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Follow her on Twitter: @HKorbey","avatar":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twitter":null,"facebook":null,"instagram":null,"linkedin":null,"sites":[{"site":"mindshift","roles":["contributor"]}],"headData":{"title":"Holly Korbey | KQED","description":null,"ogImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g","twImgSrc":"https://secure.gravatar.com/avatar/f385f7a3b90e52ecd5e85c24fbd0a363?s=600&d=blank&r=g"},"isLoading":false,"link":"/author/hollykorbey"}},"breakingNewsReducer":{},"campaignFinanceReducer":{},"firebase":{"requesting":{},"requested":{},"timestamps":{},"data":{},"ordered":{},"auth":{"isLoaded":false,"isEmpty":true},"authError":null,"profile":{"isLoaded":false,"isEmpty":true},"listeners":{"byId":{},"allIds":[]},"isInitializing":false,"errors":[]},"navBarReducer":{"navBarId":"home","fullView":true,"showPlayer":false},"navMenuReducer":{"menus":[{"key":"menu1","items":[{"name":"News","link":"/","type":"title"},{"name":"Politics","link":"/politics"},{"name":"Science","link":"/science"},{"name":"Education","link":"/educationnews"},{"name":"Housing","link":"/housing"},{"name":"Immigration","link":"/immigration"},{"name":"Criminal Justice","link":"/criminaljustice"},{"name":"Silicon Valley","link":"/siliconvalley"},{"name":"Forum","link":"/forum"},{"name":"The California Report","link":"/californiareport"}]},{"key":"menu2","items":[{"name":"Arts & Culture","link":"/arts","type":"title"},{"name":"Critics’ Picks","link":"/thedolist"},{"name":"Cultural Commentary","link":"/artscommentary"},{"name":"Food & Drink","link":"/food"},{"name":"Bay Area Hip-Hop","link":"/bayareahiphop"},{"name":"Rebel Girls","link":"/rebelgirls"},{"name":"Arts Video","link":"/artsvideos"}]},{"key":"menu3","items":[{"name":"Podcasts","link":"/podcasts","type":"title"},{"name":"Bay Curious","link":"/podcasts/baycurious"},{"name":"Rightnowish","link":"/podcasts/rightnowish"},{"name":"The Bay","link":"/podcasts/thebay"},{"name":"On Our Watch","link":"/podcasts/onourwatch"},{"name":"Mindshift","link":"/podcasts/mindshift"},{"name":"Consider This","link":"/podcasts/considerthis"},{"name":"Political Breakdown","link":"/podcasts/politicalbreakdown"}]},{"key":"menu4","items":[{"name":"Live Radio","link":"/radio","type":"title"},{"name":"TV","link":"/tv","type":"title"},{"name":"Events","link":"/events","type":"title"},{"name":"For Educators","link":"/education","type":"title"},{"name":"Support KQED","link":"/support","type":"title"},{"name":"About","link":"/about","type":"title"},{"name":"Help Center","link":"https://kqed-helpcenter.kqed.org/s","type":"title"}]}]},"pagesReducer":{},"postsReducer":{"stream_live":{"type":"live","id":"stream_live","audioUrl":"https://streams.kqed.org/kqedradio","title":"Live Stream","excerpt":"Live Stream information currently unavailable.","link":"/radio","featImg":"","label":{"name":"KQED Live","link":"/"}},"stream_kqedNewscast":{"type":"posts","id":"stream_kqedNewscast","audioUrl":"https://www.kqed.org/.stream/anon/radio/RDnews/newscast.mp3?_=1","title":"KQED Newscast","featImg":"","label":{"name":"88.5 FM","link":"/"}},"mindshift_60932":{"type":"posts","id":"mindshift_60932","meta":{"index":"posts_1591205157","site":"mindshift","id":"60932","score":null,"sort":[1676545229000]},"guestAuthors":[],"slug":"in-a-new-arabic-program-a-denver-teacher-is-connecting-students-with-family-and-new-cultures","title":"In a new Arabic program, a Denver teacher is connecting students with family and new cultures","publishDate":1676545229,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Before taking Arabic language classes at Denver’s North High School, Rachel Saghbazarian had to communicate with her grandmother in Lebanon using what she called broken English. Her father often had to serve as interpreter – and too many times, thoughts were lost in translation.\u003c/p>\n\u003cp>Now, a year after starting the classes taught by Mohamed Moghazy, Rachel hopes to be able to revisit conversations asking her grandmother — in Arabic this time — what it was like to relocate to Lebanon after fleeing her war-torn home of Armenia.\u003c/p>\n\u003cp>“I have been able to speak to my grandma a little more,” said Rachel, a 15-year-old sophomore. “She’s getting older and I’m not going to be able to talk to her forever.”\u003c/p>\n\u003cp>Rachel is one of about 30 students at North High School who have taken Moghazy’s Arabic language and language arts classes since they started last year. They include students like Rachel (the daughter of a Lebanese-born father whose family’s primary language is Armenian but who use Arabic as a shared language), native English and Spanish speakers, and new immigrant students who just arrived from other countries.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Although Arabic is the third most commonly spoken language in Denver Public Schools, Moghazy’s program at North is currently the only one in the district.\u003c/p>\n\u003cp>This semester, Moghazy is teaching four sections and ready to expand into the third level of Arabic language and Arabic language arts next school year. He records most of his lessons, hoping one day to connect with other teachers who might also want to start their own Arabic programs.\u003c/p>\n\u003cp>For him, the classes are a way to help students learn a language, reconnect with families, and discover parts of their identity they may not have had a chance to learn about before.\u003c/p>\n\u003cp>“Maybe they know how to speak at home but didn’t learn how to write or read, so when they see someone doing it, they get motivated,” Moghazy said. “Maybe they used to hide their identity because there’s a misconception between Arabic and Islam.”\u003c/p>\n\u003cp>His students also include native English speakers or native Spanish speakers who want to learn about other cultures.\u003c/p>\n\u003cp>One day a week, his lessons focus on culture more than just the language: learning a new dance, drinking and tasting Arabic coffee, comparing how Arabic might sound different in various regions, or learning about henna tattoos and comparing their meaning to tattoos used in other cultures.\u003c/p>\n\u003cp>Now, Moghazy has a vision of expanding his Arabic language program by following in the footsteps of the Spanish language arts program at North that is the most developed in the district. He likes the idea of preparing students to pass translation or interpretation certification and earn college credit.\u003c/p>\n\u003cp>And Moghazy is an enthusiastic proponent of the benefits of learning Arabic, pointing out that it is the official language of 22 countries, one of six official languages of the United Nations, and spoken by 500 million people around the world.\u003c/p>\n\u003cp>“It’s opening more opportunities for them,” Moghazy said, referring to the students taking his classes. “It’s important that kids learn more than one language.”\u003c/p>\n\u003cfigure id=\"attachment_60947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60947\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg\" alt=\"\" width=\"800\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1020x726.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-768x547.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1536x1094.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mohamed Moghazy teaches Arabic language and language arts classes. He says Arabic is a “critical language.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"DS79Wt\">Spanish language arts path serves as inspiration\u003c/h2>\n\u003cp>As Moghazy looks to expand his program, he is using North’s Spanish language arts program – the only one in the district that has a new partnership with Metropolitan State University – as a model.\u003c/p>\n\u003cp>Teacher Inmaculada Martín Hernández organized the Spanish language program so students earn a Seal of Biliteracy on their high school diploma and are prepared and close to earning a certificate to become translators. Those who transfer to Metro also have all the credits necessary for a college minor in Spanish.\u003c/p>\n\u003cp>The Spanish language arts programs in the district were started to help students identified as English learners because having a language arts class in their home language helps their learning in other content courses, Hernández said.\u003c/p>\n\u003cp>Because Hernández has a PhD, a doctorate in literature, she is able to teach more advanced concurrent enrollment courses that offer students college credit. Moghazy also already has a doctorate of education in learning design, so is also able to offer college credit in his classes.\u003c/p>\n\u003cp>“Spanish native speakers struggle to get to college, but once they have the opportunity to be successful, they realize they can take Spanish classes,” Hernández said, “and it’s like the door for them.”\u003c/p>\n\u003cp>District leaders said they are working to expand Spanish language arts courses across the district and just rolled out a common curriculum that teachers can use instead of creating their own. Some classes are offered online so students can benefit even if the qualified teacher for the course isn’t at their school. The number of heritage Spanish speakers taking Spanish language arts classes in the district grew from 1,863 to 2,196 in the past year.\u003c/p>\n\u003cp>Spanish language arts is also part of the district’s court-mandated consent decree agreement for serving Spanish-speaking learners. The agreement mandates many specific services for English learners whose home language is Spanish, but doesn’t hold the district to all the same requirements for students with other native languages.\u003c/p>\n\u003cp>In most cases, language arts classes that aren’t in English count as elective or language credits – not as language arts. District leaders want to work with the state to change that, but there are a few pieces to figure out first, including how it would change the requirements for teachers to be able to offer the classes.\u003c/p>\n\u003cp>It’s been hard to maintain similar programs in other languages, district leaders say, in part because few teachers are qualified. Denver used to have Arabic language programs at other schools including at South High School, where the district houses a program for new immigrant students.\u003c/p>\n\u003cp>But as teachers leave, often the program disappears with them.\u003c/p>\n\u003cp>“In terms of building these programs, all of the desire is there and we know we have the students to support it,” said Andrea Caulfield, the district’s world languages curriculum specialist.\u003c/p>\n\u003cp>Spokespersons for Aurora and Adams 12 school districts, two districts with large portions of refugee students, said they aren’t aware of any Arabic language programs in their schools.\u003c/p>\n\u003cfigure id=\"attachment_60951\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">During class, Moghazy told his students, “We have to be brave to share our identity and our culture.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"BMV1ly\">Students cite many reasons for wanting to learn Arabic\u003c/h2>\n\u003cp>Besides teaching Arabic and planning the expansion of the program, Moghazy also mentors a handful of newer immigrant students who speak Arabic. Teachers for other content classes send him assignments that he translates for the students so they can participate.\u003c/p>\n\u003cp>It’s a lot of work, but he said, “I’m happy to do that. I was one day in the same position and it was hard.”\u003c/p>\n\u003cp>Sophie Kruzel, 14, is another student in the Arabic language program. Her family is also from Lebanon, and she said her family’s been excited to hear her learning the language.\u003c/p>\n\u003cp>Some students tell Moghazy they dream of traveling to Dubai or working with the United Nations. Sophie and Rachel both said they’re considering careers working with refugees. Besides the joy in connecting with families, they hope learning Arabic also helps them in that future work.\u003c/p>\n\u003cp>“That’s really important work for me,” Sophie said. “There should be more classes like this.”\u003c/p>\n\u003cp>Moghazy said his work is also about connecting with families.\u003c/p>\n\u003cp>As he was doing outreach to start the class, for example, he met a woman whose family had just arrived here from Libya. The woman, a mother, said she was worried about how her children would adjust to the new country and to starting high school. She was considering not sending her kids to school, she told Moghazy.\u003c/p>\n\u003cp>Even though the family was not in the attendance boundary to attend North High School, the woman chose to send her children to North after talking to Moghazy and learning that her students would have an opportunity to take Arabic classes and have a teacher there who could understand them.\u003c/p>\n\u003cp>“In the Middle East, parents don’t have a voice,” Moghazy said. “When I’m talking to them, telling them, you have a voice they can’t believe it. They feel secure.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" src=\"http://www.itjon.com/phppt/pixel.php?a=https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" alt=\"\">\u003c/p>\n\n","blocks":[],"excerpt":"Arabic is spoken by 500 million people around the world, and it is the third most commonly spoken language in Denver Public Schools. Now students in Mohamed Moghazy's classes can learn the language and about Arab cultures.\r\n","status":"publish","parent":0,"modified":1675714825,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":40,"wordCount":1531},"headData":{"title":"In a new Arabic program, a Denver teacher is connecting students with family and new cultures | KQED","description":"Mohamed Moghazy’s students include native English and Spanish speakers, as well as new immigrant students.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"nprByline":"Yesenia Robles, \u003ca href=\"https://co.chalkbeat.org/\" target=\"_blank\">Chalkbeat Colorado\u003c/a>","excludeFromSiteSearch":"Include","showOnAuthorArchivePages":"No","articleAge":"0","path":"/mindshift/60932/in-a-new-arabic-program-a-denver-teacher-is-connecting-students-with-family-and-new-cultures","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cem>This story was \u003ca href=\"https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" target=\"_blank\" rel=\"canonical noopener\">originally published\u003c/a> by Chalkbeat. Sign up for their newsletters at \u003ca href=\"https://www.chalkbeat.org/newsletters\" target=\"_blank\" rel=\"noopener\">ckbe.at/newsletters\u003c/a>.\u003c/em>\u003c/p>\n\u003cp>Before taking Arabic language classes at Denver’s North High School, Rachel Saghbazarian had to communicate with her grandmother in Lebanon using what she called broken English. Her father often had to serve as interpreter – and too many times, thoughts were lost in translation.\u003c/p>\n\u003cp>Now, a year after starting the classes taught by Mohamed Moghazy, Rachel hopes to be able to revisit conversations asking her grandmother — in Arabic this time — what it was like to relocate to Lebanon after fleeing her war-torn home of Armenia.\u003c/p>\n\u003cp>“I have been able to speak to my grandma a little more,” said Rachel, a 15-year-old sophomore. “She’s getting older and I’m not going to be able to talk to her forever.”\u003c/p>\n\u003cp>Rachel is one of about 30 students at North High School who have taken Moghazy’s Arabic language and language arts classes since they started last year. They include students like Rachel (the daughter of a Lebanese-born father whose family’s primary language is Armenian but who use Arabic as a shared language), native English and Spanish speakers, and new immigrant students who just arrived from other countries.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Although Arabic is the third most commonly spoken language in Denver Public Schools, Moghazy’s program at North is currently the only one in the district.\u003c/p>\n\u003cp>This semester, Moghazy is teaching four sections and ready to expand into the third level of Arabic language and Arabic language arts next school year. He records most of his lessons, hoping one day to connect with other teachers who might also want to start their own Arabic programs.\u003c/p>\n\u003cp>For him, the classes are a way to help students learn a language, reconnect with families, and discover parts of their identity they may not have had a chance to learn about before.