1. ASDP Infusing Institute Project Development of a Foundational World Languages and Cultures course  To encourage students to study non-western languages and cultures  To diversify World Languages Concentration option, especially in Chinese and Japanese study  Connect World Languages study with corresponding cultural courses offered

2. INTRODUCTION TO WORLD LANGUAGES & A BRIEF SURVEY OF CHINESE, JAPANESE, ARABIC AND KHMER, LANGUAGE AND CULTURE

3. The Need for the Course  To raise students’ awareness of the diversity and number of world languages and cultures, especially non-western ones  To assist students to make an educated decision before signing up to study a language  To “direct/guide” students to continue their Chinese and/or Japanese study through courses created by previous Infusing Institute participants

4. Institutional and Departmental Considerations  The plan for this course is to fulfill a program requirement in the  World Languages Program and possibly  Global Studies Program  Three ISLO’s ( Institutional Student Learning Outcomes ) will be developed and assessed within the course :  Written and Oral Communication  Critical Thinking  Multicultural and Global Literacy

5. Proposed Instructional schedule  Week 1: Introduction to World Languages  Weeks 2-4: Chinese language and culture  Weeks 5-7: Japanese language and culture  Weeks 8-10: Arabic language and cultures  Weeks 11-13: Khmer language and culture  Weeks 14 & 15 Student presentations

6. Introduction to World Languages By the end of the week, students will be able to:  Demonstrate awareness and appreciation for the diversity and multitude of languages and cultures  Identify several major world language families  Locate the countries on the map where major world languages are spoken  Name the languages most widely spoken and estimate the number of people speaking them

7. Language & Culture Sessions After these sessions, students will able to  Name a few important historical events of the country  Demonstrate an introductory level understanding of the multiplicity of religions in each country  Demonstrate an introductory level understanding of a new writing system  Greet each other in the target language

8. Language & Culture Components  The amount of time spent on language teaching will be a joint decision with the language instructors  Intermediate level students could be asked to “show case” their oral skills and discuss their experiences with the language study (advertising :)  Students will be required to do some research on their chosen country based on assigned cultural readings  Individually or as a team they will give a 15 minute presentation at the end of the semester  A movie would provide a powerful authentic experience of each country

9. Collaborative Approach  This course will be developed in collaboration with instructors and faculty members in the Humanities and Behavioral Science Division.  Flexible Studies Department will have a key role in the development and presentation as all the LCT languages are housed there.  Course designers and presenters will include:  A course coordinator  Flexible Studies World Languages instructors  Faculty members who have created cultural modules on either China or Japan  Flexible Studies upper level students

10. Concluding Thoughts  Piloting the new course in the Flexible Studies Department would be ideal. The reasons are:  The enrollment necessary to run a course in Flexible Studies is lower than in the classroom  The “flexible” budget structure in Flexible Studies makes it easy to employ instructors for short segments of time.  We should consider inviting the college community at large to attend students’ presentations, in order to :  Highlight students’ oral communication ISLO  Enhance the overall appreciation and understanding of cultural diversity  Advertise MCC’s fantastic Language and Culture Programs