes the NASILP program.  I was pleased to hear that for the most part students have found value in the format of the seminar, and surprised that at least a couple of them found it more work than a typical language class (which I take to be a good thing). One student had some concrete suggestions on how to improve the course in the future, specifically focusing more on helping students to become self-directed early on rather than assuming that they are already self-directed. She suggested moving some of the readings on motivation and learner strategies earlier in the course. She also mentioned that she would find it helpful to learn more about advanced-level strategies that might differ from those she learned earlier in her language study. I don't know if there is any literature on that, so now I have a small literature review project to work on! I asked her what strategies she thinks she's used that are specific to her level but she couldn't think of any at that moment. I suggested that she use the final paper as an opportunity to review her learner diaries to see if she could figure out which strategies she had used and how effective they were, and she seemed interested in that idea. I'm excited to see what she comes up with!