\u003c/p>\n\u003cp>“Maybe they know how to speak at home but didn’t learn how to write or read, so when they see someone doing it, they get motivated,” Moghazy said. “Maybe they used to hide their identity because there’s a misconception between Arabic and Islam.”\u003c/p>\n\u003cp>His students also include native English speakers or native Spanish speakers who want to learn about other cultures.\u003c/p>\n\u003cp>One day a week, his lessons focus on culture more than just the language: learning a new dance, drinking and tasting Arabic coffee, comparing how Arabic might sound different in various regions, or learning about henna tattoos and comparing their meaning to tattoos used in other cultures.\u003c/p>\n\u003cp>Now, Moghazy has a vision of expanding his Arabic language program by following in the footsteps of the Spanish language arts program at North that is the most developed in the district. He likes the idea of preparing students to pass translation or interpretation certification and earn college credit.\u003c/p>\n\u003cp>And Moghazy is an enthusiastic proponent of the benefits of learning Arabic, pointing out that it is the official language of 22 countries, one of six official languages of the United Nations, and spoken by 500 million people around the world.\u003c/p>\n\u003cp>“It’s opening more opportunities for them,” Moghazy said, referring to the students taking his classes. “It’s important that kids learn more than one language.”\u003c/p>\n\u003cfigure id=\"attachment_60947\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60947\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg\" alt=\"\" width=\"800\" height=\"570\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-800x570.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1020x726.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-160x114.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-768x547.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719-1536x1094.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/ARABIC-DSC_0144-1-scaled-e1675349715719.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">Mohamed Moghazy teaches Arabic language and language arts classes. He says Arabic is a “critical language.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"DS79Wt\">Spanish language arts path serves as inspiration\u003c/h2>\n\u003cp>As Moghazy looks to expand his program, he is using North’s Spanish language arts program – the only one in the district that has a new partnership with Metropolitan State University – as a model.\u003c/p>\n\u003cp>Teacher Inmaculada Martín Hernández organized the Spanish language program so students earn a Seal of Biliteracy on their high school diploma and are prepared and close to earning a certificate to become translators. Those who transfer to Metro also have all the credits necessary for a college minor in Spanish.\u003c/p>\n\u003cp>The Spanish language arts programs in the district were started to help students identified as English learners because having a language arts class in their home language helps their learning in other content courses, Hernández said.\u003c/p>\n\u003cp>Because Hernández has a PhD, a doctorate in literature, she is able to teach more advanced concurrent enrollment courses that offer students college credit. Moghazy also already has a doctorate of education in learning design, so is also able to offer college credit in his classes.\u003c/p>\n\u003cp>“Spanish native speakers struggle to get to college, but once they have the opportunity to be successful, they realize they can take Spanish classes,” Hernández said, “and it’s like the door for them.”\u003c/p>\n\u003cp>District leaders said they are working to expand Spanish language arts courses across the district and just rolled out a common curriculum that teachers can use instead of creating their own. Some classes are offered online so students can benefit even if the qualified teacher for the course isn’t at their school. The number of heritage Spanish speakers taking Spanish language arts classes in the district grew from 1,863 to 2,196 in the past year.\u003c/p>\n\u003cp>Spanish language arts is also part of the district’s court-mandated consent decree agreement for serving Spanish-speaking learners. The agreement mandates many specific services for English learners whose home language is Spanish, but doesn’t hold the district to all the same requirements for students with other native languages.\u003c/p>\n\u003cp>In most cases, language arts classes that aren’t in English count as elective or language credits – not as language arts. District leaders want to work with the state to change that, but there are a few pieces to figure out first, including how it would change the requirements for teachers to be able to offer the classes.\u003c/p>\n\u003cp>It’s been hard to maintain similar programs in other languages, district leaders say, in part because few teachers are qualified. Denver used to have Arabic language programs at other schools including at South High School, where the district houses a program for new immigrant students.\u003c/p>\n\u003cp>But as teachers leave, often the program disappears with them.\u003c/p>\n\u003cp>“In terms of building these programs, all of the desire is there and we know we have the students to support it,” said Andrea Caulfield, the district’s world languages curriculum specialist.\u003c/p>\n\u003cp>Spokespersons for Aurora and Adams 12 school districts, two districts with large portions of refugee students, said they aren’t aware of any Arabic language programs in their schools.\u003c/p>\n\u003cfigure id=\"attachment_60951\" class=\"wp-caption alignnone\" style=\"max-width: 800px\">\u003cimg decoding=\"async\" loading=\"lazy\" class=\"size-medium wp-image-60951\" src=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg\" alt=\"\" width=\"800\" height=\"533\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-800x533.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1020x680.jpg 1020w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-160x107.jpg 160w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-768x512.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640-1536x1024.jpg 1536w, https://ww2.kqed.org/app/uploads/sites/23/2023/02/TDP-L-ARABIC-793_1059148855-scaled-e1675350052640.jpg 1920w\" sizes=\"(max-width: 800px) 100vw, 800px\">\u003cfigcaption class=\"wp-caption-text\">During class, Moghazy told his students, “We have to be brave to share our identity and our culture.” \u003ccite>(Helen H. Richardson/The Denver Post)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003ch2 id=\"BMV1ly\">Students cite many reasons for wanting to learn Arabic\u003c/h2>\n\u003cp>Besides teaching Arabic and planning the expansion of the program, Moghazy also mentors a handful of newer immigrant students who speak Arabic. Teachers for other content classes send him assignments that he translates for the students so they can participate.\u003c/p>\n\u003cp>It’s a lot of work, but he said, “I’m happy to do that. I was one day in the same position and it was hard.”\u003c/p>\n\u003cp>Sophie Kruzel, 14, is another student in the Arabic language program. Her family is also from Lebanon, and she said her family’s been excited to hear her learning the language.\u003c/p>\n\u003cp>Some students tell Moghazy they dream of traveling to Dubai or working with the United Nations. Sophie and Rachel both said they’re considering careers working with refugees. Besides the joy in connecting with families, they hope learning Arabic also helps them in that future work.\u003c/p>\n\u003cp>“That’s really important work for me,” Sophie said. “There should be more classes like this.”\u003c/p>\n\u003cp>Moghazy said his work is also about connecting with families.\u003c/p>\n\u003cp>As he was doing outreach to start the class, for example, he met a woman whose family had just arrived here from Libya. The woman, a mother, said she was worried about how her children would adjust to the new country and to starting high school. She was considering not sending her kids to school, she told Moghazy.\u003c/p>\n\u003cp>Even though the family was not in the attendance boundary to attend North High School, the woman chose to send her children to North after talking to Moghazy and learning that her students would have an opportunity to take Arabic classes and have a teacher there who could understand them.\u003c/p>\n\u003cp>“In the Middle East, parents don’t have a voice,” Moghazy said. “When I’m talking to them, telling them, you have a voice they can’t believe it. They feel secure.”\u003c/p>\n\u003cp>\u003ci>Yesenia Robles is a reporter for Chalkbeat Colorado covering K-12 school districts and multilingual education. Contact Yesenia at yrobles@chalkbeat.org.\u003c/i>\u003c/p>\n\u003cp>\u003ca href=\"https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" target=\"_blank\" rel=\"canonical noopener\">Chalkbeat\u003c/a> is a nonprofit news site covering educational change in public schools.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cimg decoding=\"async\" src=\"http://www.itjon.com/phppt/pixel.php?a=https://co.chalkbeat.org/2023/1/24/23569756/arabic-language-arts-class-denver-english-learners-bilingual\" alt=\"\">\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/60932/in-a-new-arabic-program-a-denver-teacher-is-connecting-students-with-family-and-new-cultures","authors":["byline_mindshift_60932"],"categories":["mindshift_193"],"tags":["mindshift_21542","mindshift_21543","mindshift_21544","mindshift_373","mindshift_815"],"featImg":"mindshift_60950","label":"mindshift"},"mindshift_57775":{"type":"posts","id":"mindshift_57775","meta":{"index":"posts_1591205157","site":"mindshift","id":"57775","score":null,"sort":[1619456359000]},"guestAuthors":[],"slug":"tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","title":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","publishDate":1619456359,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>Picture this: A group of nonnative English speakers is in a room. There are people from Germany, Singapore, South Korea, Nigeria and France. They're having a great time speaking to each other in English, and communication is smooth.\u003c/p>\n\u003cp>And then an American walks into the room. The American speaks quickly, using esoteric jargon (\"let's take a holistic approach\") and sports idioms (\"you hit it out of the park!\"). \u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">And the conversation trickles to a halt.\u003c/a>\u003c/p>\n\u003cp>Decades of research show that when a native English speaker enters a conversation among nonnative speakers, understanding goes down. Global communication specialist \u003ca href=\"https://www.ted.com/talks/heather_hansen_2_billion_voices_how_to_speak_bad_english_perfectly/up-next\">Heather Hansen\u003c/a> tells us that's because the native speaker doesn't know how to do what nonnative speakers do naturally: speak in ways that are accessible to everyone, using simple words and phrases.\u003c/p>\n\u003cp>And yet, as Hansen points out, this more accessible way of speaking is often called \"bad English.\" There are whole industries devoted to \"correcting\" English that doesn't sound like it came from a native British or American speaker. Try Googling \"how to get rid of my accent,\" and see how many ads pop up.\u003c/p>\n\u003cp>It turns out that these definitions of \"good\" and \"bad\" English may be counterproductive if our goal is to communicate as effectively as possible.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Dreams dashed by the English proficiency test\u003c/strong>\u003c/p>\n\u003cp>Daiva Repečkaitė, a Lithuanian journalist based in Malta, started learning English in primary school and used it daily for a semester abroad in Sweden. Despite her wide English-language experience — articles, talks, a radio show she co-hosted and more — she says, \"There are countless jobs I didn't apply for because they required native English [speakers].\"\u003c/p>\n\u003cp>\"Proper\" English can be used to shut people out of spaces and opportunities, Repečkaitė says. While volunteering at the African Refugee Development Center in Tel Aviv, Israel, she helped a Sudanese refugee prepare for the TOEFL (Test of English as a Foreign Language) — an English-proficiency standardized exam that stood between him and his dream to go to an Israeli university.\u003c/p>\n\u003cp>According to Repečkaitė, the student was fluent (English was his country's colonial language), but he didn't pass on his first attempt. How can a person fluent in English fail TOEFL? There are a few reasons, she says.\u003c/p>\n\u003cp>One, the test requires writing an argumentative essay — \"a very specific genre,\" Repečkaitė explained, that requires knowledge of specific writing conventions and linking words like \"moreover\" that are rare in other contexts.\u003c/p>\n\u003cp>The test also requires making a clear choice between British and American spelling and vocabulary. That \"can trip up people whose English comes from various sources\" — say, a third from British textbooks and two-thirds from American movies, Repečkaitė said.\u003c/p>\n\u003cp>Ultimately, Repečkaitė said, the test does not simply measure communication skills. \"I knew and made it very clear to him that TOEFL is not about English. It is a gatekeeping tool to enter middle-class spaces.\" \"Good English\" (and the educational resources, like tutoring, needed to acquire it) is tied to class status; it functions as a barrier to success that not everyone can pass.\u003c/p>\n\u003cp>Repečkaitė's story might help us understand why it's important to rethink how we judge English. She fears that obstacles like the English-proficiency test keep competent students and professionals from opportunities they deserve — to the detriment of everyone.\u003c/p>\n\u003cp>\"As the pandemic rages,\" she said, \"I worry that there might be countless refugee doctors and nurses who just haven't read enough Shakespeare or haven't practiced enough multiple-choice, fill-in exercises to pass these tests in English-speaking countries.\" Especially at a time when the burden of COVID-19 weighs heavily on the world, Repečkaitė says, we all suffer when skilled professionals like doctors are prevented from helping people.\u003c/p>\n\u003cp>\u003cstrong>The good, the bad and the judgy\u003c/strong>\u003c/p>\n\u003cp>As for those who do make it into the professional English-speaking world, they can expect a fairly steady line of corrections, criticisms and sometimes downright mockery of how they speak.\u003c/p>\n\u003cp>Néstor Rodríguez, a professor of Latin American literature at the University of Toronto, says he struggled with English when he first came to the U.S. to study. Originally from the Dominican Republic and having lived for some time in Puerto Rico, Rodríguez says English-as-a-second-language lessons along with a survival instinct helped him eventually be \"able to communicate with a certain degree of fluency and spontaneity.\"\u003c/p>\n\u003cp>When he started as a professor in Toronto, he faced criticism and ridicule from his colleagues. \"I remember quite vividly,\" he said, \"when about 10 years ago, I had to chair the dissertation defense of a student from the department of English.\" At one point, Rodríguez asked the group, \"Does anybody else want to intervene?\"\u003c/p>\n\u003cp>\"Professor C leaned back in his chair and repeated in a dramatic mock British accent, \u003cem>'Intervene!' \u003c/em>\" The professor was drawing attention to Rodríguez's way of pronouncing the word.\u003c/p>\n\u003cp>Rodríguez says he \"had an utopian idea of the university as a space for constructive debates and respect among peers\" and was disappointed and shocked to be mocked by a colleague in this setting. When he looks back, Rodríguez says, he sees this moment as \"another example of microaggression based on my accent.\"\u003c/p>\n\u003cp>In the moment, he didn't react. \"I was young and still believed in the redemptive power of nonviolent goodwill.\"\u003c/p>\n\u003cp>\"Nowadays,\" Rodríguez notes, \"I would have filed a grievance against [this professor] so heavy that he would have had to sell his soul to remain employed.\"\u003c/p>\n\u003cp>There's a line between being a language bully (as in the case of Professor C) and being a native English speaker who is an ally. Many nonnative speakers report feeling supported when they are corrected in the spirit of friendship by co-workers.