Content-Based Language and

Culture Studies Jan Marston, Ph.D., Associate Professor &

Director Drake University Language Acquisition

ProgramCulture and Language Across the Curriculum

- University of Iowa November 5, 2005

jan.marston@drake.edu www.drake.edu/dulap/

milennial change...

university-wide review in late nineties including extensive needs analysis

David Maxwell brings internationalization to Drake-National Foreign Language Center - Language Mission Project-ACE and internationalization

modern language and literature department shuts down - their “professional mission” differed from students’ desire to have functional language and culture skills

Drake’s Challenge

broad interest across the campus for a language acquisition program that would produce students with functional competence in a LOTE, students who could direct-enroll in a European university to do coursework in the student’s major with native speakers

no university-wide language requirement (only International Business, International Relations, Art History, Music Performance, secondary education endorsements for French, Spanish, German) 70% of DULAP students take language as electives

“responsible global citizenship”

2002- Center for Global Citizenship and DULAP

80 courses university-wide with international focus

Ethics in a Globalizing World

National Identity in a Globalizing World

How DULAP works

In DULAP, students work with a native speaker-facilitator in groups no larger than four.

Their “teacher” - the Language Coordinator - is a second language acquisition specialist; not a “sage on the stage” but a “guide on the side” who meets with students one-on-one.

Each student is coached on how to be a more effective language learner. The emphasis is on speaking and listening, and functional competence in the target culture.

Students are assessed by outside examiners in one-on-one interviews, (and they have to present themselves in a culturally appropriate manner)

International PartnershipsInternational Exchange Programs (faculty

and students)

Nantes, Clermont-Ferrand, Tübingen, Nebrija (Madrid),

China: faculty, students: teaching and learning

DULAP exchange scholarship for study abroad

C/LAC“traditional” approach: French language and French

history, Spanish language and Spanish history courses linked

collaborative interdisciplinary curriculum development: at Drake, the Pharmacy school is working two angles: first, core pharmacy curriculum being developed with DULAP in Spanish

the Pharmacy school has begun sending students to Nantes to do a professional rotation in their program; Nantes and DULAP are collaborating to make sure Drake students are prepared

C/LACDULAP worked collaboratively with the

School of Education to help us assure academic integrity in our learner-centered program.

The School of Education worked collaboratively with DULAP to establish K-12 teaching endorsements for French, Spanish and German, ensuring inclusion of cultural studies and a study abroad experience for every would-be language teacher.

C/LAC: DILS 150“content-based” constructivist language

courses: What do you know, what do you want to know, how can you achieve that objective? - and how can you share that knowledge?

students participate in developing knowledge base (blogs, wiki, resource database, ePortfolios)

Beginning Russian C/LAC

Critical Thinking, Culture, Content-rich, 5 Cs

What does it mean to be Russian in the twenty-first century?

blog - in English with smatterings of Russian

Russian TV and radio clips - iPod, iMac, Jabber (desktop videoconferencing)

Dr. Pete Smith, University of Texas at Arlington, consulting professor

DULAP Languages 2005-06European Languages:

French, German, Italian, Russian, Spanish

Asian and African Languages:

Arabic, Chinese, Japanese, Swahili

no majors or minors and no plans for them - we want students to integrate their language into their lives and professions