Transcript Teaching Spanish Partly Web-based: Transition from

A Real Challenge in the 21st
Century: Teaching Foreign
Languages Fully Online
Adelia E. Ruiz, Ph.D.
Assistant Professor of Spanish
School of Arts & Letters
Lenoir-Rhyne University
2010 ACA Summit
Abington, VA
Description:
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It is important to put into practice web-based
instruction as an innovative way to integrate
technology into foreign Language and/or
Literature classes.
Students are provided with multiple exercises
to assist in practicing vocabulary, reading,
writing, speaking and listening comprehension.
The World Wide Web is a great tool to enhance
your teaching and get resources for your class.
Deployment
Any resources you get from the
World Wide Web, magazines,
videos, music, movies can be
integrated into your:
 Face-to-face class
 Partly web based class
 Fully Online class
Selection of the resources for
the course
THE AUDIENCE – STUDENTS What kind of audience the class is directed
to:
Elementary school students
 Middle school students
 Senior High School Students
 College Students
 Adult learners
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A case: Spanish
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The following explanation is an example
of how you can design, develop, and
add resources to a foreign language
course, using the course management
system: LAMP:
http://sakai.lampschools.org/portal
The example can be applied to face-toface, partly web-based and/or fully
online courses.
Selection of the resources for
the course
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THE TEXT BOOK
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How to determine which is a good book?
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What makes it good?
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Cover the major areas of the course.
Challenging
Effective
Interesting
What do you have to consider when selecting a good
book?
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All the above
Work book
Web links/ internet resources
Textbook: Quia
http://books.quia.com/books/
Mosaicos: Spanish as a World Language,
Workbook and Lab Manual, by Matilde O. de
Castells, Elizabeth Guzman, Paloma Lapuerta,
and Carment Garcia
Course Management system within
the textbook
http://myspanishlab.com
Use of an Instructor
Companion Site or an E-pack
Example: Éxito comercial: Prácticas administrativas y
contextos culturales. Michael Scott Doyle, T. Bruce Fryer,
Ronald C. Cere 4th Edition ©2006
Companion website: http://www.heinle.com/cgiwadsworth/course_products_wp.pl?fid=M20bI&flag=instruc
tor&product_isbn_issn=9781413006919&disciplinenumber=
303
Web resources: Games
Ejemplo: Voces de Hispanoamerica: Antología literaria,
Rachel Chang, et. al.
Flash cards:
http://www.proprofs.com/flashcards/story.php?title=V
oces-de-Hispanoamerica-3rd-ed
Other Web Resources
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Your school webpage
http://www.lr.edu
La Real Academia de la Lengua:
http://www.rae.es/rae.html
AP Central:
http://apcentral.collegeboard.com/apc/Contr
oller.jpf
Radio Naciones Unidas:
http://www.un.org/radio/es
Other Web Resources
Instituto Cervantes:
http://www.cervantes.es/
 Podcast: http://audacity.sourceforge.net
 Videos on the web: http://www.youtube.com
 Google search: http://www.google.com/
AND MUCH… MUCH… MORE: BE SELECTIVE!
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Use of Resources, Companion
Site or an E-pack
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Extensive material provided
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Audio files
Exercises for each lesson
Assessment: Vocabulary, grammar, cultural notes, listening
comprehension & video files.
Complete literature and/or research resources online
Convenience
Instant grading
Immediate feedback for students
Goals and objectives
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To provide an alternative method of learning
Spanish and/or use as a resource to enhance
your face-to-face, partly web based and/or
fully online class.
To simplify the management process
To provide multiple exercises for student
practice
To provide “any time, any place” access for
students
To provide faculty with assessment tools
(quizzes on-line) and grade book.
Issues encountered
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More chapters than could be used in
one semester.
More material per lesson than could be
covered.
Mistakes in question answers.
Broken links, audio files and others.
Time for grading essay questions was
limited.
Design process
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Develop a master course and include in
it the links and resources (video files,
scan handouts, pdf files, Word
documents, etc) you find on the World
Wide Web or find in books, videos, etc.
Determine the number of chapters to
teach and the aids
Edit materials and exercises to be used
in each lesson.
Development
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Determine appropriate exercises
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Define number of questions and exercises per
lesson
Correct broken links and modify questions and
answers (short answers and essay questions)
Reformat essay questions into appropriate
review exercises.
Add links to other sites to provide alternative
explanations and self-tests.
Student Technical Knowledge
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Third class is used to help students gain
access to their course and understand the
browser tune-up.
Student support through e-mail and/or
phone service
Being in constant communication in and
out of the classroom is the key to the
success of any type of class
Outcomes
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Face-to-face, web-based, and/or fully
online sections optional
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Master courses available as templates.
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Course management simplifies:
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Course materials are available any
time, any place.
Students’ evaluation on-line
simplified grading process.
Open the idea to other Spanish
courses to be designed and offered.
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Student time online could be
tracked.
Questions?