\u003c/p>\n\u003cp>Sophia Krasikov, who came to the United States from Russia at age 38, was in the position of learning much of her English on the job when she started working at IBM.\u003c/p>\n\u003cp>She recalls one moment when she made an English mistake in front of her colleagues: \"We were rolling out a new software, and in a big development meeting I kept referring to it as 'Virgin 1.1.' A colleague came to my office and said, 'Sophia, it's '\u003cem>Version\u003c/em> 1.1.' \"\u003c/p>\n\u003cp>She says that she felt grateful for this correction, which was made with respect and helpfulness in mind. \"The fact that my American colleague took the time to help me express my ideas made me feel that what I had to say was valued and that they wanted to include me in the conversation.\" Here, tone, purpose and, importantly, whether corrections are welcome make all the difference.\u003c/p>\n\u003cp>\u003cstrong>Filing a (language) complaint\u003c/strong>\u003c/p>\n\u003cp>Research shows that it's not just judgment and ridicule from native English speakers that impede communication. It's also their unconscious use of esoteric idioms and unnecessarily confusing vocabulary that makes language less accessible.\u003c/p>\n\u003cp>Ting Gong is a management consultant in Washington, D.C., who grew up in Shanghai and moved to the U.S. in her 20s. She ran up against this issue of confusing vocabulary at the dermatologist one day. \"The receptionist gave me a sheet and asked me to write down my complaint,\" she said. \"I told her that I did not have any complaint, and she looked kind of irritated and then she insisted that I wrote down anything that I can think of.\"\u003c/p>\n\u003cp>Only later that day did Gong understand what the receptionist had meant. \"After I got home, I realized that 'complaints' here refer to symptoms I have. And because I only realized this after I spoke to my husband, when I got home, I actually wrote down 'the receptionist was not friendly' as one of my complaints.\"\u003c/p>\n\u003cp>\u003cstrong>A guide for native speakers\u003c/strong>\u003c/p>\n\u003cp>So what can we do to improve communication between native and nonnative English speakers?\u003c/p>\n\u003cp>Hansen, who has spent years as a communication specialist studying this question, says the onus shouldn't be on nonnative speakers but rather on native English speakers to improve their comprehension of accents different from their own.\u003c/p>\n\u003cp>Take a page out of nonnative speakers' book, says Hansen, by modifying your English to be more inclusive. That means no more confusing idioms, jargon and sports references, so no \"touching base on improving synergy with your teammates.\"\u003c/p>\n\u003cp>Another suggestion from Hansen: Instead of policing others' accents, native English speakers can focus on changing their own enunciation to be more understandable. For example, \u003ca href=\"https://www.researchgate.net/publication/249238138_A_Sociolinguistically_Based_Empirically_Researched_Pronunciation_Syllabus_for_English_as_an_International_Language\">research shows\u003c/a> that clearly enunciating hard \"t\" and \"r\" sounds in your speech makes it easier for nonnative English speakers to understand you.\u003c/p>\n\u003cp>If you're a native English speaker who's up to the task, small adjustments like these might allow you to join in on conversations with nonnative speakers instead of inhibiting them. Take Joseph Issam Harb, the son of two immigrants who was raised in the United States and Abu Dhabi, United Arab Emirates. Having lived, at different points in his life, in the U.S., the U.K. and the UAE, he says, \"I am still learning about English from nonnative speakers.\"\u003c/p>\n\u003cp>\"In email, I've discovered the phrase [commonly used by some nonnative speakers] 'please do the needful,' \" Harb said. \"For years I have been fascinated by this phrase and its use in formal work environment emails.\" Discovering the phrase and wondering about the origins of the phrase, which means \"please do what needs to be done,\" has been a joy for Harb. \"I haven't yet encountered a person who can tell me, 'Yeah, if you translate that directly, it's a common phrase in my language.' \"\u003c/p>\n\u003cp>English cultivated among nonnative speakers can include useful modifications and creative new turns of phrase. Harb referred to the greeting \"Hello, mamsir,\" often used by English-speaking Philippine service workers, which is the literal repetition of the scripted \"Hello, ma'am/sir\" — a quick, respectful and gender-neutral way to address someone.\u003c/p>\n\u003cp>According to Hansen, if we'd like to facilitate better global communication, then supposedly \"bad\" English — that's more universally understandable to more people — is a valuable tool. Respecting the value that nonnative English brings to conversation, instead of treating it as a thing to be corrected, could help us all become better communicators.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cem>This article was written in collaboration with \u003c/em>Rough Translation\u003cem>, a podcast from NPR whose mission is to \"follow familiar conversations into unfamiliar territory.\" \u003c/em>Rough Translation\u003cem>'s episode, \"\u003c/em>\u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">\u003cem>How to Speak Bad English\u003c/em>\u003c/a>\u003cem>,\" is out now. The podcast is available from \u003c/em>\u003ca href=\"https://rpb3r.app.goo.gl/hn6j\">\u003cem>NPR One\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://podcasts.apple.com/podcast/id1268047665?mt=2&at=11l79Y&ct=nprdirectory\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem>,\u003c/em>\u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzI0\">\u003cem> Google Podcasts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://pca.st/3zXm\">\u003cem>Pocket Casts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://open.spotify.com/show/4lFCBQNx0TNEdkJWZy5yZv\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://feeds.npr.org/510324/podcast.xml\">\u003cem>RSS\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tower+Of+Babble%3A+Nonnative+Speakers+Navigate+The+World+Of+%27Good%27+And+%27Bad%27+English&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n","blocks":[],"excerpt":"The demand for \"proper\" English can be used to shut people out of spaces and opportunities. The folks at NPR's \"Rough Translation\" podcast have a story to tell.","status":"publish","parent":0,"modified":1619888567,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":42,"wordCount":1822},"headData":{"title":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English - MindShift","description":"The demand for "proper" English can be used to shut people out of spaces and opportunities.","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"57775 https://ww2.kqed.org/mindshift/?p=57775","disqusUrl":"https://ww2.kqed.org/mindshift/2021/04/26/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english/","disqusTitle":"Tower Of Babble: Nonnative Speakers Navigate The World Of 'Good' And 'Bad' English","nprByline":"Carolyn McCusker and Rhaina Cohen","nprImageAgency":"Leif Parsons for NPR","nprStoryId":"989765565","nprApiLink":"http://api.npr.org/query?id=989765565&apiKey=MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004","nprHtmlLink":"https://www.npr.org/sections/goatsandsoda/2021/04/25/989765565/tower-of-babble-non-native-speakers-navigate-the-world-of-good-and-bad-english?ft=nprml&f=989765565","nprRetrievedStory":"1","nprPubDate":"Mon, 26 Apr 2021 18:40:00 -0400","nprStoryDate":"Sun, 25 Apr 2021 07:46:00 -0400","nprLastModifiedDate":"Mon, 26 Apr 2021 18:40:20 -0400","nprAudio":"https://ondemand.npr.org/anon.npr-mp3/npr/roughtranslation/2021/04/20210421_roughtranslation_bad_english_421_410pm.mp3?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","nprAudioM3u":"http://api.npr.org/m3u/1990264545-1bcbf0.m3u?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","path":"/mindshift/57775/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","audioUrl":"https://ondemand.npr.org/anon.npr-mp3/npr/roughtranslation/2021/04/20210421_roughtranslation_bad_english_421_410pm.mp3?orgId=1&topicId=1031&d=2091&story=989765565&ft=nprml&f=989765565","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>Picture this: A group of nonnative English speakers is in a room. There are people from Germany, Singapore, South Korea, Nigeria and France. They're having a great time speaking to each other in English, and communication is smooth.\u003c/p>\n\u003cp>And then an American walks into the room. The American speaks quickly, using esoteric jargon (\"let's take a holistic approach\") and sports idioms (\"you hit it out of the park!\"). \u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">And the conversation trickles to a halt.\u003c/a>\u003c/p>\n\u003cp>Decades of research show that when a native English speaker enters a conversation among nonnative speakers, understanding goes down. Global communication specialist \u003ca href=\"https://www.ted.com/talks/heather_hansen_2_billion_voices_how_to_speak_bad_english_perfectly/up-next\">Heather Hansen\u003c/a> tells us that's because the native speaker doesn't know how to do what nonnative speakers do naturally: speak in ways that are accessible to everyone, using simple words and phrases.\u003c/p>\n\u003cp>And yet, as Hansen points out, this more accessible way of speaking is often called \"bad English.\" There are whole industries devoted to \"correcting\" English that doesn't sound like it came from a native British or American speaker. Try Googling \"how to get rid of my accent,\" and see how many ads pop up.\u003c/p>\n\u003cp>It turns out that these definitions of \"good\" and \"bad\" English may be counterproductive if our goal is to communicate as effectively as possible.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Dreams dashed by the English proficiency test\u003c/strong>\u003c/p>\n\u003cp>Daiva Repečkaitė, a Lithuanian journalist based in Malta, started learning English in primary school and used it daily for a semester abroad in Sweden. Despite her wide English-language experience — articles, talks, a radio show she co-hosted and more — she says, \"There are countless jobs I didn't apply for because they required native English [speakers].\"\u003c/p>\n\u003cp>\"Proper\" English can be used to shut people out of spaces and opportunities, Repečkaitė says. While volunteering at the African Refugee Development Center in Tel Aviv, Israel, she helped a Sudanese refugee prepare for the TOEFL (Test of English as a Foreign Language) — an English-proficiency standardized exam that stood between him and his dream to go to an Israeli university.\u003c/p>\n\u003cp>According to Repečkaitė, the student was fluent (English was his country's colonial language), but he didn't pass on his first attempt. How can a person fluent in English fail TOEFL? There are a few reasons, she says.\u003c/p>\n\u003cp>One, the test requires writing an argumentative essay — \"a very specific genre,\" Repečkaitė explained, that requires knowledge of specific writing conventions and linking words like \"moreover\" that are rare in other contexts.\u003c/p>\n\u003cp>The test also requires making a clear choice between British and American spelling and vocabulary. That \"can trip up people whose English comes from various sources\" — say, a third from British textbooks and two-thirds from American movies, Repečkaitė said.\u003c/p>\n\u003cp>Ultimately, Repečkaitė said, the test does not simply measure communication skills. \"I knew and made it very clear to him that TOEFL is not about English. It is a gatekeeping tool to enter middle-class spaces.\" \"Good English\" (and the educational resources, like tutoring, needed to acquire it) is tied to class status; it functions as a barrier to success that not everyone can pass.\u003c/p>\n\u003cp>Repečkaitė's story might help us understand why it's important to rethink how we judge English. She fears that obstacles like the English-proficiency test keep competent students and professionals from opportunities they deserve — to the detriment of everyone.\u003c/p>\n\u003cp>\"As the pandemic rages,\" she said, \"I worry that there might be countless refugee doctors and nurses who just haven't read enough Shakespeare or haven't practiced enough multiple-choice, fill-in exercises to pass these tests in English-speaking countries.\" Especially at a time when the burden of COVID-19 weighs heavily on the world, Repečkaitė says, we all suffer when skilled professionals like doctors are prevented from helping people.\u003c/p>\n\u003cp>\u003cstrong>The good, the bad and the judgy\u003c/strong>\u003c/p>\n\u003cp>As for those who do make it into the professional English-speaking world, they can expect a fairly steady line of corrections, criticisms and sometimes downright mockery of how they speak.\u003c/p>\n\u003cp>Néstor Rodríguez, a professor of Latin American literature at the University of Toronto, says he struggled with English when he first came to the U.S. to study. Originally from the Dominican Republic and having lived for some time in Puerto Rico, Rodríguez says English-as-a-second-language lessons along with a survival instinct helped him eventually be \"able to communicate with a certain degree of fluency and spontaneity.\"\u003c/p>\n\u003cp>When he started as a professor in Toronto, he faced criticism and ridicule from his colleagues. \"I remember quite vividly,\" he said, \"when about 10 years ago, I had to chair the dissertation defense of a student from the department of English.\" At one point, Rodríguez asked the group, \"Does anybody else want to intervene?\"\u003c/p>\n\u003cp>\"Professor C leaned back in his chair and repeated in a dramatic mock British accent, \u003cem>'Intervene!' \u003c/em>\" The professor was drawing attention to Rodríguez's way of pronouncing the word.\u003c/p>\n\u003cp>Rodríguez says he \"had an utopian idea of the university as a space for constructive debates and respect among peers\" and was disappointed and shocked to be mocked by a colleague in this setting. When he looks back, Rodríguez says, he sees this moment as \"another example of microaggression based on my accent.\"\u003c/p>\n\u003cp>In the moment, he didn't react. \"I was young and still believed in the redemptive power of nonviolent goodwill.\"\u003c/p>\n\u003cp>\"Nowadays,\" Rodríguez notes, \"I would have filed a grievance against [this professor] so heavy that he would have had to sell his soul to remain employed.\"\u003c/p>\n\u003cp>There's a line between being a language bully (as in the case of Professor C) and being a native English speaker who is an ally. Many nonnative speakers report feeling supported when they are corrected in the spirit of friendship by co-workers.\u003c/p>\n\u003cp>Sophia Krasikov, who came to the United States from Russia at age 38, was in the position of learning much of her English on the job when she started working at IBM.\u003c/p>\n\u003cp>She recalls one moment when she made an English mistake in front of her colleagues: \"We were rolling out a new software, and in a big development meeting I kept referring to it as 'Virgin 1.1.' A colleague came to my office and said, 'Sophia, it's '\u003cem>Version\u003c/em> 1.1.' \"\u003c/p>\n\u003cp>She says that she felt grateful for this correction, which was made with respect and helpfulness in mind. \"The fact that my American colleague took the time to help me express my ideas made me feel that what I had to say was valued and that they wanted to include me in the conversation.\" Here, tone, purpose and, importantly, whether corrections are welcome make all the difference.\u003c/p>\n\u003cp>\u003cstrong>Filing a (language) complaint\u003c/strong>\u003c/p>\n\u003cp>Research shows that it's not just judgment and ridicule from native English speakers that impede communication. It's also their unconscious use of esoteric idioms and unnecessarily confusing vocabulary that makes language less accessible.\u003c/p>\n\u003cp>Ting Gong is a management consultant in Washington, D.C., who grew up in Shanghai and moved to the U.S. in her 20s. She ran up against this issue of confusing vocabulary at the dermatologist one day. \"The receptionist gave me a sheet and asked me to write down my complaint,\" she said. \"I told her that I did not have any complaint, and she looked kind of irritated and then she insisted that I wrote down anything that I can think of.