RUSSIAN PREP: «Hit the ground running!»

E7331 Final Project

Argosy University – San Francisco Bay AreaDr. Barbara Cole

December 11, 2010

Tatiana, Julia, Irene

CONTENT• Rationale• Goals• Scope and Sequence• Course Design (Theory and

Samples)• Course Assessment

The National Security Language Initiative (NSLI) of 2006

Foreign language skills are “fundamental to the economic competitiveness and security interests of the nation” (U. S. Department of Education, 2006). NSLI creates framework and shared goals across the learning continuum aiming at promoting strategic thinking and analysis by supporting individual programs.

“DLIFLC provides culturally-based foreign language education, training, evaluation, research and sustainment for DoD personnel in order to ensure the success of the Defense Language Program and enhance the security of the nation” (DLIFLC, 2010).

Provide students with essential knowledge and skills to succeed in the Russian Basic

Course Program.

GOAL:

160 hours: blended course

• Learn How to Learn (10 hours)• Grammar Essentials (15 hours)• Language and Area Studies (130

hours)• Assessment ( 5 hours)

Program Objectives• Recognize and produce basic vocabulary related to daily

life involving different modalities: listening, reading and writing.

• Identify major history events, traditions, religions, economic and societal trends, geographical features of Russia, and the ways of life of its people.

• Determine their learning styles and barriers, as well as pursue self-directed or intentional learning by setting the learning agenda.

• Recognize morphological and syntactic features of the grammar in the light of present-day linguistics.

• Concept-Building Model (gaining and keeping learner’s attention and providing meaningful feedback)

• ARCS Model by Keller (emphasis on motivation and interest)

• Merrill’s theory (solving real-world problems)• Reigeluth’s Elaboration theory (increasing order

of complexity) • Cultural awareness building

Theory

Main Components• Sound and Script• Cultural Resources • Grammar Essentials• Learn how to Learn• Glossary• Sound Recorder• Pronunciation Guide• Tutorial

Features• Authentic contexts • Pronunciation• Exposure to the culture and customs• Practice in all four skills • Meaningful basic grammar• PDF writing drills • Writing tool• Interactive games

Activities, Assignments and Assessment

Cultural e-portfolio – a tool of non-traditional “authentic“ assessment

1. Facilitates cultural competency2. Creates cultural context for learning foreign

language3. Promotes learners’ cognitive development4. Motivates students for study Russian culture and

language outside the classroom

Examples of Portfolio activities &

AssignmentsCultural Competence Concentration

• Read an article or watch video clip about cultural topic of the unit

• Conduct independent research• Write a summary of the article or reflection

on the topic presented. • Collect 20 entries total according to cultural

content of each unit (2 entries per unit)

Examples of Portfolio Activities & Assignments

Target Language Concentration

• A collaborative teacher-student effort • Each item should be dated to facilitate the

evaluation of progress • Experiment to determine what works and feel

free to modify as needed• Stress the importance of the students'

reflection on which items are worth including http://www.pgcps.org/~elc/portfolio3.html

Discussion Board: Activities & Assignments

• Read the information on particular learning strategy and a question posted by teacher. For example: “What technique you use that helps you to memorize new words?”

• Write your response to the questions.

• Place it on Discussion Board. Comment on two of your classmates' responses

• Read an article or watch video clip where the main political or social issue in Russia is discussed

• Write a paragraph or two using your own arguments.

• Place it on Discussion Board. Comment on two of your classmates' responses.

Learning Strategies Cognitive Development

Scoring Rubric For Evaluation

http://pareonline.net/CONTENT Covers topic in-

depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

ORGANIZATION Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

MECANICS No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Vocabulary & Grammar – Traditional Assessment

• Self-graded vocabulary quiz for every unit (fill-in-the blank format)

• Self-graded grammar quiz• Graded vocabulary test (multiple choice

format) – administered 2 times: in the middle of the course and at the end

Final grade• CP Entrees – 55%• Self-graded quizzes – 40%• Attendance - 5%

Academic Recourses:Text & Digital Assets

• Russian Cultural Orientation http://fieldsupport.dliflc.edu• Central Intelligence Agency. The World Factbook. “Russia.” 4

September, 2008.https://www.cia.gov/library/publications/the-world-factbook/geos/rs.html

• Basic Russian Guide http://fieldsupport.dliflc.edu/products/russian/ru_bc_LSK/default.html

• Recommended Internet Resources: www.lenta.ruwww.radiomayak.ruwww.vesti.ru

Questions/Comments