Fall 2005 BLC Fellows Instructional Development Research Projects
Why Teach and Learn German in 2005? Articulating the German Language Program at UC Berkeley
Nikolaus Euba, Lecturer, German
Several studies conducted among students, alumni, faculty, and GSIs provide the framework for examining the role of the language program within Berkeley’s German department, followed by a discussion of possible implications for program articulation and advertising, curriculum design, and the professional development of graduate student instructors.
Culture in Place: An Online Forum for Discussing the Korean-English Linguistic Landscape
David Malinowski, GSR, Education
The presenter discusses the creation of a bilingual website for learners of Korean and English to explore, learn, and develop a critical awareness of each other’s languages and cultures as they are written into the everyday landscape of shop signs, billboards, street signs, and other language-in-place. Based on two weeks of use by over 75 students in Berkeley’s Korean classes, an English class at Suwon University in Korea, and learners in non-university contexts, preliminary findings regarding the affordances and limitations of such a site for achieving language learning goals are presented.
Georgian Verbs and How to Use Them: An Online Reference
Olya Gurevich, Linguistics
Georgian is a less-commonly-taught language with a complex grammar that presents much difficulty for the learner. I present an online database of verbal conjugations and real-life examples to ease learning the language and to supplement the classroom experience.
Flâneur de Paris: An Interactive Learning Environment for French Conversation
Sarah Roberts, French, BLC Research Associate
This website, constructed around metro and street maps of Paris, offers students of conversation a multimodal, virtual learning environment for use outside the classroom. Capitalizing on that which is unique to the web as a medium, as well as that which is unique to Paris as a city, it aims to provide a rich assortment of shared experiential data and cultural information on which learners can draw to inform their conversations in class.
Friday, December 2, 2005
3:00 – 5:00 pm
B-4 Dwinelle Hall