“Why Language through History?” Gaining Linguistic Fluency ... · Project-Based Learning and High Level Info-Gap (3) • In closing the gap, a whole-class summary can be generated,

“Why Language through History?” Gaining Linguistic Fluency through critical thinking, debate and evaluate

via historical cartoons, dramas, films, or lectures.

Loraine Kang (Ph.D.) Associate ProfessorDLI-EP-Ft. Meade, MD, USA

DEFENSE LANGUAGE INSTITUTE FOREIGN LANGUAGE CENTER

Overview

1. CourseScope,Length&Topics2. LearningOutcomes3. TheGradingScale4. ClassStructure5. CourseMaterials6. WeeklySchedule&Appendix


Overview

7.Teacher’sRole&Students’Role8.Teacher’sRubrics&Students’Rubrics9.FlippedClass+BlendedCurriculum+

HigherLevelLearning10.EducationalPhilosophy11.LearningObjectives12.Project-BasedLearning+Students’Examples


KORN4390 Advanced Korean History

Ø Course Scope:ThisAdvancedKoreanHistorytrainsstudents’reading,listening,speakingandwritingthroughKoreanHistory.Theprimarygoalforthiscourseistoenhancestudents’speakingandwritingskillsfromILRlevel2+toILRlevel3andabove.

WhilemaintainorimprovetheirproficiencylevelfromILRlevel3oftheirListeningandReadingskilltolevel3+,studentswillimprovetheirspeakingabilitybyconductaseminar/forumanddiscuss/debateopinionsandimprovetheirwritingabilitybypreparingaresearchhomework,presentationandfinalproject.


KORN4390 Advanced Korean History

Ø Course Length:

Twodaysaweekforfiveweeks(Monday&Thursday)

Fourhoursforseminaratclass

Fourhours+andmoreforresearchathome

Course Topics

• Main Topic:a) The late of Choson Dynasty Periodb) Empire of Korea/Japanese Colonization c) Liberation Korea/ Post-Liberation /Establishment of

independent governmentd) History of Republic of Korea Government

Course Topics

• Sub-Topic:a) History of Religion and Philosophyb) History of ROK Economyc) History of NK Economy and Government


Learning Outcomes: Ss will

a)Solvefuturesituationbyapplyingacquiredknowledge,facts,techniquesandrulesinadifferentway.b)Examineandanalyzeinformationbyidentifyingmotivesorcausesofhistoricalincidents.c)Makeinferencesandfindevidencetosupportgeneralizations.



d)Comprehendmanysociolinguisticandculturalreferences.

e)Produceandcommunicate(debateanddiscuss)speakinginaprofessionalandwell-educatedmanneratlevel2+andhigherofKorean.



f)ProduceKoreansummaryoflevel3orhigherauthenticKoreanhistorytextbook,Koreanhistorydiscourse,researchpapers,lectures,videoclips,andinternetarticles.g)ProduceKoreanandEnglishtranslationsoflevel3orhigherauthenticKoreanhistorytextbook,Koreanhistorydiscourse,researchpapers,lectures,videoclips,andinternetarticles.



h)ProduceKoreanresearchpaperoneightdifferentthematicunits.

j)ProduceKoreanOralpresentationsinaprofessionalandwell-educatedmanneratlevel2+orhigherofKoreanviahavingforumevent.

The grading scale

A 93-100 %B 85-92 %C 77-84 %D 70-76 %F 0-69

Breakdown of how final scores are determined

Research Homework 20 %

Presentation 20%

Daily Review 20%

Attendance 10%

Class Participation 10%

Final Presentation 20%

Pass or Fail 77%

Class Structure: (1st Day) • 08:00-09:50 Research in class

• 10:00-10:50 Presentation/ Discussion & Review

• 12:00-12:50 Main Topic Introductions & Assign Research HW

• + 4 hours Online Learning via Black Board/Research HW

Class Structure: • 10:00-10:50 Seminar/Research HW

Discussion • 12:00-12:50 Seminar/Research HW

Discussion• 13:00-13:50 Seminar/Research HW

Discussion & Review• 14:00-14:50 Main Topic Introductions &

Assign Research HW• + 4 hours Online Learning via Black Board/

Research HW

Class Structure: (Last Day)

• 08:00-08:30 Preparation of Forum • 08:30-09:00 Presentation 1 & Discussion• 09:00-09:30 Presentation 2 & Discussion • 09:30-09:40 <Break>• 09:40-10:10 Presentation 3 & Discussion • 10:10-10:40 Presentation 4 & Discussion• 10:40-10:50 Self & Peer’s Evaluation• 11:00-12:00 Post-Test

e-Campus

Course Materials:

• 손호민. 전상이. 2013. <<한국문화의이해>> Essentials of Korean Culture. 고려대학교출판부.

Course Materials:

• 브루스커밍스외저. 김동노외역. 2001. <<브루스커밍스의한국현대사 >> 창작과비평사.

Weekly Schedule & Appendix

• Research Homework

• English Instruction

• Appendix

Teacher’s Role 1

• Review and check students’ Opinionated Essay with the rubric and give a feedback.

• Lead students’ presentation and give a comment on it.

• Give a lecture about the historical terminologies and specific words related to the historic facts and era.