\"\u003c/p>\n\u003cp>Only later that day did Gong understand what the receptionist had meant. \"After I got home, I realized that 'complaints' here refer to symptoms I have. And because I only realized this after I spoke to my husband, when I got home, I actually wrote down 'the receptionist was not friendly' as one of my complaints.\"\u003c/p>\n\u003cp>\u003cstrong>A guide for native speakers\u003c/strong>\u003c/p>\n\u003cp>So what can we do to improve communication between native and nonnative English speakers?\u003c/p>\n\u003cp>Hansen, who has spent years as a communication specialist studying this question, says the onus shouldn't be on nonnative speakers but rather on native English speakers to improve their comprehension of accents different from their own.\u003c/p>\n\u003cp>Take a page out of nonnative speakers' book, says Hansen, by modifying your English to be more inclusive. That means no more confusing idioms, jargon and sports references, so no \"touching base on improving synergy with your teammates.\"\u003c/p>\n\u003cp>Another suggestion from Hansen: Instead of policing others' accents, native English speakers can focus on changing their own enunciation to be more understandable. For example, \u003ca href=\"https://www.researchgate.net/publication/249238138_A_Sociolinguistically_Based_Empirically_Researched_Pronunciation_Syllabus_for_English_as_an_International_Language\">research shows\u003c/a> that clearly enunciating hard \"t\" and \"r\" sounds in your speech makes it easier for nonnative English speakers to understand you.\u003c/p>\n\u003cp>If you're a native English speaker who's up to the task, small adjustments like these might allow you to join in on conversations with nonnative speakers instead of inhibiting them. Take Joseph Issam Harb, the son of two immigrants who was raised in the United States and Abu Dhabi, United Arab Emirates. Having lived, at different points in his life, in the U.S., the U.K. and the UAE, he says, \"I am still learning about English from nonnative speakers.\"\u003c/p>\n\u003cp>\"In email, I've discovered the phrase [commonly used by some nonnative speakers] 'please do the needful,' \" Harb said. \"For years I have been fascinated by this phrase and its use in formal work environment emails.\" Discovering the phrase and wondering about the origins of the phrase, which means \"please do what needs to be done,\" has been a joy for Harb. \"I haven't yet encountered a person who can tell me, 'Yeah, if you translate that directly, it's a common phrase in my language.' \"\u003c/p>\n\u003cp>English cultivated among nonnative speakers can include useful modifications and creative new turns of phrase. Harb referred to the greeting \"Hello, mamsir,\" often used by English-speaking Philippine service workers, which is the literal repetition of the scripted \"Hello, ma'am/sir\" — a quick, respectful and gender-neutral way to address someone.\u003c/p>\n\u003cp>According to Hansen, if we'd like to facilitate better global communication, then supposedly \"bad\" English — that's more universally understandable to more people — is a valuable tool. Respecting the value that nonnative English brings to conversation, instead of treating it as a thing to be corrected, could help us all become better communicators.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cem>This article was written in collaboration with \u003c/em>Rough Translation\u003cem>, a podcast from NPR whose mission is to \"follow familiar conversations into unfamiliar territory.\" \u003c/em>Rough Translation\u003cem>'s episode, \"\u003c/em>\u003ca href=\"https://www.npr.org/2021/04/21/989477444/how-to-speak-bad-english\">\u003cem>How to Speak Bad English\u003c/em>\u003c/a>\u003cem>,\" is out now. The podcast is available from \u003c/em>\u003ca href=\"https://rpb3r.app.goo.gl/hn6j\">\u003cem>NPR One\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://podcasts.apple.com/podcast/id1268047665?mt=2&at=11l79Y&ct=nprdirectory\">\u003cem>Apple Podcasts\u003c/em>\u003c/a>\u003cem>,\u003c/em>\u003ca href=\"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzI0\">\u003cem> Google Podcasts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://pca.st/3zXm\">\u003cem>Pocket Casts\u003c/em>\u003c/a>\u003cem>, \u003c/em>\u003ca href=\"https://open.spotify.com/show/4lFCBQNx0TNEdkJWZy5yZv\">\u003cem>Spotify\u003c/em>\u003c/a>\u003cem> and \u003c/em>\u003ca href=\"https://feeds.npr.org/510324/podcast.xml\">\u003cem>RSS\u003c/em>\u003c/a>\u003cem>.\u003c/em>\u003c/p>\n\u003cdiv class=\"fullattribution\">Copyright 2021 NPR. To see more, visit https://www.npr.org.\u003cimg src=\"https://www.google-analytics.com/__utm.gif?utmac=UA-5828686-4&utmdt=Tower+Of+Babble%3A+Nonnative+Speakers+Navigate+The+World+Of+%27Good%27+And+%27Bad%27+English&utme=8(APIKey)9(MDAxOTAwOTE4MDEyMTkxMDAzNjczZDljZA004)\">\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/57775/tower-of-babble-nonnative-speakers-navigate-the-world-of-good-and-bad-english","authors":["byline_mindshift_57775"],"categories":["mindshift_193"],"tags":["mindshift_20851","mindshift_373","mindshift_815"],"featImg":"mindshift_57776","label":"mindshift"},"mindshift_40102":{"type":"posts","id":"mindshift_40102","meta":{"index":"posts_1591205157","site":"mindshift","id":"40102","score":null,"sort":[1429623185000]},"guestAuthors":[],"slug":"can-foreign-language-immersion-be-taught-effectively-online","title":"Can Foreign Language Immersion Be Taught Effectively Online?","publishDate":1429623185,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp class=\"p1\">Learning to speak a second language often starts with memorizing words and phrases like colors, numbers and salutations. Soon teachers introduce present-tense verbs and students work to build simple sentences like, “I go to the store.” In the classroom, students practice dialogue with one another and the teacher, hoping that by slowly adding conjugations and more vocabulary, they’ll be able to apply the language in real life.\u003c/p>\n\u003cp class=\"p1\">Middlebury Interactive Languages is trying to flip that model on its head with an online program that expects a lot from beginners. Based in pedagogy developed at Middlebury College’s immersive summer language programs in collaboration with the technical expertise of K12 Inc., the program is trying to redefine how language has been taught for years both online and in brick-and-mortar classrooms.\u003c/p>\n\u003cp>One of the basic principles behind Middlebury’s pedagogy is that students must interact with authentic language as it is spoken in reality. To do this, course developers traveled all over the world filming real conversations between people in different countries speaking the language. For the Spanish curriculum, they might have conversations from Spain, Venezuela, Cuba, Guatemala and Argentina, demonstrating the various accents, dialects and cultures associated with the Spanish language.\u003c/p>\n\u003cp>Culture and language are inseparable in this model, which currently includes instruction in French, Spanish and Chinese.\u003c/p>\n\u003cp>The videos are the basis of all the activities in the online program. “It’s really taking what’s truly happening in an immersive situation,” said \u003ca href=\"https://www.middleburyinteractive.com/about-us/our-expertise-history/leadership-aline-germain-rutherford\" target=\"_blank\">Aline Germain-Rutherford\u003c/a>, chief academic officer of Middlebury Interactive Languages and linguistics professor at Middlebury College.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We activate the normal skills that anybody has in a new situation. We really try to use everything we know in context to make sense [of the language].'\u003ccite>Aline Germain-Rutherford, Chief academic officer of Middlebury Interactive Languages\u003c/cite>\u003c/aside>\n\u003cp>These real-world interactions are not simplified or slowed down for beginner language learners. Germain-Rutherford says initially teachers often push back against the Middlebury curriculum, arguing students must learn basic building blocks of language before they can be exposed to more complicated, authentic forms of speaking. Middlebury’s program takes the opposite approach.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>“We present the language first, and then help the student to develop learning strategies and reading and listening skills to identify key words and make sense of it,” Germain-Rutherford said. Using immersion as the point of departure, the program’s activities scaffold strategies to find meaning. And often learners have more skills to unravel language than teachers give them credit for -- after all, they learned their primary language without any trouble.\u003c/p>\n\u003cp>“We forget all the prior knowledge of the learner, all the skills we have in our first language,” Germain-Rutherford said. “We need to remember that there’s a lot of resemblance between families of languages. And when we are new to a language, we rely a lot on the resemblances. We don’t need to understand every single word in order to make sense of a situation.”\u003c/p>\n\u003cp>Teachers often think of students beginning a new language as empty vessels that need to be slowly and carefully filled with words and structures, Germain-Rutherford said. But that’s not how people learn, and there are a lot of contextual clues in a video that can help learners decipher a conversation and begin to make meaning for themselves.\u003c/p>\n\u003cp>At level one, the Middlebury curriculum has students watch a conversation between native speakers with the sound off the first time. Students are prompted to hypothesize about the conversation based on body language and other locational clues. “We activate the normal skills that anybody has in a new situation,” Germain-Rutherford said, “We really try to use everything we know in context to make sense [of the language].”\u003c/p>\n\u003cp>While the videos are never simplified or artificial, the tasks asked of students are level-appropriate. Beginners might be asked to count how many times they hear a certain word or to answer whether they think a speaker is angry or not. The tasks become progressively harder as the learner moves through the course, but the base material always features native speakers engaged in authentic conversations.\u003c/p>\n\u003cp>\u003cstrong>DO SOMETHING WITH INFORMATION\u003c/strong>\u003c/p>\n\u003cp>“We learn not just by receiving something, but by doing something with it,” Germain-Rutherford said. “So a lot of our activities are task-based.” The program tries to simulate project-based learning, which research shows both helps students internalize what they’ve learned and gets them thinking about themselves as learners.\u003c/p>\n\u003cp>A student might be asked to create an itinerary for a monthlong group visit to a country where the target language is spoken. Students must research the country on websites using that language to learn about its transportation, tourist attractions, lodging and food. Just as they would when researching in English, students have to make choices about what information is both useful and reliable.\u003c/p>\n\u003cp>[contextly_sidebar id=\"pc4q7yulLOuY5NsQV5NwYFaWtHQv7kxN\"]\u003c/p>\n\u003cp>“We have at different moments self-assessment rubrics or self-reflective rubrics, where students look at what they’ve done,” Germain-Rutherford said. These activities are intended to prompt students to think about strengths and weaknesses and find strategies to fill in gaps.\u003c/p>\n\u003cp>“The more a student is apt to monitor his learning, the more engaged he is,” she said. It’s also important to help online learners become autonomous and self-directed, as they don’t have the structure of a physical class to keep them on track.\u003c/p>\n\u003cp>One of the most difficult parts of a language class to transfer online is practice speaking. Germain-Rutherford says there’s really no substitute for engaging in real conversations with other people, which is one of the reasons she is fond of the districts that are using the Middlebury curriculum in blended learning classrooms. Still, the program tries to give students speaking practice with exercises that require students to record themselves and submit audio to their online instructor. The teacher can then send written or oral feedback on those audio clips.\u003c/p>\n\u003cp>Grammar can be a tedious part of learning a second language for many students, but Germain-Rutherford says she and the other course designers have done their best to embed grammar in interesting ways that require critical thinking, not just rote memorization. For example, the program might present a student with a transcript of a conversation with some parts highlighted. The student is asked to identify patterns in the highlighted text and make a hypothesis about a grammar rule. The program then serves up practice activities to test that hypothesis, which are immediately graded. After the student has had this chance to engage with the material, the program offers the actual grammar rule and asks the student to complete practice activities to solidify the rule. Finally, the student is asked to use the rule in relation to the authentic text or video.\u003c/p>\n\u003cfigure id=\"attachment_40144\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/ELEM-French.jpg\">\u003cimg class=\"size-large wp-image-40144\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/ELEM-French-1440x810.jpg\" alt=\"The elementary school curriculum consists of animated fairy tales from target language countries.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The elementary school curriculum consists of animated fairy tales from target language countries. \u003ccite>(Courtesy Middlebury Interactive Languages)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It is quickly put back into the reality of the context, so we never look at the language as just a combination of structures and words,” Germain-Rutherford said. “It’s a way of engaging the reasoning of the students. If it’s just receiving the explanation of the rule, the retention won’t be as great as if we have been participating in making that rule.”\u003c/p>\n\u003cp>She is adamant that if a student hasn’t helped create an understanding of the language or made something with it, then they haven’t learned it.\u003c/p>\n\u003cp>\u003cstrong>WHAT DO SCHOOLS THINK?\u003c/strong>\u003c/p>\n\u003cp>Baltimore County Public Schools are using Middlebury Interactive Languages to pilot a Spanish-language program in fourth and fifth grade. The district is making a big push to graduate students proficient in a second language by the end of high school, so they are starting language instruction earlier. As a brand-new program in just 10 pilot schools, the curriculum has been developed in tandem with Middlebury’s online content, so that two teachers can move between the 10 schools supporting students who are doing much of their learning online.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/111540238?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Middlebury did the best job at providing opportunities for students to speak,” said Brian Schiffer, director of social studies, fine arts and world languages for the district. “Teachers can go in and hear them as they’re recording words.” The elementary school curriculum, which is new to Middlebury’s portfolio this year, is based on fairy tales from target-language countries. The stories are animated, but the speakers are still native. Schiffer said he and his colleagues like the fact that the program is both a cultural and lingual immersion.\u003c/p>\n\u003cp>In Baltimore’s blended model, students complete the Middlebury curriculum in the computer lab with another teacher there to help with any technical problems. When the language teacher is present one day a week, the focus is on speaking with one another and group work.\u003c/p>\n\u003cp>While Middlebury’s program was developed to stand alone, the company has found that increasingly districts are choosing to use the curriculum in a blended environment. “Some activities are best when you do them in class, in groups, and the teacher can go from one to another and guide the students,” Germain-Rutherford said. “However, there are other learning moments when you can individually work on it and go deep on it either in class or at home.”