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1University of Wisconsin, Madison Indiana University, Bloomington STARTALK Professional Development Course for Swahili Instructors: Theory and PracticeJuly 19th to 30th, 2010University of Wisconsin, MadisonAlwiya S. OmarIndiana University, Bloomington
25Cs of the National Foreign Language Standards 1. Communication Uwasilianaji1.1 Interpersonal: engage in conversations, express feelings, exchange opinions1.2 Interpretive: understand and interpret written and spoken language1.3 Presentational: present information, concepts, and ideas to listeners/readers
35Cs of the National Foreign Language Standards 2. Cultures UtamaduniGain knowledge and understanding of other Cultures2.1 Practices: understanding of relationship of practices and perspective of the target culture2.2 Products: understanding of relationship between products and perspective of target culture
45Cs of the National Foreign Language Standards 3. Connections UunganishajiConnect with other disciplines and acquire information3.1 Making connections: reinforce further their knowledge of other disciplines3.2 Acquiring information: recognize distinctive view points that are only available through the foreign language and culture
55Cs of the National Foreign Language Standards 4. Comparisons UlinganishajiDevelop insight into the nature of language and culture4.1 Language comparisons: demonstrate understanding through comparisons of language studied and own language4.2 Cultural comparisons: demonstrate understanding through comparisons of culture studied and own culture
65Cs of the National Foreign Language Standards 5. Communities UjamiiParticipate in multi lingual communities at home and around the world5.1 School and Community: use language both within and beyond school setting5.2 Lifelong learning: use language for personal enjoyment and enrichment
7Sample learning scenario A NAIROBI MARKET (Beginning)Sokoni NairobiBeginning Swahili students prepare for an imaginary trip to a market in Nairobi to buy produce. Students read and discuss Lessons 12 and 13 in Hinnebusch & Mirza’s Kiswahili: Msingi wa Kusema, Kusoma, na Kuandika, through which they learn about the market, the kind of products sold there and the buying process. Students are assigned roles, with 1/3 of the students playing “sellers” and 2/3 playing “buyers.” Students do internet research on Swahili recipes. Each buyer chooses a few recipes to prepare and creates a shopping list. Each seller makes a list of what he or she will sell and the approximate prices in Kenyan shillings.
8Sample learning scenario The teacher introduces and reviews relevant vocabulary and models typical market conversations, including greetings, bargaining, and counting. Samples of East African produce are brought to class for students to handle and taste. The classroom is then turned into a market, with students’ role playing these conversations and using photocopies of Kenyan shillings to make their purchases. At the end of the activity, each student reports on what he or she bought or sold and how much money he or she spent or made.
9Sample learning scenarion Reflection1.1 Students role play the market scene and interact in Swahili.1.2 Students read two Swahili documents on markets before beginning the activity.2.1 Students practice the culture of bargaining in seller-buyer relationships.2.2 Students learn about Swahili food and Kenyan currency.3.1 Students learn about currency and business practices.
10Sample Learning Scenarios (TASK) Review sample learning scenarios from Swahili Standards manuscriptHow will you integrate these scenarios in your course syllabus?Group work: Develop your own scenarios - elementary, intermediate, and advanced
11ReferencesStandards for Learning Swahili as a first language in the 21st century. (manuscript developed at NALRC)
12Any questions? Please contact me at: E-mail: email@example.com Tel:Office: 326 Memorial HallBloomington, IN 47405Indiana University African language web page:THANK YOU