April 25, 2003
Noon - 12:50 p.m. RH 123
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“Korean Culture and Society through films� |
By using movies as "text" the students will learn to distinguish the culture-specifics that are shown in the movies and ultimately, will develop a skill to read the subtle symbolic cultural manifestations in various forms for better interpretation and understanding of the movies. Eventually, the students will learn to compare and contrast the Korean culture with the Western, namely, American, and to relate the specificity to universality. In addition, the students will have a hands-on experience, exploiting the technology, by doing a team project in the latter part of the semester. In addition to reading material, the students will be highly required to participate in discussions. |
“Online Tools to Assess Pronunciation and Speaking� |
CSL faculty members use several tools to help students practice pronunciation and speaking: Tell Me More, ExTemplate with Wimba, and E-portfolios. Jose Narbona will discuss the use of TMM and ExTemplate with Wimba and share with us results of students progress and students feedbacks for 5 sections of Spanish 101 and 2 sections of Spanish 102. |
“A content-based, Nano-Japanese, a tiny detail for global needs?� |
A new course, Nano-Japanese integrates language and technology. This |
VIDEO
"Use of Titles and Subtitles in Conjunction with Student Audio/video Projects� |
This presentation provides examples of how student compositions can be coordinated with audio, video, and subtitles to share work with other members of the class. Use of Pinyin in subtitles illustrates that such projects can be recycled and used as material for lower level Chinese classes where students have less facility with characters. Examples are taken from a third semester class for |
“Online Chinese Tutorials� |
My presentation focuses on a 10-minute online tutorial that I developed during the two-week LRC Technology Workshop in May 2005. The tutorial is designed to help students review the set of sounds, zh/ch/sh/r, in Mandarin. This set of sounds is particularly challenging for students since English does not have these sounds. The online tutorial, different from the notes in textbooks, provides images, audios, animation and immediate feedback that are effective in assisting students to practice pronunciation. The lesson includes explanation, demonstration as well as exercises, which are designed using Dreamweaver, CourseBuilder, Flash, Fireworks, and Audacity software. Online Chinese Tutorials is an ongoing project. I plan to establish a website containing a list of tutorials on various topics. These tutorials will offer students a quick review or help them prepare for a new lesson. |
“Hindi Through Songs� |
Songs are an important tool for language instruction. In particular, Hindi film songs are ideally suited for classroom use since they usually involve extensive yet relatively simple lyrics. Furthermore, their popular and catchy tunes provide an additional mechanism for students to memorize vocabulary. In Summer 2005, at the Rice University Center for the Study of Languages (CSL), Language Resource Center (LRC) summer language workshop, I initiated a website to implement this idea. The project demonstrates how one can provide web-based materials to assist the use of songs from popular Hindi cinema in language teaching. The website is structured in four hierarchical layers. One layer shows the lyrics with links to the actual song (audio and video). A second layer explains the vocabulary. A third layer provides an "unscrambled" version of the lyrics, in other words, a link to lyrics in a grammatically coherent word order more accessible by students at the elementary and/or intermediate level. Finally, a fourth layer explains the grammar encountered in the song. |
April 27, 2005
Video
“Hebrew eTerm Projects and eBook for Beginners�Tiqva BarOn |
Hebrew students’ eTerm Projects, 101 and 201 students wrote an essay which they posted on the Internet. In addition, they included recordings of their impressions and pictures. Students’ projects can be seen at http://lang.rice.edu/tbaron/ under Projects - ePortfolio. The e-Book shows the students how much they can convey with the limited vocabulary that they have. The texts in the e-Book supplement the textbook used in the classroom. Students can download the texts and accompanying exercises in a printable PDF version, and listen to the audio files that have also been created for them on the web. Cultural elements such as common colloquial expressions, slang, humor and daily life in Israel are woven into the texts. The texts motivate the students and inspire them to study the Hebrew language in context. They can be accessed at http://lang.rice.edu/baron |
“Exploring Chinatown: Integrating Language, Culture and Community�Meng Yeh |