\u003c/p>\n\u003cp>Middlebury also contracted \u003ca href=\"https://www.middleburyinteractive.com/research-resources/research/johns-hopkins-university-center-for-research-and-reform-in-education\" target=\"_blank\">Johns Hopkins researchers to conduct a third-party evaluation \u003c/a>of the program's effectiveness, which was published in 2013. Overall, the Johns Hopkins team found that students and teachers liked the program, felt it aligned with curriculum standards and provided an engaging way to develop language competency, although it's worth noting the study was limited, based on interviews at one Kentucky school.\u003c/p>\n\u003cp>\u003cstrong>CRITICISMS\u003c/strong>\u003c/p>\n\u003cp>Language teachers use Middlebury’s pedagogy for its engaging videos, opportunities to practice speech and immersive qualities. But some are less enamored of the technology itself. Jason Noble, a high school Spanish teacher, has been using Middlebury for three years, first through a partnership with \u003ca href=\"http://www.csionline.org/home\" target=\"_blank\">Christian Schools International\u003c/a>, where he was an online teacher, and now through \u003ca href=\"http://www.iowalearningonline.org/\">Iowa Learning Online\u003c/a>, the state-supported online learning platform. He has been complaining about a glitch when students submit assignments to the program that are supposed to be auto-graded and added to the grade book, but instead disappear. It happens only to a few students and is easy for a teacher to miss.\u003c/p>\n\u003cp>“You don’t know that something didn’t get submitted until a student emails you and says it’s not showing up in the gradebook -- if the student is conscientious enough to do that,” Noble said. He complained that Middlebury’s customer support has been poor and the problem has persisted for three years.\u003c/p>\n\u003cp>\u003ca href=\"http://www.csionline.org/home\" target=\"_blank\">Christian Schools International\u003c/a> (CSI) ended up dropping Middlebury in part because of problems connecting their learning management system to the program. Teachers found grading difficult, and when Middlebury tried to improve that aspect, CSI lost some of the flexibility to change content that they liked about Middlebury in the first place, said Marita Damghani, a consultant to CSI. In the end, the consortium moved over to \u003ca href=\"http://www.sevenstar.org/\" target=\"_blank\">Sevenstar\u003c/a>, an online learning company that had the Christian content they wanted, teachers and materials all rolled into one.\u003c/p>\n\u003cp>“I am concerned if they reached out with a phone call or a chat, and they weren't told the solution,” said \u003ca href=\"https://www.middleburyinteractive.com/about-us/our-expertise-history/leadership-jane-swift\" target=\"_blank\">Jane Swift\u003c/a>, CEO of Middlebury Interactive Languages. Over the past two years, she says, the company has been adding more and better qualified customer service people to try to address complaints like Noble’s. The company has also hired regional implementation leaders with education backgrounds that make school visits to identify and solve common issues.\u003c/p>\n\u003caside class=\"pullquote alignright\">'In a perfect world, all schools in the U.S. would have perfect connectivity and modern hardware and software that could connect to ours.'\u003ccite>Reinhold Lange, Senior director of digital strategy\u003c/cite>\u003c/aside>\n\u003cp>The auto-grading problem that has so frustrated Noble is a loading issue, according to Swift. If a student clicks to another screen while an assignment is in the process of being submitted, it never gets saved. That processing time is a little longer than students expect because big audio files are bouncing between the school’s \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/13/techniques-for-unleashing-student-work-from-learning-management-systems/\" target=\"_blank\">learning management system\u003c/a>, like Blackboard or Moodle, back to Middlebury and then back to the school again. Swift says Middlebury is working to integrate more features like “the spinning wheel of death,” which gives students clues that if they move on they’ll lose their work.\u003c/p>\n\u003cp>“We’ve been monitoring our support statistics for the past two years and have seen significant improvement, both in the time it takes us to resolve a concern and being able to provide an acceptable resolution for a client,” Swift said. That’s come from a lot of hard work, and basic tech support for schools.\u003c/p>\n\u003cp>Most problems arise when the school's learning management system tries to integrate Middlebury’s platform. The company’s tech team has found that schools have different versions of software and very little technological support. While some problems originate at Middlebury, many are either a function of how the program is being used or slow Internet at the school sites. Middlebury’s program is bandwidth-intensive because of the video and audio elements, making it difficult for many schools to support it.\u003c/p>\n\u003cp>“In a perfect world, all schools in the U.S. would have perfect connectivity and modern hardware and software that could connect to ours,” said Reinhold Lange, senior director of digital strategy. “But what we have found more often than not is that there are problems downstream from our system.”\u003c/p>\n\u003cp>“If students and teachers are having challenges, we are going to be forefront in the industry to address those challenges,” Swift said.\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>She’s clear the mission of the company is to provide strong language pedagogy to students who might not otherwise have access. In today’s reality, that means providing a lot of tech support that could be more efficiently offered by school districts themselves.\u003c/p>\n\n","blocks":[],"excerpt":"Imagine learning how to speak a language by observing body language and trying to guess what's being said. An innovative online language course is rethinking how we learn. ","status":"publish","parent":0,"modified":1429623185,"stats":{"hasAudio":false,"hasVideo":true,"hasChartOrMap":true,"iframeSrcs":["https://player.vimeo.com/video/111540238"],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":39,"wordCount":2437},"headData":{"title":"Can Foreign Language Immersion Be Taught Effectively Online? | KQED","description":"Imagine learning how to speak a language by observing body language and trying to guess what's being said. An innovative online language course is rethinking how we learn. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"40102 http://ww2.kqed.org/mindshift/?p=40102","disqusUrl":"https://ww2.kqed.org/mindshift/2015/04/21/can-foreign-language-immersion-be-taught-effectively-online/","disqusTitle":"Can Foreign Language Immersion Be Taught Effectively Online?","path":"/mindshift/40102/can-foreign-language-immersion-be-taught-effectively-online","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp class=\"p1\">Learning to speak a second language often starts with memorizing words and phrases like colors, numbers and salutations. Soon teachers introduce present-tense verbs and students work to build simple sentences like, “I go to the store.” In the classroom, students practice dialogue with one another and the teacher, hoping that by slowly adding conjugations and more vocabulary, they’ll be able to apply the language in real life.\u003c/p>\n\u003cp class=\"p1\">Middlebury Interactive Languages is trying to flip that model on its head with an online program that expects a lot from beginners. Based in pedagogy developed at Middlebury College’s immersive summer language programs in collaboration with the technical expertise of K12 Inc., the program is trying to redefine how language has been taught for years both online and in brick-and-mortar classrooms.\u003c/p>\n\u003cp>One of the basic principles behind Middlebury’s pedagogy is that students must interact with authentic language as it is spoken in reality. To do this, course developers traveled all over the world filming real conversations between people in different countries speaking the language. For the Spanish curriculum, they might have conversations from Spain, Venezuela, Cuba, Guatemala and Argentina, demonstrating the various accents, dialects and cultures associated with the Spanish language.\u003c/p>\n\u003cp>Culture and language are inseparable in this model, which currently includes instruction in French, Spanish and Chinese.\u003c/p>\n\u003cp>The videos are the basis of all the activities in the online program. “It’s really taking what’s truly happening in an immersive situation,” said \u003ca href=\"https://www.middleburyinteractive.com/about-us/our-expertise-history/leadership-aline-germain-rutherford\" target=\"_blank\">Aline Germain-Rutherford\u003c/a>, chief academic officer of Middlebury Interactive Languages and linguistics professor at Middlebury College.\u003c/p>\n\u003caside class=\"pullquote alignright\">'We activate the normal skills that anybody has in a new situation. We really try to use everything we know in context to make sense [of the language].'\u003ccite>Aline Germain-Rutherford, Chief academic officer of Middlebury Interactive Languages\u003c/cite>\u003c/aside>\n\u003cp>These real-world interactions are not simplified or slowed down for beginner language learners. Germain-Rutherford says initially teachers often push back against the Middlebury curriculum, arguing students must learn basic building blocks of language before they can be exposed to more complicated, authentic forms of speaking. Middlebury’s program takes the opposite approach.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>“We present the language first, and then help the student to develop learning strategies and reading and listening skills to identify key words and make sense of it,” Germain-Rutherford said. Using immersion as the point of departure, the program’s activities scaffold strategies to find meaning. And often learners have more skills to unravel language than teachers give them credit for -- after all, they learned their primary language without any trouble.\u003c/p>\n\u003cp>“We forget all the prior knowledge of the learner, all the skills we have in our first language,” Germain-Rutherford said. “We need to remember that there’s a lot of resemblance between families of languages. And when we are new to a language, we rely a lot on the resemblances. We don’t need to understand every single word in order to make sense of a situation.”\u003c/p>\n\u003cp>Teachers often think of students beginning a new language as empty vessels that need to be slowly and carefully filled with words and structures, Germain-Rutherford said. But that’s not how people learn, and there are a lot of contextual clues in a video that can help learners decipher a conversation and begin to make meaning for themselves.\u003c/p>\n\u003cp>At level one, the Middlebury curriculum has students watch a conversation between native speakers with the sound off the first time. Students are prompted to hypothesize about the conversation based on body language and other locational clues. “We activate the normal skills that anybody has in a new situation,” Germain-Rutherford said, “We really try to use everything we know in context to make sense [of the language].”\u003c/p>\n\u003cp>While the videos are never simplified or artificial, the tasks asked of students are level-appropriate. Beginners might be asked to count how many times they hear a certain word or to answer whether they think a speaker is angry or not. The tasks become progressively harder as the learner moves through the course, but the base material always features native speakers engaged in authentic conversations.\u003c/p>\n\u003cp>\u003cstrong>DO SOMETHING WITH INFORMATION\u003c/strong>\u003c/p>\n\u003cp>“We learn not just by receiving something, but by doing something with it,” Germain-Rutherford said. “So a lot of our activities are task-based.” The program tries to simulate project-based learning, which research shows both helps students internalize what they’ve learned and gets them thinking about themselves as learners.\u003c/p>\n\u003cp>A student might be asked to create an itinerary for a monthlong group visit to a country where the target language is spoken. Students must research the country on websites using that language to learn about its transportation, tourist attractions, lodging and food. Just as they would when researching in English, students have to make choices about what information is both useful and reliable.\u003c/p>\n\u003cp>\u003c/p>\u003cp>\u003c/p>\u003cp>\u003c/p>\n\u003cp>“We have at different moments self-assessment rubrics or self-reflective rubrics, where students look at what they’ve done,” Germain-Rutherford said. These activities are intended to prompt students to think about strengths and weaknesses and find strategies to fill in gaps.\u003c/p>\n\u003cp>“The more a student is apt to monitor his learning, the more engaged he is,” she said. It’s also important to help online learners become autonomous and self-directed, as they don’t have the structure of a physical class to keep them on track.\u003c/p>\n\u003cp>One of the most difficult parts of a language class to transfer online is practice speaking. Germain-Rutherford says there’s really no substitute for engaging in real conversations with other people, which is one of the reasons she is fond of the districts that are using the Middlebury curriculum in blended learning classrooms. Still, the program tries to give students speaking practice with exercises that require students to record themselves and submit audio to their online instructor. The teacher can then send written or oral feedback on those audio clips.\u003c/p>\n\u003cp>Grammar can be a tedious part of learning a second language for many students, but Germain-Rutherford says she and the other course designers have done their best to embed grammar in interesting ways that require critical thinking, not just rote memorization. For example, the program might present a student with a transcript of a conversation with some parts highlighted. The student is asked to identify patterns in the highlighted text and make a hypothesis about a grammar rule. The program then serves up practice activities to test that hypothesis, which are immediately graded. After the student has had this chance to engage with the material, the program offers the actual grammar rule and asks the student to complete practice activities to solidify the rule. Finally, the student is asked to use the rule in relation to the authentic text or video.\u003c/p>\n\u003cfigure id=\"attachment_40144\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/ELEM-French.jpg\">\u003cimg class=\"size-large wp-image-40144\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2015/04/ELEM-French-1440x810.jpg\" alt=\"The elementary school curriculum consists of animated fairy tales from target language countries.\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-1440x810.jpg 1440w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-800x450.jpg 800w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-1180x664.jpg 1180w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-768x432.jpg 768w, https://ww2.kqed.org/app/uploads/sites/23/2015/04/ELEM-French-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\">The elementary school curriculum consists of animated fairy tales from target language countries. \u003ccite>(Courtesy Middlebury Interactive Languages)\u003c/cite>\u003c/figcaption>\u003c/figure>\n\u003cp>“It is quickly put back into the reality of the context, so we never look at the language as just a combination of structures and words,” Germain-Rutherford said. “It’s a way of engaging the reasoning of the students. If it’s just receiving the explanation of the rule, the retention won’t be as great as if we have been participating in making that rule.”\u003c/p>\n\u003cp>She is adamant that if a student hasn’t helped create an understanding of the language or made something with it, then they haven’t learned it.\u003c/p>\n\u003cp>\u003cstrong>WHAT DO SCHOOLS THINK?