What is the Multilanguage Seminar?
A theoretical and practical exploration of second language acquisition (SLA) and performance-based self-instructional methods led by an expert in African languages and cultures, linguistics, and second language acquisition. Designed for graduate students who are already at a high proficiency level in a less commonly taught language (such as African, Southeast Asian, and South Asian languages) and/or those learning a language not otherwise available in the classroom, including advanced and highly-motivated undergraduates. Test and/or modify one or more theories/methods by putting these self-instructional methods into practice in order to learn a less commonly taught language (LCTL) and demonstrate learning through performance-based assessments that draw on the 2017 NCSSFL-ACTFL Can-Do Statements.
By the end of this course, students will be able to:
- Create an individualized performance-based study plan for learning a less commonly taught language (LCTL) using the ACTFL performance descriptors and can-do statements
- Find, evaluate, and create performance-based learning materials for an an African, Southeast Asian, or South Asian LCTL
- Train a conversation partner to help them learn a language
- Use the internet to conduct research and share information with others
- Use metacognitive strategies to evaluate and improve your learning, compare different learning strategies, and style-shift
- Assess your achievement of your learning goals through performance-based assessment using the ACTFL performance descriptors and can-do statements
The credit standard for this course is met by an expectation of a total of 360 credit hours (45 hours per credit) over an 8-week period. This time will be spent reading, writing, designing and conducting self-assessments, performance-based language-learning activities, meetings with speakers of the target language, meetings with the instructor, and other student work as described in the syllabus. Beginning and intermediate-level learners are expected to have 140 contact hours with the instructor and/or their language partner; advanced-level learners are expected to have 120. Each student’s individual study plan (ISP) will specify how they will meet those contact hour expectations.