Inspiring with Effectiveness: Intermediate Learners in an Intensified Language/Culture Curriculum Per Urlaub Dept. of Germanic Studies – UT-Austin

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Presentation transcript:

Inspiring with Effectiveness: Intermediate Learners in an Intensified Language/Culture Curriculum Per Urlaub Dept. of Germanic Studies – UT-Austin

Overview Quick facts of the new curriculum Group phase: Two opportunities to reflect and discuss issues related to collegiate language instruction and the teaching of literary reading in the second language Basic principles the guided the curriculum reform Innovative approach to teaching literary reading in the second language

Quick facts Old second-year curriculum (before fall 2010) New second-year curriculum (implemented in fall 2010) Length of the second year 2 semesters3 semesters Names of the courses312K (Second-Year German I) 312L (Second-Year German II) 612 (Accelerated Second-Year German) Instructional hours per week 36 Length of each class meeting 50 minutes100 minutes Numbers of contact hours 90 h

Quick facts 312K+312L= 612? “Yes” and “No” In quantitative terms: Yes In qualitative terms: No

Think-Pair-Share(1) What attracted you as a student towards majoring in a foreign language discipline? simply mastering the language; high culture of the target language’s culture; history of the place; politics and current affairs of the region; reading literary texts; pop culture or sports; friends / partner speaks/spoke the target language; reputation of the faculty/program; social opportunities (club and extra-curricular activities); theoretical or historical linguistics; desire to become a language instructor; foreign film ; heritage speaker/heritage learner; study abroad; other…

Three groups of learners (1) The first group, consisting of undergraduate learners who do not intend to continue with the language after the completion of the foreign language requirement, forms the majority of language students in lower-division language classes at virtually all institutions that have a language requirement. (COMMUNICATION) (2) The second group includes undergraduate learners who do intend to continue with the language after the completion of the foreign language requirement. (COMMUNICATION & CULTURAL LITERACY) (3) The third group we serve comprises those undergraduate students who have not decided whether or not they intend to continue with the language after the completion of the foreign language requirement. (COMMUNICATION & CULTURAL LITERACY & INSPIRATION)

Think-Pair-Share(2) Consider these three fictitious statements of undergraduates expressing critical views of literature classes. (1)…just sitting in a class room and listen mostly to one person (my professor, who was very smart) and two or three bubbly (slightly annoying) students… (2)…Kafka for a week…but then next text… ‘back to square one.’ (3) …drop of energy between communicative language classes lead by dynamic language teachers and study abroad experiences, compared to the reality of the literature seminar…

Reading Comprehension Strategy Training for Literary Reading in the Second Language

Thank you!