\u003c/strong>\u003c/p>\n\u003cp>Baltimore County Public Schools are using Middlebury Interactive Languages to pilot a Spanish-language program in fourth and fifth grade. The district is making a big push to graduate students proficient in a second language by the end of high school, so they are starting language instruction earlier. As a brand-new program in just 10 pilot schools, the curriculum has been developed in tandem with Middlebury’s online content, so that two teachers can move between the 10 schools supporting students who are doing much of their learning online.\u003c/p>\n\u003cp>\u003c!-- iframe plugin v.4.3 wordpress.org/plugins/iframe/ -->\u003cbr>\n\u003ciframe src=\"https://player.vimeo.com/video/111540238?byline=0&portrait=0\" width=\"640\" height=\"360\" frameborder=\"0\" scrolling=\"yes\" class=\"iframe-class\">\u003c/iframe>\u003c/p>\n\u003cp>“Middlebury did the best job at providing opportunities for students to speak,” said Brian Schiffer, director of social studies, fine arts and world languages for the district. “Teachers can go in and hear them as they’re recording words.” The elementary school curriculum, which is new to Middlebury’s portfolio this year, is based on fairy tales from target-language countries. The stories are animated, but the speakers are still native. Schiffer said he and his colleagues like the fact that the program is both a cultural and lingual immersion.\u003c/p>\n\u003cp>In Baltimore’s blended model, students complete the Middlebury curriculum in the computer lab with another teacher there to help with any technical problems. When the language teacher is present one day a week, the focus is on speaking with one another and group work.\u003c/p>\n\u003cp>While Middlebury’s program was developed to stand alone, the company has found that increasingly districts are choosing to use the curriculum in a blended environment. “Some activities are best when you do them in class, in groups, and the teacher can go from one to another and guide the students,” Germain-Rutherford said. “However, there are other learning moments when you can individually work on it and go deep on it either in class or at home.”\u003c/p>\n\u003cp>Middlebury also contracted \u003ca href=\"https://www.middleburyinteractive.com/research-resources/research/johns-hopkins-university-center-for-research-and-reform-in-education\" target=\"_blank\">Johns Hopkins researchers to conduct a third-party evaluation \u003c/a>of the program's effectiveness, which was published in 2013. Overall, the Johns Hopkins team found that students and teachers liked the program, felt it aligned with curriculum standards and provided an engaging way to develop language competency, although it's worth noting the study was limited, based on interviews at one Kentucky school.\u003c/p>\n\u003cp>\u003cstrong>CRITICISMS\u003c/strong>\u003c/p>\n\u003cp>Language teachers use Middlebury’s pedagogy for its engaging videos, opportunities to practice speech and immersive qualities. But some are less enamored of the technology itself. Jason Noble, a high school Spanish teacher, has been using Middlebury for three years, first through a partnership with \u003ca href=\"http://www.csionline.org/home\" target=\"_blank\">Christian Schools International\u003c/a>, where he was an online teacher, and now through \u003ca href=\"http://www.iowalearningonline.org/\">Iowa Learning Online\u003c/a>, the state-supported online learning platform. He has been complaining about a glitch when students submit assignments to the program that are supposed to be auto-graded and added to the grade book, but instead disappear. It happens only to a few students and is easy for a teacher to miss.\u003c/p>\n\u003cp>“You don’t know that something didn’t get submitted until a student emails you and says it’s not showing up in the gradebook -- if the student is conscientious enough to do that,” Noble said. He complained that Middlebury’s customer support has been poor and the problem has persisted for three years.\u003c/p>\n\u003cp>\u003ca href=\"http://www.csionline.org/home\" target=\"_blank\">Christian Schools International\u003c/a> (CSI) ended up dropping Middlebury in part because of problems connecting their learning management system to the program. Teachers found grading difficult, and when Middlebury tried to improve that aspect, CSI lost some of the flexibility to change content that they liked about Middlebury in the first place, said Marita Damghani, a consultant to CSI. In the end, the consortium moved over to \u003ca href=\"http://www.sevenstar.org/\" target=\"_blank\">Sevenstar\u003c/a>, an online learning company that had the Christian content they wanted, teachers and materials all rolled into one.\u003c/p>\n\u003cp>“I am concerned if they reached out with a phone call or a chat, and they weren't told the solution,” said \u003ca href=\"https://www.middleburyinteractive.com/about-us/our-expertise-history/leadership-jane-swift\" target=\"_blank\">Jane Swift\u003c/a>, CEO of Middlebury Interactive Languages. Over the past two years, she says, the company has been adding more and better qualified customer service people to try to address complaints like Noble’s. The company has also hired regional implementation leaders with education backgrounds that make school visits to identify and solve common issues.\u003c/p>\n\u003caside class=\"pullquote alignright\">'In a perfect world, all schools in the U.S. would have perfect connectivity and modern hardware and software that could connect to ours.'\u003ccite>Reinhold Lange, Senior director of digital strategy\u003c/cite>\u003c/aside>\n\u003cp>The auto-grading problem that has so frustrated Noble is a loading issue, according to Swift. If a student clicks to another screen while an assignment is in the process of being submitted, it never gets saved. That processing time is a little longer than students expect because big audio files are bouncing between the school’s \u003ca href=\"http://ww2.kqed.org/mindshift/2015/02/13/techniques-for-unleashing-student-work-from-learning-management-systems/\" target=\"_blank\">learning management system\u003c/a>, like Blackboard or Moodle, back to Middlebury and then back to the school again. Swift says Middlebury is working to integrate more features like “the spinning wheel of death,” which gives students clues that if they move on they’ll lose their work.\u003c/p>\n\u003cp>“We’ve been monitoring our support statistics for the past two years and have seen significant improvement, both in the time it takes us to resolve a concern and being able to provide an acceptable resolution for a client,” Swift said. That’s come from a lot of hard work, and basic tech support for schools.\u003c/p>\n\u003cp>Most problems arise when the school's learning management system tries to integrate Middlebury’s platform. The company’s tech team has found that schools have different versions of software and very little technological support. While some problems originate at Middlebury, many are either a function of how the program is being used or slow Internet at the school sites. Middlebury’s program is bandwidth-intensive because of the video and audio elements, making it difficult for many schools to support it.\u003c/p>\n\u003cp>“In a perfect world, all schools in the U.S. would have perfect connectivity and modern hardware and software that could connect to ours,” said Reinhold Lange, senior director of digital strategy. “But what we have found more often than not is that there are problems downstream from our system.”\u003c/p>\n\u003cp>“If students and teachers are having challenges, we are going to be forefront in the industry to address those challenges,” Swift said.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>She’s clear the mission of the company is to provide strong language pedagogy to students who might not otherwise have access. In today’s reality, that means providing a lot of tech support that could be more efficiently offered by school districts themselves.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/40102/can-foreign-language-immersion-be-taught-effectively-online","authors":["234"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_399","mindshift_20784","mindshift_373","mindshift_1040","mindshift_20849","mindshift_122"],"featImg":"mindshift_40142","label":"mindshift"},"mindshift_28534":{"type":"posts","id":"mindshift_28534","meta":{"index":"posts_1591205157","site":"mindshift","id":"28534","score":null,"sort":[1367514130000]},"guestAuthors":[],"slug":"a-new-role-for-avatars-learning-languages","title":"A New Role for Avatars: Learning Languages","publishDate":1367514130,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_28543\" class=\"wp-caption center\" style=\"max-width: 546px\">\u003ca href=\"http://www.flickr.com/photos/philliecasablanca/4789125747/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28543\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg\" alt=\"4789125747_58f0aa40b2_z\" width=\"546\" height=\"292\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg 546w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-320x171.jpg 320w\" sizes=\"(max-width: 546px) 100vw, 546px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most experts agree that the best way to learn a language is \u003ca href=\"http://www.sciencedaily.com/releases/2013/04/130418104203.htm\">by immersing yourself in it. \u003c/a>Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking.\u003c/p>\n\u003cp>Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone,\u003c/a> \u003ca href=\"http://livemocha.com/\">Livemocha,\u003c/a> and \u003ca href=\"http://renkara.com/applications-accelastudy.php\">AccelaStudy, \u003c/a>a few tech companies have leveraged the idea that becoming someone else helps to learn a foreign language, especially when speaking it.\u003c/p>\n\u003cp>Companies like \u003ca href=\"http://secondlife.com/?lang=en-US\">Second Life\u003c/a> and \u003ca href=\"http://www.middleburyinteractive.com/\">Middlebury Interactive Languages\u003c/a> both offer digital avatar programs to give language learners a chance to practice their skills in virtual environments. Britain’s \u003ca href=\"http://www.languagelab.com/howitworks/english_city/\">Language Lab\u003c/a> has created “English City” using Second Life, where learners are promised realistic conversations with native English-speaking teachers, also using avatars, in virtual but plausible digital environments, like checking in at the airport, going to an art museum, or giving a presentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school.\"\u003c/strong>\u003c/aside>\n\u003cp>Few studies exist on the effectiveness of avatars for language learning, and just as recently as 2009, \u003ca href=\"http://moodle.bracu.ac.bd/pluginfile.php/2511/mod_resource/content/1/Technologies%20in%20Use%20for%20Second%20Language%20Learning.%20by%20Mike%20Levy.pdf\">a study conducted by Griffith University\u003c/a> on digital technology and second language learning found that “although significant advances have been made recently with chatbots [avatars] for \u003c!--more-->conversation practice... reliable programs of this type are ‘still some way off being a reality.’”\u003c/p>\n\u003cp>That reality is now here - and while Second Life and Language Lab are meant for the language learner at home on her laptop, what about using digital avatars in classroom environments? Some teachers say that language-learning avatars work well for classroom students, if used in a slightly different way.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>English teacher Ana Maria Menezes uses web tool \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> with her high school students in Uberlandia, Brazil, and said she has watched them become more comfortable speaking English when it’s not really “them” doing the talking. Voki, a free education web app created by Oddcast, allows students and teachers to create their own talking character - they can be historical figures, animals, or a person that looks just like the user.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>]\u003c/p>\n\u003cp>Teachers and students can give their character a voice by using one of three methods: text to speech, recording by microphone, or uploading their own pre-recording audio file. Voki characters can speak in over 25 languages, and 150-plus voices, according to Eric Kiang, Voki’s Product and Marketing Manager.\u003c/p>\n\u003cp>Menezes has students record themselves speaking English, and then has them play it for the class on a computer, using their avatar.\u003c/p>\n\u003cp>“Most of my students were very embarrassed when asked to record their voices while speaking English; many of them had never actually heard themselves using a foreign language,” she said. But students felt more comfortable watching their avatar speak for them. “It has to do with the ‘hiding behind the mask’ effect: when we speak behind a mask, it's as if you're another character, you're safer and less exposed.”\u003c/p>\n\u003cp>Middle and high school Spanish and German teacher José Picardo doubts that using avatars alone causes dramatic improvements in learning a new language. “But I do think that incorporating tools such as Voki into the teaching and learning that goes on in my classroom, and practices such as regular peer-assessment, has had a very positive influence in attainment.” Picardo puts all of his students’ avatars on the departmental blog at Nottingham High School in Nottingham, UK, where they can be used by teachers, parents and students both as a showcase of student work as well as for peer review and assessment.\u003c/p>\n\u003cp>For Menezes, the most important use of digital avatars is the ability to get students doing more speaking outside the classroom. “Years ago, it was unthinkable to assign speaking homework to EFL or ESL students; all we could expect from them at home was to complete written exercises or write texts. Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school. Using an avatar for both for listening and for speaking purposes, I clearly noticed several improvements in their language use: Students were braver when expressing themselves and were also able to observe their pronunciation for the first time.”\u003c/p>\n\u003cp>One drawback teachers mentioned is the learning curve to use the apps; Second Life’s virtual world recommends that students be 16 to use it. Menezes mentioned there is a ramp-up time to using Voki, too, and that students need access to good recording equipment and fast Internet connections to get started. But even with learning curves, the technology is intuitive and tech-savvy students catch on quickly.\u003c/p>\n\u003cp>“Is there such a thing as a non-techie 13-year-old?” joked Picardo. “It could be argued that using these tools ensure that we are teaching children a range of skills that are necessary for later life, not just foreign languages.”\u003c/p>\n\u003cp>Even for the non-techie school setting, though, there's another option. Wake Forest Latin teacher-scholar Ted Gellar-Goad developed an original pen-and-paper avatar game for his Latin prose composition students. Students role-play and interact in ancient Rome, in the spirit of Dungeons and Dragons, and the game is meant to help students stay engaged and have fun performing the arduous task of writing difficult Latin sentences.\u003c/p>\n\u003cp>For the imaginative teacher, there's always a way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1367521500,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":16,"wordCount":950},"headData":{"title":"A New Role for Avatars: Learning Languages | KQED","description":"Most experts agree that the best way to learn a language is by immersing yourself in it. Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking. Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like Rosetta Stone, Livemocha, and AccelaStudy,","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"28534 http://blogs.kqed.org/mindshift/?p=28534","disqusUrl":"https://ww2.kqed.org/mindshift/2013/05/02/a-new-role-for-avatars-learning-languages/","disqusTitle":"A New Role for Avatars: Learning Languages","path":"/mindshift/28534/a-new-role-for-avatars-learning-languages","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_28543\" class=\"wp-caption center\" style=\"max-width: 546px\">\u003ca href=\"http://www.flickr.com/photos/philliecasablanca/4789125747/sizes/z/in/photostream/\">\u003cimg class=\"size-full wp-image-28543\" title=\"\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg\" alt=\"4789125747_58f0aa40b2_z\" width=\"546\" height=\"292\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z.jpg 546w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-400x214.