Teacher’s Role 2

• Wrap up the discussion class.

• Lead in the next topic for research.

• Give a Daily Review score based on student's review notes with the rubric and the feedback.

Students’ Role 1

• Write their Opinionated Essay and upload to e-Campus.

• Give a presentation about their research to the class.

• Take notes while they are listening to the other student’s presentation.

• Grade their peers’ presentation score with the given rubric.

Students’ Role 2

• Discuss about the related the presentation or extended discussion topics.

• Evaluate their Discussion and Participation score with the rubric.

• Choose one research topic and research it.

• Upload the opinionated essay on e-Campus

Teacher’s Rubric

• Rubric for Opinionated Essays

• Rubric for Review

• Attendance

Students’ Rubric

• Rubric for Class Presentations

• Rubric for Discussion and Participation

• Rubric for Final Forum (20%)


Flipped class +Blended Curriculum +Higher Level Learning

BlendedCurriculum/FlippedClass(e-Campus&

L:drive)

DA&ILP+

Pre/PostTest

IndividualizedResearch

&Feedback

Peers’Evaluations

&Feedback

Self-Evaluations

AutonomousLearning&Forum

ü Scaffolding & Building background knowledge in class

ü Authentic material selection based on ILR + Various genres (web toon, film, lectures, reports, thesis, articles)

ü Content/Project based instructionü Self-Evaluation, Peer Evaluation,

Mentor’s Individual Feedback ü Flexible, tailored & individualized

research based on learning style & personality


Language Contract

1)Whatareyougoingtolearn?(Objectives)2)Howareyougongtoknowthatyoulearnedit?(Evidence)-ReviewNote,Essays3)Howareyougoingtolearnit?(ResourcesandStrategies)-WorkCited,References,Lectures4)Howareyougoingtoprovethatyoulearnedit?(Verification)-Presentation+Debate5)Targetdateforcompletion(Until12am)6)Advisingfacultymember,peer&selffeedback


Educational Philosophy

Transmission Transaction Transformation

Theory Mastery Learning(Bloom)

Experiential Learning(Dewey, Freire)

Humanistic Learning(Rogers)

Class Work Exercises Memorization

TasksProjects

Self-directed studyContracts

Homework Written work Projects Research

Teacher Knower Facilitator Advisor

Tests Achievement Proficiency Formative

Syllabus Form-based Theme-based

Task-basedContent-based

ContractsOpen Architecture


Learning Objectives:

Learning Objectives: • Reach the upper level of General Professional Proficiency (Level 3+) and above

(Advanced Professional Proficiency)• Enhance linguistic & discourse competences; interpret and evaluate the

materials and understand inference, hypothesis, opinion, implicit intents & detect emotional overtones

• Develop socio-linguistic & socio-cultural competences, interculturalcommunicative competences, and emotional competences

• Pursue “a much deeper and broader cross-cultural understanding, greater linguistic and metalinguistic sophistication” (Leaver & Shekhtman 2002)

Projects:• Forum/Symposium: Research and Critical thinking


Project-Based Learning

• ItisoneoftheguidinginstructionalapproachesinteachingathigherlevelproficiencyinCE-LTD-Ft.Meade(GLC)

•


Project-Based Learning & Flipped Classroom

• PBLisoneofthemanifestationsforFlipped-Classroom.Studentsdevelopingresearchskillsinpreparationforwholeclasspresentation/classdiscussionisacriticalstepping-stonetofulfillingthegoalfortheFlippedClassroom.


Project-Based Learning & Content Based Learning

• KeycomponentsandbenefitofPBLinclude“theme(content)andtask-centeredmodeofteachingandlearning”and“ajointprocessofnegotiationbetweenallparticipants”(Turnbull,1999).


Project-Based Learning and High Level Info-Gap (1)

• Anygivenprojectforlearnerstoaccomplishlendsitselftotheneedtolearnbothlinguisticandculturalaspectsofthetargetlanguage;atthesametime,itcreatestheneedforteammemberstocommunicatethustofosterpositivegroupinterdependenceandindividualaccountabilitytogettheprojectcompleted.



• Naturally,iflearnersareinvolvedindifferenthigher-levelprojects,high-levelinformationgapiscreatedamongdifferentprojectteamsofdifferentprojectresearchers.



• Inclosingthegap,awhole-classsummarycanbegenerated,andadebateonthetopicathandcanbeinitiated,alongwithothercommunicativeactivities;allthesecangeneratehighleveloflanguageusewhichinturnsrequireslearners‘higher-orderthinking’skills.

Using Web Toon, Lectures, Debates and Movies as references

• 설민석

• 허동현

• 김영준

This image cannot currently be displayed.

This image cannot currently be displayed.


Web Toon


Web Toon


Debates

• 토론주제


Movies

• 암살• 밀정• 지슬• 1987• 국제시장


Student’s Example 1

• DAY5

• DAY8

• Forum


Student’s Example 2

• Day6

• Forum1• Forum2• Forum3

• PPP


Q & A

Documents

“Why Language through History?” Gaining Linguistic Fluency ... · Project-Based Learning and High Level Info-Gap (3) • In closing the gap, a whole-class summary can be generated,