This presentation focuses on the design and objectives of Exploring Chinatown, a project for the second-semester Chinese classes in the spring of 2004 and 2005. The project is designed with two goals in mind. First, students gain an understanding of the Chinese culture and community through visiting Houston’s Chinatown and through interviewing people at the Chinese organizations. Second, this project provides students with the opportunities to use and improve their Chinese through writing and discussing their experiences exploring Chinatown. Although Culture and Community are two of the National Standards (1996) set for foreign language learning, not much implementation of these two standards can be found in the literature. The current project demonstrates an effective approach for integrating Culture and Community in a language class. This project also creates an online space, using SMIL and Wiki, in which students can easily present and share their experiences. |
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Communication in writing through the Internet between students living in different countries and speaking each other’s languages (TLL) has been a great success in my Spanish language classes. Both synchronous communication using various CMC programs such as MSN or AOL Instant Messaging and asynchronous communication through e-mail were well received by my students. This semester I have taken the TLL a step further and incorporated spoken synchronous communication between two countries. The students of Spanish in my SPAN 302 class have chatted using WIMBA: Voice Direct with students of English at Monterrey Tech in Mexico. The professor in Mexico and I divided the students into groups and they chatted with each other via the computers in their respective computer labs. In addition we scheduled a video conference so that the students could see each other, introduce themselves and make a brief presentation in their target language about their respective university and/or country. This project has been a pilot study with positive feedback from the students. I hope to incorporate these synchronous spoken chats into the syllabus in future third year Spanish classes. |
Proficiency-based
Student Portfolios in Japanese |
Students of Japanese language at |
| Tech Notes: You can access Hiroko's presentation page here. |
German Web Biographies |
German Web Biographies combine cultural learning with the acquisition of the four language skills. The use of technology in this project enhances cultural and linguistic learning by integrating internet research and the creation of a web page in the target language as well as the use of Wimba for recording interviews in German. Students choose a personality from German/Austrian/Swiss history or current affairs—fields have included literature, music, philosophy, politics, and mathematics. In the research phase, which emphasizes reading, students explore web pages and texts in the target language. In the presentation stage, students write their own short biography about the person and post it as a web page to be shared with all their fellow students on the same level. The focus shifts to speaking and listening in the final stage when students take on the role of the person they chose. They first record a self-description by using Wimba and then answer questions from a colleague in a recorded interview. The project was developed by Rick Spuler and Christa Gaug for German 102. |
| Tech Notes: You can access Christa's presentation page here. |
Digital Portfolios in Commercial and Scientific Spanish: Content-based language courses oriented for future professionals |
Commercial and Scientific Spanish are two courses closely connected to the professional aspirations of our students. In these courses, a series of progressive steps throughout the semester lead to the creation of a personal digital portfolio. This process allows the students to present relevant work created for both courses to prospective employers, arranged in a professional way on a webpage format. Some examples of the material presented include PowerPoint presentations, commercial letters, business reports, papers, resumes or news summaries. Additionally, the exercise integrates a variety of skills in the target language (technology, writing, design) and motivates the students to make the transition from traditional classroom tasks to marketable skills. |
| Tech Notes: You can access Jose's presentation page here. |
Technology
Luncheon
April 21, 2004
The Effectiveness of Online Listening and Reading Exercises
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We will present two research projects assessing the use of technology for Listening and Reading comprehension exercises. The first study examines the effectiveness of the implementation of an online Chinese Listening Workbook as compared to that of the original workbook format based on quantitative and qualitative data from the student's and instructor's perspective. The second project examines the results of two comparable groups on a series of online reading exercises to explore the effectiveness of Narrow Reading Approach. We will show samples from both studies, discuss results, and provide technical explanation. Both projects use ExTemplate, a Rice web authoring tool. |
| Tech Notes: You can access ExTemplate 2.1 here. Please contact Claire Bartlett for you account. |
On-line Exams for first
year French |