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/05/4789125747_58f0aa40b2_z-320x171.jpg 320w\" sizes=\"(max-width: 546px) 100vw, 546px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">Most experts agree that the best way to learn a language is \u003ca href=\"http://www.sciencedaily.com/releases/2013/04/130418104203.htm\">by immersing yourself in it. \u003c/a>Now, with more sophisticated technology, another theory around language learning is being tested: the use of avatars to practice speaking.\u003c/p>\n\u003cp>Alongside traditional methods, like listening, repeating, and digital flashcards, created by companies like \u003ca href=\"http://www.rosettastone.com/\">Rosetta Stone,\u003c/a> \u003ca href=\"http://livemocha.com/\">Livemocha,\u003c/a> and \u003ca href=\"http://renkara.com/applications-accelastudy.php\">AccelaStudy, \u003c/a>a few tech companies have leveraged the idea that becoming someone else helps to learn a foreign language, especially when speaking it.\u003c/p>\n\u003cp>Companies like \u003ca href=\"http://secondlife.com/?lang=en-US\">Second Life\u003c/a> and \u003ca href=\"http://www.middleburyinteractive.com/\">Middlebury Interactive Languages\u003c/a> both offer digital avatar programs to give language learners a chance to practice their skills in virtual environments. Britain’s \u003ca href=\"http://www.languagelab.com/howitworks/english_city/\">Language Lab\u003c/a> has created “English City” using Second Life, where learners are promised realistic conversations with native English-speaking teachers, also using avatars, in virtual but plausible digital environments, like checking in at the airport, going to an art museum, or giving a presentation.\u003c/p>\n\u003caside class=\"pullquote alignleft\">\u003cstrong>\"Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school.\"\u003c/strong>\u003c/aside>\n\u003cp>Few studies exist on the effectiveness of avatars for language learning, and just as recently as 2009, \u003ca href=\"http://moodle.bracu.ac.bd/pluginfile.php/2511/mod_resource/content/1/Technologies%20in%20Use%20for%20Second%20Language%20Learning.%20by%20Mike%20Levy.pdf\">a study conducted by Griffith University\u003c/a> on digital technology and second language learning found that “although significant advances have been made recently with chatbots [avatars] for \u003c!--more-->conversation practice... reliable programs of this type are ‘still some way off being a reality.’”\u003c/p>\n\u003cp>That reality is now here - and while Second Life and Language Lab are meant for the language learner at home on her laptop, what about using digital avatars in classroom environments? Some teachers say that language-learning avatars work well for classroom students, if used in a slightly different way.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>English teacher Ana Maria Menezes uses web tool \u003ca href=\"http://www.voki.com/\">Voki\u003c/a> with her high school students in Uberlandia, Brazil, and said she has watched them become more comfortable speaking English when it’s not really “them” doing the talking. Voki, a free education web app created by Oddcast, allows students and teachers to create their own talking character - they can be historical figures, animals, or a person that looks just like the user.\u003c/p>\n\u003cp style=\"text-align: center\">[\u003cstrong>RELATED READING:\u003c/strong> \u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/\">Can an Online Game Crack the Code to Language Learning?\u003c/a>]\u003c/p>\n\u003cp>Teachers and students can give their character a voice by using one of three methods: text to speech, recording by microphone, or uploading their own pre-recording audio file. Voki characters can speak in over 25 languages, and 150-plus voices, according to Eric Kiang, Voki’s Product and Marketing Manager.\u003c/p>\n\u003cp>Menezes has students record themselves speaking English, and then has them play it for the class on a computer, using their avatar.\u003c/p>\n\u003cp>“Most of my students were very embarrassed when asked to record their voices while speaking English; many of them had never actually heard themselves using a foreign language,” she said. But students felt more comfortable watching their avatar speak for them. “It has to do with the ‘hiding behind the mask’ effect: when we speak behind a mask, it's as if you're another character, you're safer and less exposed.”\u003c/p>\n\u003cp>Middle and high school Spanish and German teacher José Picardo doubts that using avatars alone causes dramatic improvements in learning a new language. “But I do think that incorporating tools such as Voki into the teaching and learning that goes on in my classroom, and practices such as regular peer-assessment, has had a very positive influence in attainment.” Picardo puts all of his students’ avatars on the departmental blog at Nottingham High School in Nottingham, UK, where they can be used by teachers, parents and students both as a showcase of student work as well as for peer review and assessment.\u003c/p>\n\u003cp>For Menezes, the most important use of digital avatars is the ability to get students doing more speaking outside the classroom. “Years ago, it was unthinkable to assign speaking homework to EFL or ESL students; all we could expect from them at home was to complete written exercises or write texts. Speaking practice was only possible in the classroom, and that meant very little practice for students who have no contact with English outside their school. Using an avatar for both for listening and for speaking purposes, I clearly noticed several improvements in their language use: Students were braver when expressing themselves and were also able to observe their pronunciation for the first time.”\u003c/p>\n\u003cp>One drawback teachers mentioned is the learning curve to use the apps; Second Life’s virtual world recommends that students be 16 to use it. Menezes mentioned there is a ramp-up time to using Voki, too, and that students need access to good recording equipment and fast Internet connections to get started. But even with learning curves, the technology is intuitive and tech-savvy students catch on quickly.\u003c/p>\n\u003cp>“Is there such a thing as a non-techie 13-year-old?” joked Picardo. “It could be argued that using these tools ensure that we are teaching children a range of skills that are necessary for later life, not just foreign languages.”\u003c/p>\n\u003cp>Even for the non-techie school setting, though, there's another option. Wake Forest Latin teacher-scholar Ted Gellar-Goad developed an original pen-and-paper avatar game for his Latin prose composition students. Students role-play and interact in ancient Rome, in the spirit of Dungeons and Dragons, and the game is meant to help students stay engaged and have fun performing the arduous task of writing difficult Latin sentences.\u003c/p>\n\u003cp>For the imaginative teacher, there's always a way.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/28534/a-new-role-for-avatars-learning-languages","authors":["4445"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_373","mindshift_815"],"featImg":"mindshift_28543","label":"mindshift"},"mindshift_19039":{"type":"posts","id":"mindshift_19039","meta":{"index":"posts_1591205157","site":"mindshift","id":"19039","score":null,"sort":[1329245862000]},"guestAuthors":[],"slug":"%c2%bfhablas-espanol-theres-an-app-for-that","title":"¿Hablas español? There's an App for That","publishDate":1329245862,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Another game on the menu: meteors falling to earth, with numbers or vocabulary to match before the meteor crashes into houses. Or your spelling is checked by tapping on parachutes falling to the \u003c!--more-->ground. See an incorrect spelling? Tap it, and it explodes. Correct spelling? Let the parachute land, and a rhino walks off into the bush. There are prep tutorials, with audio recordings to tell you how to say vocabulary or phrases. These can then be incorporated into the games. And, just in case anyone thought this would be really simple, there are fifty levels, so you can keep playing for quite a while.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"../2011/04/can-gamification-boost-independent-learning/\">CAN GAMIFICATION BOOST INDEPENDENT LEARNING?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/11/can-an-online-game-crack-the-code-to-language-learning/\">ONLINE GAME CRACKS THE CODE TO LANGUAGE LEARNING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2012/01/combining-computer-games-with-classroom-teaching/\">COMBINING COMPUTER GAMES AND CLASSROOM TEACHING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">50 FANTASTIC PLAY-AND-LEARN APPS, SITES, AND TOYS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../feature/educational-apps/\">MINDSHIFT'S LIST OF NOTEWORTHY LEARNING APPS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003ca href=\"http://mandarinmadness.com/\">Mandarin Madness\u003c/a> and \u003ca href=\"http://spanishsmash.com/\">Spanish Smash\u003c/a> by Native Tongue, which are both new to the app scene, work on the same premise, where learners play in an arcade-style game and must get past obstacles to get to the next, progressively more difficult levels.\u003c/p>\n\u003cp>\"The idea is that if they're fun and addicting and engaging, then you'll want to keep playing and therefore you'll be more likely to continue learning that language and continue working with the words, more so than you would have if everyone has flash cards, and after a while, it just becomes a bit of a bore,\" Myers said.\u003c/p>\n\u003cp>The MindSnacks algorithm is based on linguist Dr. Paul Pimsleur's research surrounding language and memory. Pimsleur's methods grew into a self-study language series, and became the basis for \"Speak Spanish With Dora and Diego,\" the popular children's series on Nickelodeon's Nick Jr. MindSnack’s founders also created the original curriculum in conjunction with University of Pennsylvania professors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MindSnacks plans to release grade-level vocabulary and geography apps, and they hope, one for Japanese.\u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1329247317,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":13,"wordCount":640},"headData":{"title":"¿Hablas español? There's an App for That | KQED","description":"By Polly Stryker App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"19039 http://blogs.kqed.org/mindshift/?p=19039","disqusUrl":"https://ww2.kqed.org/mindshift/2012/02/14/%c2%bfhablas-espanol-theres-an-app-for-that/","disqusTitle":"¿Hablas español? There's an App for That","path":"/mindshift/19039/%c2%bfhablas-espanol-theres-an-app-for-that","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/2012/02/%c2%bfhablas-espanol-theres-an-app-for-that/screen-shot-2012-02-14-at-10-53-10-am/\" rel=\"attachment wp-att-19050\">\u003cimg class=\"alignleft size-medium wp-image-19050\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/02/Screen-shot-2012-02-14-at-10.53.10-AM-300x450.png\" alt=\"\" width=\"300\" height=\"450\">\u003c/a>\u003cem>\u003cstrong>By Polly Stryker\u003c/strong>\u003c/em>\u003c/h5>\n\u003cp>App stores are chock-a-block with apps for language learning. Most of them boast colorful flashcards and cute characters for kids, and others are translators that help travelers with phrases, vocabulary, and pronunciation. The big names are in the mix: Rosetta Stone has apps for both Android and iPhones/iPads, but they're mobile companions to the expensive software packets that contain the main course. Berlitz sells apps to help you brush up on your vocabulary and phrases before you travel.\u003c/p>\n\u003cp>But a few new language learning apps are moving in on the \"\u003ca href=\"http://ww2.kqed.org/mindshift/2011/04/can-gamification-boost-independent-learning/\">gamification\u003c/a>\" trend in education, making a game out of learning phrases and words. For young students accustomed to playing games during their off-hours from school, or for adults who have a few minutes to kill on the bus, these game apps are meant to help with casual, conversational language learning in languages like Spanish, Italian, French, German, Mandarin, and Portuguese.\u003c/p>\n\u003cp>One of the biggest players in the language-learning game app realm is \u003ca href=\"http://www.mindsnacks.com/\">MindSnacks,\u003c/a> and as Mindy Eve Myers, Director of Education explains it, the point of the app is not necessarily to teach the language to the point of fluency, but to keep players engaged with something more productive than killing pigs.\u003c/p>\n\u003cp>\"The reason that we wanted the games to look they way they did and to be able to be played in short bursts of time is that we wanted them to fit into those awkward moments of the day where you've got a couple of minutes to kill,\" Myers said. \"So, instead of playing Angry Birds, you can practice your Spanish vocabulary.\"\u003c/p>\n\u003cp>Here's how it works: You have to match the English word with the Spanish word, for example, \"nine\" and \"nueve,\" before the fish tank empties. The water drains faster and faster as numbers are thrown at you.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Another game on the menu: meteors falling to earth, with numbers or vocabulary to match before the meteor crashes into houses. Or your spelling is checked by tapping on parachutes falling to the \u003c!--more-->ground. See an incorrect spelling? Tap it, and it explodes. Correct spelling? Let the parachute land, and a rhino walks off into the bush. There are prep tutorials, with audio recordings to tell you how to say vocabulary or phrases. These can then be incorporated into the games. And, just in case anyone thought this would be really simple, there are fifty levels, so you can keep playing for quite a while.\u003c/p>\n\u003caside class=\"pullquote alignright\">\n\u003cp>\u003cstrong>RELATED READING:\u003c/strong>\u003c/p>\n\u003cul>\n\u003cli>\u003ca href=\"../2011/04/can-gamification-boost-independent-learning/\">CAN GAMIFICATION BOOST INDEPENDENT LEARNING?\u003cstrong>\u003c/strong>\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/11/can-an-online-game-crack-the-code-to-language-learning/\">ONLINE GAME CRACKS THE CODE TO LANGUAGE LEARNING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2012/01/combining-computer-games-with-classroom-teaching/\">COMBINING COMPUTER GAMES AND CLASSROOM TEACHING\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../2011/06/boredom-busters-50-fantastic-play-and-learn-apps-sites-and-toys/\">50 FANTASTIC PLAY-AND-LEARN APPS, SITES, AND TOYS\u003c/a>\u003c/li>\n\u003cli>\u003ca href=\"../feature/educational-apps/\">MINDSHIFT'S LIST OF NOTEWORTHY LEARNING APPS\u003c/a>\u003c/li>\n\u003c/ul>\n\u003c/aside>\n\u003cp>\u003ca href=\"http://mandarinmadness.com/\">Mandarin Madness\u003c/a> and \u003ca href=\"http://spanishsmash.com/\">Spanish Smash\u003c/a> by Native Tongue, which are both new to the app scene, work on the same premise, where learners play in an arcade-style game and must get past obstacles to get to the next, progressively more difficult levels.\u003c/p>\n\u003cp>\"The idea is that if they're fun and addicting and engaging, then you'll want to keep playing and therefore you'll be more likely to continue learning that language and continue working with the words, more so than you would have if everyone has flash cards, and after a while, it just becomes a bit of a bore,\" Myers said.\u003c/p>\n\u003cp>The MindSnacks algorithm is based on linguist Dr. Paul Pimsleur's research surrounding language and memory. Pimsleur's methods grew into a self-study language series, and became the basis for \"Speak Spanish With Dora and Diego,\" the popular children's series on Nickelodeon's Nick Jr. MindSnack’s founders also created the original curriculum in conjunction with University of Pennsylvania professors.\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>MindSnacks plans to release grade-level vocabulary and geography apps, and they hope, one for Japanese.