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PROFESSIONS:

PILOT

ANGUAGESOR NTERNATIONAL

PROJECT

lN

THE spfingol 1981 hree aculty members

f h

Departmenl

ol Foreign -anguages t Arizona State

Unnehi rx oserhe,

ih

he.hdi , ra1. .e

oI rode. isn

a

new

program

or studenlsnterestedn beginning he

' tud)

of d langLd8e.

pdrt

oI

rherr

repdrdr 'on

or n-

lernationalprolesrions.r his new program,enritled

l-ansuagesor lnlernational rofessionsrcject

LIPP),

wai to

providean

hernativetoherguld ouHemester

basic

equence,

hichwas

atlemptingo meet heneeds

oi allstudents,ncluding ansuagemajors,ludents irh

special

rofe$ional goals,

and thosewhoseonly

puF

pose

was o meet anguageequiremenls.

proposalwas

w.itten

requesting

grant

funds ftod

the

Forergn

Languace nd nlernal ional t udies rosranofrbe U.S.

Depar ftent

ofEducalion o design nd mplementhe

new

program

n fiv

anguages-Chines,rench,Ge.

man, Japanese,nd

Spanish.

wo

rofessors

or each

of the languaees

ere

o

prpa.e

cou6e syllabi and

marerialsor a rwo

year

sequenceo be elescopednto

oneyearbymeans flvo-hour classesour days week

(five

days for the Asian lansuaeet.: The

srant

was

a*arded, and

pilot

couBeswereconducled n French

and Spanish uringthe198283academicterm. ouses

are currenllyunder

way

n all five languases.

Ar i /onaSEre nive^

y,

in rdd, r ,on o, r .

mr. . ron

asa researchnstitulion,hasbeen barged ith

building

to,

e\ ,e l len.en

'e\erdl

rofe*rondl

reds:ncrnee, rne,

business,

ciences,nd so on. The ansuage epa.tment

was

awa.e hat manystudentsn language

lassesane

from these

rofe$ional

schooh,alrhoughaltempts o

establish ies fo. collaboratincn the desienof inter

disciplinary

es.ee

rosrams

ad

not mel

wilh

success.

Throush

IPP rhedep"rrmenroped o enlnr

he

n

terest nd suppon of colleaguescrosshe campus y

betlermeeringhe needs

lsrudenlsand

facuty whose

wo.k involves veBeas ervice.

To denlify

hecommunicativeeeds fAmerican

ro

fessionals

iving and

workins

n other counlries, eam

membeB nterviewed epresentat ives

f

international

business, ankins.and

sovernment

sencies

ho

had

served broad.From heseinierviews

ndothersources,

a list ofimportant functions, ltitudes, ndculluralin-

lormat,on as

compiled, nd hespecificsoals nd ob

jectives

of the

courses

were

defined. New na reriak

differinssisnificantlyro6 distine lertbooks ad

o be

Designof lhe Malriah

A survey evealed

hal cufenlly available

atenars

arolthree types:

1)

exlsdesisnedor

general urpose

ADFL BuLLErrN, 6, No. 1. SEITEMBER984

3l

Gail Guntemann and

Debonh N. Losse

cou.ses,ontaining ll theCrmmar oflhe language nd

assigning

ll fealuresolghly equalvalue.

2)

situalional

or

phrase

ook malerials,which

provide

nenorizable

sentencesor

given

iiualions, nd

(3)

exts or

specilic

careers,uchas ndicine,busine$,or

police.

Noneof

thesemetLIPPsoak, whichare1odelelop

eneralco6-

mLrnicalive

roficiency

n the language s well as the

abil'ty o function n socialandwork related ituat ions

common o avarietyofprofessions,kinc inlo accouni

the culturalconventions

har detrninefieclive om-

The conceptual asi s or lhe desien f rhe materials

sas

providd

y an adaplation or Americanacadcmrc

programs

ol the luncrionalnorional

project

lor

lhe

Councilof Europe,whichhasbeen ttemptingo define

and meet he communicariveeeds f Europeans ho

must

(oss

linguislic

boundaries or travelor

work.r

The islingot tunctional, olional,or linguisriceatures

for the'1hrshold evel" n sever3lancuages as

pro

videda nodel lor the

specitication l coftnunicative

needsol other languace earners.Neve.lheless,he

hresholdlryel pecificationsonsis f

qtensile

istsof

functions, olions, nd inguisric xponentshat earners

couldb

qpcted

ocommand fterapproximatelyhree

years

f sludy

(van

Ek and Alcxande.).Our students

arebeginners,

nd heyare

Anericans

planning

o

*ork

in many

pdrs

of

rheworld-Furthermorq

he

unclional-

nolional approach n itselt doesnot

provide

a means

ol rying ogetber heelements f communi calion,aor

does t take nto accoun earning

rocesses

r reaching

metbodolocies

Brumfit).