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For the first time in CSL, students enrolled in two sections of French 102 have been taking their exams on-line. Developed by two teaching assistants under the supervision of the first year language coordinator, the exams aim to test all language skills at the appropriate level. Natalya Stepanova and Emilie Dejonckheere will share their experience from development to implementation, and will discuss results of the tests as well as reactions of their students. |
| Tech Notes: You can access ExTemplate 2.1 here. Please contact Claire Bartlett for you account. |
Enhancing Student's Written
Discourse with CMC: Intermediate Chinese and Spanish
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Can students improve their written discourse with Computer Mediated Communication? Will students become more capable of reaching beyond simple sentence to short paragraph discourse in writing with CMC? The presenters will report their findings to address these questions through their studies in second semester Intermediate Spanish and Chinese classes. One group of students uses CMC to discuss a topic whereas the other group orally discusses the same topic in class. The written discourse analysis will focus on such areas as content, syntactic structures, and discourse organization. CMC tool, Bulletin Board System, and its effectiveness will also be discussed. |
| Tech Notes: You can access Language Exchange Bulletin Board here. |
Technology
Luncheon
December 3, 2003
| �Use
of TV commercials through ExTemplate in Korean language class� Hyung-Jin Lee |
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College students in our time are more responsive to Internet resources in language classroom, which lead many language instructors to turn to Internet to supplement lesson planning. In the process, organizing materials that are available on the Internet and properly presenting them to students has been a crucial point. This has been the case in my Korean classes. As the current Korean textbook does not come with any video learning material, I need to find various types of online multimedia resources related to each lesson, and I have found that among others, learning process through TV commercial available on the Internet has appropriately met students' educational need and goal in my class. This learning process has been carefully prepared through ExTemplate which not only provides students with an easy and carefree access to the material but also help them identify specific direction and goal of the learning process. I will present how I start lesson planning, choose appropriate segment, prepare a learning guide for students from studying new vocabularies to writing short descriptions about the product advertised, and situation in the specific segments. |
�A Hebrew
e-Book for Beginners� |
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Most textbooks at the novice level lack texts due to the fact that the students know very little. This is especially the case among the less commonly taught languages which require the learning of a new alphabet limiting the possibilities of expression and performance even more so. Texts, mainly dialogue, are typically short, uninspiring, awkward and boring at times. In order to overcome these shortcomings, I created an e-Book that supplements the textbook we use in class. I use the vocabulary in context in order to demonstrate the use of the individual words and to enhance sentence structures and patterns. Cultural elements are presented and woven into these text as well. I post them on the course web page, and they are accompanied by exercises and audio files. Audio files are a way in which I overcame the problem that students have with an un-pointed text in the Hebrew Language at the novice level. The purpose of this pilot study is to create an e-Book that can be accessed on the net and provide additional texts for teachers and students to use and benefit from. |
| “Tandem Language
Learning using Computer Mediated Communication (CMC)� Peggy Patterson |
| CMC provides language students with an excellent opportunity to interact in Tandem Language Learning (TLL). TLL involves the interaction of two individuals with different native languages that are learning each other’s native language. This semester, fifty students of Spanish at Rice exchanged e-mail, contributed to Bulletin Board forums, and participated in conversations using Instant Messaging with fifty students of English in Buenos Aires. In addition to the CMC, about half of my Rice students made a video of “Life at Rice� for the Buenos Aires students to see on-line and the Buenos Aires students provided pictures and a voice message on-line for the Rice students to see and hear. This use of CMC has provided the Rice students with exposure to the Spanish of native speakers, new vocabulary, and the culture of Argentina. |
There will be a special demonstration also, “Preview ExTemplate 2.1 - The Latest Release� by Clair Bartlett, Director of Language Resource Center. |
April 25, 2003
Noon - 12:50 p.m. RH 123
Presenters
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December 6, 2002
Noon - 12:50 p.m. RH 123
Presenters
| Brigitte Crull | ||
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| Ombretta Frau | ||
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| Meng Yeh | ||
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