\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/19039/%c2%bfhablas-espanol-theres-an-app-for-that","authors":["180"],"categories":["mindshift_195","mindshift_193"],"tags":["mindshift_134","mindshift_373","mindshift_815"],"featImg":"mindshift_19050","label":"mindshift"},"mindshift_16803":{"type":"posts","id":"mindshift_16803","meta":{"index":"posts_1591205157","site":"mindshift","id":"16803","score":null,"sort":[1320953590000]},"guestAuthors":[],"slug":"can-an-online-game-crack-the-code-to-language-learning","title":"Can an Online Game Crack the Code to Language Learning?","publishDate":1320953590,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.practomime.com/wp-content/uploads/2011/05/LAPIS-Poster-2-Low-Res.jpg\">\u003cimg class=\"size-medium wp-image-16811\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/LAPIS-Poster-2-Low-Res-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Practomime.com\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini.\u003c/p>\n\u003cp>Ideally, he could take the entire class to Rome and walk them through the ruins, where they could practice speaking the language while learning the history. He found a way to do it -- at least in the virtual world.\u003c/p>\n\u003cp>Ballestrini has turned his introductory Latin class at Connecticut’s Norwich Free Academy into an alternate reality. The students’ job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society.\u003c/p>\n\u003cp>“Mr. Bal told us this isn’t school anymore,” says 10th-grader Caroline Scheck. “He told us, ‘You’re on a mission to save the world.’ Naturally, we all thought he was crazy. He even asked, ‘Who thinks I’m crazy?’ and a few of us raised our hands.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months.\"\u003c/aside>\n\u003cp>But there's a method to the madness. “It’s a mix of a role-playing game and an alternate reality game,” Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>Using an \u003ca href=\"http://www.practomime.com/\">online portal\u003c/a>, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries. Then they can see how other teams' characters responded to the \u003c!--more-->prompts. Much of the action takes place in the “TSTT-interface – a sophisticated simulation cleverly disguised as an Internet forum. Each night, the students receive, in a forum post that pretends to be a “TSTT immersion session,” a new piece of the narrative and a prompt to which their team’s Roman must respond.\u003c/p>\n\u003cp>“Each individual student is responsible for his or her contribution so the group product is never anything that affects their grades,” Ballestrini says. “I give experience points for completing tasks instead of grades, and then when it’s time to report grades, the student and I have a conversation about their progress and decide the right grade.”\u003c/p>\n\u003cp>In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site. Ballistrini is excited to see the game expanding beyond just his classroom. He’s started a company with his research partner Roger Travis to capture this new style of learning through engaging games.\u003c/p>\n\u003cp>But most importantly, his students are loving it, too.\u003c/p>\n\u003cp>“Latin is my favorite class,” said Peter Liang, a 9\u003csup>th\u003c/sup> grader in Ballestrini’s class. “I look forward to it every day. The class is funny because some missions, you have to go back in time and create a battle scene. It's so much better than learning from a book! We go on a Web site and get to use Latin every day. And not just for 60 minutes in class. We have to think of sentence structures and the online opportunity.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/mission-4-1-a/\" rel=\"attachment wp-att-16815\">\u003cimg class=\"alignleft size-medium wp-image-16815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Mission-4-1-A-300x187.png\" alt=\"\" width=\"300\" height=\"187\">\u003c/a>Another student observes a huge difference in how the game format has helped her learn this obsolete language. “I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months,\" said Caroline Scheck. “I can write sentences because we’re using it like we’re writing a story. As a child, you’d learn Latin by people speaking to you in sentences. You know how sometimes in languages you just learn words and then later on you use sentences? This time, we’re just learning it as if someone was speaking to us.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, and have a better understanding of what they’re understanding.”\u003c/aside>\n\u003cp>Apart from student engagement, Ballestrini believes this class structure accomplishes a few other important objectives: It matches the exact curriculum goals, teaches students to flex their online skills, and it alerts him to potential problems in students’ learning process. The students who are excelling mentor the struggling students, as together they figure out the correct Latin text that will control the character.\u003c/p>\n\u003cp>What's more, Ballestrini feels he gets to know his students better.\u003c/p>\n\u003cp>“Each night, I get to see insights into their thinking in ways I’ve never been able to see before,” he says. “It allows me some great affordances where I can jump in at 7:30 at night and say, ‘You’re on track,’ or, ‘There’s a conceptual problem and let’s take a look at why.’ So rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, I’m doing work I feel is more productive and have a better understanding of what they’re understanding.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Is his experiment a success? It may be too early to tell, but it will be interesting to see if the game successfully transfers to the other 30 courses.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003cdiv class=\"prezi-player-links\">\n\u003cp>\u003cem>Update: Check out Ballestrini's \u003ca href=\"http://prezi.com\">Prezi\u003c/a> on how the class works.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1321385843,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":19,"wordCount":982},"headData":{"title":"Can an Online Game Crack the Code to Language Learning? | KQED","description":"Practomime.com By Nathan Maton What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini. Ideally, he could take the entire class to Rome and walk them through the ruins, where they could practice speaking the language while learning the history. He found a way to","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":""},"disqusIdentifier":"16803 http://blogs.kqed.org/mindshift/?p=16803","disqusUrl":"https://ww2.kqed.org/mindshift/2011/11/10/can-an-online-game-crack-the-code-to-language-learning/","disqusTitle":"Can an Online Game Crack the Code to Language Learning?","path":"/mindshift/16803/can-an-online-game-crack-the-code-to-language-learning","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cdiv class=\"module image alignright mceTemp\" style=\"width: 300px\">\n\u003cp>\u003ca href=\"http://www.practomime.com/wp-content/uploads/2011/05/LAPIS-Poster-2-Low-Res.jpg\">\u003cimg class=\"size-medium wp-image-16811\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/LAPIS-Poster-2-Low-Res-300x300.jpg\" alt=\"\" width=\"300\" height=\"300\">\u003c/a>\u003c/p>\n\u003cp class=\"wp-media-credit\">Practomime.com\u003c/p>\n\u003c/div>\n\u003ch5>By Nathan Maton\u003c/h5>\n\u003cp>What can possibly get kids excited to learn a dead language? This was the challenge for Latin teacher Kevin Ballestrini.\u003c/p>\n\u003cp>Ideally, he could take the entire class to Rome and walk them through the ruins, where they could practice speaking the language while learning the history. He found a way to do it -- at least in the virtual world.\u003c/p>\n\u003cp>Ballestrini has turned his introductory Latin class at Connecticut’s Norwich Free Academy into an alternate reality. The students’ job: to save the world by joining a shadowy organization on a quest to find the Lapis Saeculōrum that was part of an Ancient Roman society.\u003c/p>\n\u003cp>“Mr. Bal told us this isn’t school anymore,” says 10th-grader Caroline Scheck. “He told us, ‘You’re on a mission to save the world.’ Naturally, we all thought he was crazy. He even asked, ‘Who thinks I’m crazy?’ and a few of us raised our hands.”\u003c/p>\n\u003caside class=\"pullquote alignleft\">“I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months.\"\u003c/aside>\n\u003cp>But there's a method to the madness. “It’s a mix of a role-playing game and an alternate reality game,” Ballestrini says. Students play the role of Romans in a reconstruction of ancient Pompeii (or ancient Rome) and have to learn to think, act, create and write like a Roman in order to win the game. And those are the same goals of any introductory Latin course.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>Using an \u003ca href=\"http://www.practomime.com/\">online portal\u003c/a>, student teams direct their character in Latin to find mysterious inscriptions on stones and solve mysteries. Then they can see how other teams' characters responded to the \u003c!--more-->prompts. Much of the action takes place in the “TSTT-interface – a sophisticated simulation cleverly disguised as an Internet forum. Each night, the students receive, in a forum post that pretends to be a “TSTT immersion session,” a new piece of the narrative and a prompt to which their team’s Roman must respond.\u003c/p>\n\u003cp>“Each individual student is responsible for his or her contribution so the group product is never anything that affects their grades,” Ballestrini says. “I give experience points for completing tasks instead of grades, and then when it’s time to report grades, the student and I have a conversation about their progress and decide the right grade.”\u003c/p>\n\u003cp>In its second year, the game is now being run in 30 classrooms across the country and can be done with as little tech as pen and paper or as fully tech integrated as mobile phones and a full Web site. Ballistrini is excited to see the game expanding beyond just his classroom. He’s started a company with his research partner Roger Travis to capture this new style of learning through engaging games.\u003c/p>\n\u003cp>But most importantly, his students are loving it, too.\u003c/p>\n\u003cp>“Latin is my favorite class,” said Peter Liang, a 9\u003csup>th\u003c/sup> grader in Ballestrini’s class. “I look forward to it every day. The class is funny because some missions, you have to go back in time and create a battle scene. It's so much better than learning from a book! We go on a Web site and get to use Latin every day. And not just for 60 minutes in class. We have to think of sentence structures and the online opportunity.”\u003c/p>\n\u003cp>\u003ca href=\"http://ww2.kqed.org/mindshift/2011/11/can-an-online-game-crack-the-code-to-language-learning/mission-4-1-a/\" rel=\"attachment wp-att-16815\">\u003cimg class=\"alignleft size-medium wp-image-16815\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2011/11/Mission-4-1-A-300x187.png\" alt=\"\" width=\"300\" height=\"187\">\u003c/a>Another student observes a huge difference in how the game format has helped her learn this obsolete language. “I took Spanish for four years and I don’t think I’ve learned as much as I have in that class as I have in just two months,\" said Caroline Scheck. “I can write sentences because we’re using it like we’re writing a story. As a child, you’d learn Latin by people speaking to you in sentences. You know how sometimes in languages you just learn words and then later on you use sentences? This time, we’re just learning it as if someone was speaking to us.\"\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, and have a better understanding of what they’re understanding.”\u003c/aside>\n\u003cp>Apart from student engagement, Ballestrini believes this class structure accomplishes a few other important objectives: It matches the exact curriculum goals, teaches students to flex their online skills, and it alerts him to potential problems in students’ learning process. The students who are excelling mentor the struggling students, as together they figure out the correct Latin text that will control the character.\u003c/p>\n\u003cp>What's more, Ballestrini feels he gets to know his students better.\u003c/p>\n\u003cp>“Each night, I get to see insights into their thinking in ways I’ve never been able to see before,” he says. “It allows me some great affordances where I can jump in at 7:30 at night and say, ‘You’re on track,’ or, ‘There’s a conceptual problem and let’s take a look at why.’ So rather than coming into class with their homework done entirely wrong, I’m catching the misconceptions well in advance, I’m doing work I feel is more productive and have a better understanding of what they’re understanding.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp>Is his experiment a success? It may be too early to tell, but it will be interesting to see if the game successfully transfers to the other 30 courses.\u003c/p>\n\u003cdiv class=\"prezi-player\">\n\u003cdiv class=\"prezi-player-links\">\n\u003cp>\u003cem>Update: Check out Ballestrini's \u003ca href=\"http://prezi.com\">Prezi\u003c/a> on how the class works.\u003c/em>\u003c/p>\n\u003c/div>\n\u003c/div>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/16803/can-an-online-game-crack-the-code-to-language-learning","authors":["180"],"categories":["mindshift_193"],"tags":["mindshift_373","mindshift_20902"],"featImg":"mindshift_16811","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. 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Hosted by journalists of color, the show tackles the subject of race head-on, exploring how it impacts every part of society — from politics and pop culture to history, sports and more.\u003cbr />\u003cbr />\u003cem>Life Kit\u003c/em>, which will be in the second part of the hour, guides you through spaces and feelings no one prepares you for — from finances to mental health, from workplace microaggressions to imposter syndrome, from relationships to parenting. The show features experts with real world experience and shares their knowledge. Because everyone needs a little help being human.\u003cbr />\u003cbr />\u003ca href=\"https://www.npr.org/podcasts/510312/codeswitch\">\u003cem>Code Switch\u003c/em> offical site and podcast\u003c/a>\u003cbr />\u003ca href=\"https://www.npr.org/lifekit\">\u003cem>Life Kit\u003c/em> offical site and podcast\u003c/a>\u003cbr />","airtime":"SUN 9pm-10pm","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Code-Switch-Life-Kit-Podcast-Tile-360x360-1.jpg","meta":{"site":"radio","source":"npr"},"link":"/radio/program/code-switch-life-kit","subscribe":{"apple":"https://podcasts.apple.com/podcast/1112190608?mt=2&at=11l79Y&ct=nprdirectory","google":"https://podcasts.google.com/feed/aHR0cHM6Ly93d3cubnByLm9yZy9yc3MvcG9kY2FzdC5waHA_aWQ9NTEwMzEy","spotify":"https://open.spotify.com/show/3bExJ9JQpkwNhoHvaIIuyV","rss":"https://feeds.npr.org/510312/podcast.xml"}},"commonwealth-club":{"id":"commonwealth-club","title":"Commonwealth Club of California Podcast","info":"The Commonwealth Club of California is the nation's oldest and largest public affairs forum. As a non-partisan forum, The Club brings to the public airwaves diverse viewpoints on important topics. The Club's weekly radio broadcast - the oldest in the U.S., dating back to 1924 - is carried across the nation on public radio stations and is now podcasting. Our website archive features audio of our recent programs, as well as selected speeches from our long and distinguished history. This podcast feed is usually updated twice a week and is always un-edited.","airtime":"THU 10pm, FRI 1am","imageSrc":"https://cdn.kqed.org/wp-content/uploads/2024/04/Commonwealth-Club-Podcast-Tile-360x360-1.jpg","officialWebsiteLink":"https://www.commonwealthclub.org/podcasts","meta":{"site":"news","source":"Commonwealth Club of California"},"link":"/radio/program/commonwealth-club","subscribe":{"apple":"https://itunes.apple.com/us/podcast/commonwealth-club-of-california-podcast/id976334034?mt=2","google":"https://podcasts.google.com/feed/aHR0cDovL3d3dy5jb21tb253ZWFsdGhjbHViLm9yZy9hdWRpby9wb2RjYXN0L3dlZWtseS54bWw","tuneIn":"https://tunein.com/radio/Commonwealth-Club-of-California-p1060/"}},"considerthis":{"id":"considerthis","title":"Consider This","tagline":"Make sense of the day","info":"Make sense of the day. Every weekday afternoon, Consider This helps you consider the major stories of the day in less than 15 minutes, featuring the reporting and storytelling resources of NPR. 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