For these easonshe LIPP

Ieam

ot led

oserhero

.pecr lJ

nd equence

he

unc

tional

objeclives,

talch

them

with

thesramnalicd and

lexical feaiures of the languages,

devise

earnrne

nateriah andactivilies, cree n a uniform format or

le$ons, and desicnan appropriale esting

program.

ln carryingout these asks, eammembereollowed

several

rinciples

and

procedures.

irs , to

p.ovide

materiah

quickly

or

lhe

pilot projec since

nly one

month

of summer

work sas

provided

or

under the

gran ),

t

was

decided hat a basic

grammar

extsould

beadopted

and ha teammenbn

*ould

concn1ra1e

Theautho6arc, rcspe.1irelf. seciale PrcJe$ot

ofSpunlsh

and oI ForeEnbryuaqe Edu&lion and Assaciare ralessor

oJ Ften.h

at

A

loha

State UniveBit,


2/4

on

hatching

hegrammar

oinls

with

functions ndon

wrilins dialogues ndconmunicarive

xercises

or

prac-

tice Srudenls ouldbuy bebasic

rammal

dt

and he

accompanying

hotocopied

anual.Afler the irst

year,

complete areriah$re

o be

wriuen

and esrcdn subsc

quent

classes,hus obviaiing he need or

a separal

crammd-e\ , .

aomplee

e\ rbool . aF o$

bc.ne

prcpaled

n Frenchand Slanish.

Functions,

graftmar poinls,

and

vocabularywere

slected, atched, ndsequencedccordingo

rheirdif-

ficulty and heir useiulne$ or bee itrnen

reparing

or

inrernational

ro

e5sions.

eammembe6 tudied ooks

and arricles,dentilied

by a

library

search ealinc

with

iunclional nolional

approaches,anguagso specific

purposcs,

nd nlensive

rogruns.

Workshopsere con-

ducred

n

earning

beorn eachinsmelhodolosies,nd

rhe mplications f lunctionalnotionaland orher

con'

current onceplsn cou6edesisn. he em rhenworked

logethero

ntegrate

ndsequenceheessenlial aterial.

At theendoflhe first

year

oi the

srant

unher

guidance

for.eadjustine bjeclives d restructuring aterials as

pfovided

by the

publication

f lhe ACTFL Provisional

Proiicie.cy

Guidelines.r

To

provide

uificient

omnunicalive

raciice

with the

essentjalrammar nd unctions,l wasagreedhat he

nalerial

would

b spreadout oyer be two semesters

(which

n

the

egular, onintensive

rosram

wouldcon

sritute ao

yea6).

Durine rh irs

yar

he struclure f

the materialswasdictatedby the

basic erri

for

subse-

qucnl

cvisions,everaloncepts rebeing ncorporated:

1. Much oi rhe material onftonly

included n text

books br besinnems desisnateds e.eptivematerial,

thal

s,

to becomprchcndedul not necessarily

rodu.ed

by earnes.For daftple,

beginners r ypicallyunable

rocon, ro l ,endi r

'onoun

orn\ j

uch

demonnraU\e\

and

posesivesi

turlhermorq hese orms may

not be

essentialfororlnunicadonar his evel.Otheremples

are tbe rororDs and los iorns

of

verbs n

Spanish

(assuminsha thc country o whicb rhesrudenrs ill

be assisneds not known).

2. Materialcan

espnabd; hal s.becimets an earn

verybasicways o carryout a function,

e\pandingherr

reperloires t a latcr slage o achieve hieher evel

of

sophislication.

Beginners

can learn ro introduce

themselves r orhers with lidited

srammar

and

vocabularn hercas

advanced ludenrs hould

be able

Io

pre. (nr (ople

ppropr idte lJna

vd

erJ

oi . i rudr ion\ .

