Presentation on theme: "COTSEAL in the 21 st century The need for a Southeast Asian Language Resource Center."— Presentation transcript:
COTSEAL in the 21 st century The need for a Southeast Asian Language Resource Center
Building the field of Southeast Asian language teaching Looking back while planning for the future The importance of the teachers who are on the front lines. This includes all of you: SEASSI teachers, the experienced, the new fledgling, the teachers at NRCs, the teachers at four year colleges and community colleges. My question- How do we plan for a more vibrant, active, & professionalized field of SE Asian language teaching that serves the globally connected world of the 21 st century?
History of COTSEAL COTSEAL was established in 1984 at the first SEASSI to promote the discipline of Southeast Asian language teaching. Prof. Richard McGinn of Ohio U served as the first president from Second president, Prof. Teresita Ramos of U. Hawaii, introduced the COTSEAL workshops at SEASSI. These were later transformed into the COTSEAL conference in 1991
Organizational developments In 1990 a COTSEAL panel at AAS was established. In 1991 NCOLCTL organization was established giving voice to the needs and importance of the less- commonly-taught languages the Journal of Southeast Asian Language Teaching (JSEALT) was established. It now has gone online. Under Bacs leadership, the NCOLCTL conference has become a venue for COTSEAL workshops and panels. COTSEAL now has professional events at AAS, NCOLTCL conference & the SEASSI COTSEAL conference.
Changes in pedagogy The field of language teaching has moved from audio-lingual & grammar-translation to communicative approach. The field has shifted from a teacher-fronted to a student-centered classroom management style. These changes demand a great deal of work from the teacher yet institutional support for updating materials has been scanty.
Changes in student demographics Numbers have fluctuated from 86 students in 1984, to 214 in From range is from ( % undergraduates) Type of student has changed: Contrast ISSI students with SEASSI 2010 students. Living in a globalized world: citizenship, ethnicity, & residence do not predict language ability. We all juggle multiple identities and multiple languages.
Our globalized world & language teaching SEA is intimately connected with cultural flows of information and entertainment genres that circle the world daily. Indonesians watch S. American telenovellas, Japanese anime, & Indonesian sitcoms. This globalized world offers opportunities to build new (speech & written) communities via technology. (Pipeline café). It also offers challenges of a diverse student body. Problems with resources (material & personnel)
Need for Southeast Asian language expertise Security needs – The government lists 10 SE Asian languages as priority languages: Burmese, Indonesian, Malay, Javanese, Cebuano, Filipino, Khmer, Lao, Thai, & Vietnamese. There are numerous domestic and international needs for advanced speakers of SE Asian languages to serve the needs of educational institutions, government, business, social, & humanitarian organizations.
SE Asians in the US: a rich resource Due to massive and diverse immigration since the 1980s, the US is more linguistically diverse than it has ever been. The six SE Asian languages in the 2005 US Census data are: Filipino 1.2 million; Vietnamese 1 million; Khmer 180,000; Hmong 160,000; Lao 150,000, & Thai 120,000. These populations are a great resource & potential for growth in the study of SE Asian languages. SEASSI now has approximately 1/3 heritage students. Since 2001 heritage students at SEASSI ranged from 22-40%
SE Asian in the US It is time that the US policy recognize (& reward) multilingualism as an asset not a threat. Multilingual speakers are often labeled LEP (limited English proficiency). M.L. Pratt (2003) has commented that LEP should stand for linguistically endowed person. US public attitudes toward multilingualism are slowly shifting in the post 9-11 era. Ideally all immigrants would have an opportunity to gain advanced proficiency and maintain pride in their heritage language.
Need for a Language Resource Center (LRC) for Southeast Asian languages The federal government funds 15 language resource centers. Southeast Asia is the only world region to have never been served by a national LRC. SE Asian language teaching lags behind other world areas in terms of the development of proficiency guidelines, national curricular standards, assessment tools, communicatively- based teaching materials and research tools.
Objectives of Southeast Asian Language Resource Center To provide professional development opportunities for teachers. (Teachers must be supported as the field develops.) To develop national oral proficiency guidelines. To develop assessment tools for speaking and reading skills. To develop and maintain communication networks among SE Asian language teachers through professional associations, workshops, conferences, collaborative projects, and a SEALRC website. To develop and disseminate communicatively-based language teaching materials. To develop an evaluation rubric for SE Asian language programs.
Potential projects National survey: Assessment of national resources and needs for SEA language learning and teaching. Development of Oral Proficiency (OP) guidelines and sponsorship of an ACTFL OPI workshop. Development of Reading assessment tool using Computerized Assessment Program (CAP) in collaboration with CASLS, U. Oregon.
Potential projects Development & implementation of materials for Pipeline Café to teach advanced level language and culture using the CULTURA model in collaboration with the NFLRC at U. Hawaii Offer the online course: Fundamentals of Language Teaching Methods Workshop on the use of Lingua Folio in collaboration with CASLS U. Oregon. Workshop to introduce Standards Development to SE Asian language teachers Development of a rubric to evaluate a SE Asian language program