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The Consortium for the Teaching of Indonesian and Malay (COTIM) Title VI 50 th anniversary conference. Washington, D.C. March 19-21, 2009 Click the arrow.

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Presentation on theme: "The Consortium for the Teaching of Indonesian and Malay (COTIM) Title VI 50 th anniversary conference. Washington, D.C. March 19-21, 2009 Click the arrow."— Presentation transcript:

1 The Consortium for the Teaching of Indonesian and Malay (COTIM) Title VI 50 th anniversary conference. Washington, D.C. March 19-21, 2009 Click the arrow to continue

2 Contents Click a topic below Introduction COTIM members History Recruitment of Applicants Materials and Testing/Evaluation For more information, contact: Dr. Marmo Soemarmo, COTIM President

3 Introduction COTIM offers summer programs, designed to provide intensive and specialized instruction in Indonesian for advanced students and teachers of Indonesian within its natural social and cultural context. It enables participants from a variety of U.S. institutions and from a number of different disciplines to supplement their previous training in Indonesian and to attain a relatively high level of competence in the language (in the range of 2-3 on the five-point scale of the U.S. Foreign Service Institute ratings) within a relatively short period of time. COTIM programs have helped at least 300 graduate students to improve their Indonesian language proficiency and knowledge of Indonesian culture. Each summer COTIM has an average of 12 participants. Click the arrow to continue

4 Introduction – p. 2 Indonesia is the fourth largest country in the world. It is enormously important for America, both as a market/trading partner and as a political ally. The political importance of Indonesia to America cannot be underestimated. As the nation with the largest Islamic population in the world, with its history as leader of the unaligned block, and with its moderate pro-Western politics, Indonesia makes an invaluable ally. It is absolutely crucial to the formulation of an intelligent foreign policy toward Indonesia that we have a population that is aware of this country and its importance to us. This means we need a sizeable cadre of people who have training in Indonesian studies, have experience in the country, and have the capability of conveying information on Indonesia to a wider audience in America. Contents Click the arrow to continueClick the arrow to back up

5 COTIM Members 1.Arizona State University, 2.Cornell University 3.University of Colorado at Boulder 4.Northern Illinois University 5.Ohio University 6.University of California-Berkeley 7.University of California-Los Angeles 8.University of Hawai‘i 9.University of Michigan 10.University of Washington 11.University of Wisconsin-Madison 12.Yale University Contents Click the arrow to back upClick the arrow to continue

6 History In the fall of 1975, a group of scholars from institutions of higher learning with strong commitments to Indonesian studies formed the Inter-University Consortium of Advanced Indonesian Training Abroad (later changed to COTI, the Consortium for the Teaching of Indonesian) : a program was formulated to offer advanced Indonesian in the summer of 1976 in Malang, East Java, at the Malang Teacher Training Institute (IKIP Malang). COTI in cooperation with IKIP Malang conducted three more such programs through the summer of Contents Click the arrow to continue

7 History – p : The program moved to Satya Wacana University in Salatiga, Central Java : IKIP Malang again came to host the program : The program was conducted in Ujung Pandang, South Sulawesi : Universitas Sam Ratulangi in Manado, North Sulawesi, hosted the program : The United States Department of State deemed it inadvisable to conduct the program in Indonesia during the summer of 1998, so in late May 1998, arrangements were made with the National University of Malaysia, Universiti Kebangsaan Malaysia (UKM), to host the 1998 program at its main campus in Bangi in the state of Selangor less than 30 kilometers south of Kuala Lumpur. Contents Click the arrow to back upClick the arrow to continue

8 History – p : The conditions in Indonesia were still unstable, the 1999 program was conducted once again in Malaysia at UKM : the program returned to Universitas Sam Ratulangi in Manado (UNSRAT) : The program continued at Universitas Sam Ratulangi in Manado (UNSRAT), but the administrative headquarters of COTIM were housed at the Center for Southeast Asian Studies at Ohio University, Athens, Ohio : The program is held at Universitas Kristen Satya Wacana (UKSW) in Salatiga, Java. Contents Click the arrow to back upClick the arrow to continue

9 Recruitment of applicants COTIM program participants are recruited by sending flyers to institutions in the US. Information and applications are posted in COTIM web at Minorities are always encouraged to apply. COTIM participants are diversified: Whites (male and female), Blacks (male and female), Asian Americans (male and female), Chicanos (male and females). Contents Click the arrow to continue

10 Materials and Testing/Evaluation The program developed new instructional materials for Indonesian language teaching and revised/updated materials and standardized examinations that were used in previous years based on the feedback from the participants, tutors, and external evaluator. COTIM materials are both authentic and current, which reflects a variety of genres. They made available to Indonesian scholars. It is hoped that the program’s presence in Indonesia and its presentation of positive modeling of good language teaching will increase awareness of language pedagogy in Indonesia and encourage Indonesian scholars to become involved in materials development. Contents Click the arrow to back upClick the arrow to continue

11 Materials and Testing/Evaluation – p. 2 The progress of participants over the course of the program, which constitutes a measure of the effectiveness of the program itself, is assessed by two kinds of tests administered both at the beginning as well as the conclusion of the program: a written test and oral proficiency interview of the ACTFL model. In addition to the evaluation of the students' progress, four other methods of evaluation are used: 1.Participants are requested to provide detailed personal evaluations of the program both in the fifth and the tenth weeks of instruction. 2.Participants meet with the on-site COTIM director, in which they are invited to raise concerns about life experience, cultural shock, host family experiences, and the instructional program. Contents Click the arrow to back upClick the arrow to continue

12 Click Me! Materials and Testing/Evaluation – p The host institution provides an evaluative report, emphasizing its institutional perspective, particularly with respect to administrative, in-country personnel and budgetary aspects of the program. 4. An external evaluator also conducts an evaluation. For more information, contact: Dr. Marmo Soemarmo, COTIM President Contents The End Thank You!


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