Finally,

he estjng

roeran

ncludes ralp.oficiency

Inrer\Fs.d.

qel .

a. a.hrevemenrer . 8d\ i .

erv.e$

tesling

.ocedures

ave een emonstratedo rheream

in

the

workshop,

nd t is

planncd

hat for eachot rhe

three

comftonly

aught" anguages,

t

ealt

one aculty

memberi l lpani . ip3,en rn AaTI I oo5. .enf l rer , rB

worklhop

and

return

to carnpus o train the orhers.

Allhough ihe ACTFL

projecr

does nor

yet

include

Chinese ndJapaneseepfesenhrivesfthese anguages

areseeking pportuni ieso

parlicipate

n

Covernment

Ctt?- 2

sponsoredraining

progrms.

Tne Pilol Project

n

l'rnch

nnd Spanish

Constrain$oi lime, sel by ihe

granr propoial

and

granting

gency, ecessitaEdhe aunchins f rhe

pilor

D,oip. r r \ r

r$o

rorrh.

at re he

eam

ihr mer

o

be8: r

writing the marerials.

Once the materialshad been

dqelopcd-stiU

an ongoing

rocess

the

ean

faced

he

problem

fadvenising

lasseso a

poFntial

clienlele f

over orty thousand tuden$.Brochures tressinghe

lunctional

designot the counesa.d the

professional

conrextwr

prin d,

distriburcd,and

posted

n the

various

coueges f rh univerity. Incomins reshmen

*cre

informed of the

p.ogram

in their orienlahon

packet.

he sludent e*spaper atriedan anicle

on he

p o 'ecr .

l r foug\

he

a ic le

dppearcdoo are o in

lluence all enrollment.

tudents

ho were

enrolled n

the raditi onal esinning lasesot French

nd Spanish

were nformed

ofthe

projed

on rhe irst day

oiclasses,

md thosewho were

nthusiasdcbour he

praclical

oals

of the

course

were

permitted

o lransfer nro rhe

pilo

The

pilot

projecr

ook

place

n

the

acadenic

year

l9E2.El . r -dent , ere rele. red n rhebari i oi an n.

terviesdesignedo determine

olivalion,

prolessional

goah,

academicecord,and rime commitnient.While

students ad ro be beginnes n the target anguage

prefcfeDce

asgiven 0sludenlswith

previous

anguage

trainins. A few hishly motivaled studcnts

wilh

no

previous

xperiencen foreigr anguages ere dmitted-

In

seneral,

hese tudents admoredifficulty n acqutr

Ing

rre arcerdncuace Lr

ere \eIoul

anJcon . ren

Since eam eachingwirh an dperienced, native-

speakingeaching ssistanl asan essentialomponent

of the

project,

sreat

carewas aken n the scleclion f

the reachins ssistants.he wo chosen,

ne

n French

and one n Spanish,we.ekDown or lhei r eDthu$asm

and

previous

ucce$ n molivating t udcnts. xlreniely

inponant is

the

willinsness

l the assislanto devotc

time both ro coune designand

planning

with the

cooperatingacultymemberand to cultuml actiliries

oulside

he classroom,

ala*

. i /e

sa,

l imired

o $en

y

rudenr. .

P,ore

gujdeljnes

xplicillyencour3geeam e3ching o becar

ried ou in the ollowins

*aysi

demonslratins ullura]

poinls

hrough mproljsalion

nddialogue ded out by

both nstructorsfo.e heci6sj splitting p rhesludenls

into

pairs

or lriads 1lJ ree he instructors o circulale

aroDnd heclass; nd

dividins hc classnto rvogroups

fo. discusion,wirh each

roup

nonilored

by oneofthe

TeacheFdirected

ctivities

were

1()constitute nly a

small

po.tion

of da$ rime

Once he basic truclurs

had

bennroduced ithinrheir funclionaland

ulrural

contextsiheinnrucror

providd

he students ith con-

32


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tdtualizedactiviries

0 Mble hem o

generate

heirown

ltuations

anddialoguesn authcntic

personalized

om

municarion.

Ellorls

were

made

o linit corecrio.

ro

thosceros thal actively

mpcde omnuni.arion.

Mosl

clas

timc

was

deroted

o srnrll

group

activiries

m

phasizlng

he useolrhe language

o satisfy asic eeds:

gree, .n8

(oplc.

J, t i rc fo ntormJr 'on:

\r 'F*inr

salisfa.tion,doubt,

ackof comprehensjon,disappor.r-

nenti

and requestlng

rvices.Uanyof rhe\e unctions

rdnl h jehc h

0622 adfl guntermann lang bus

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