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ACA Summit Proposal n Presentation will cover n Finding grant resources to engage students ACA Summit Proposal n Presentation will cover n Finding grant resources to engage students in global study and issues n n Presenting the results of our (successful) lnternational tour and how students became engaged with each other & foreign colleagues Showing results not only in curriculum development (lesson plans) but also in better communication and engagement between Appalachian higher educational institutions and public school systems

Innovation in Africanized French & Its Implication for 2 nd Language Acquisition: Strategies for Innovation in Africanized French & Its Implication for 2 nd Language Acquisition: Strategies for Engaged Learning Practices in Study Abroad Charles Jones & Fidelis Achenjang ACA Summit, Abingdon VA Oct 22 -23, 2010

What is a Fulbright-Hays Grant? n Overseas programs are intended to improve secondary and What is a Fulbright-Hays Grant? n Overseas programs are intended to improve secondary and postsecondary teaching and research concerning other cultures and languages, training of specialists, and the American public's general understanding of the peoples of other countries. 3/15/2018 Union College 3

Programs to Consider Fulbright-Hays Doctoral Dissertation Research Abroad This program provides grants to institutions Programs to Consider Fulbright-Hays Doctoral Dissertation Research Abroad This program provides grants to institutions of higher education to fund doctoral students to conduct research in other countries in modern foreign languages and area studies for periods of six to 12 months. www. ed. gov/programs/iegpsddrap n Fulbright-Hays Faculty Research Abroad This program provides grants to institutions of higher education to fund faculty to maintain and improve their area studies and language skills by conducting research abroad for periods of three to 12 months. www. ed. gov/programs/iegpsfra n 3/15/2018 Union College 4

Programs for ACA Students Fulbright-Hays Group Projects Abroad This program provides grants for overseas Programs for ACA Students Fulbright-Hays Group Projects Abroad This program provides grants for overseas projects in training, research, and curriculum development in modern foreign languages and area studies by teachers, students, and faculty engaged in a common endeavor. Projects may include short-term seminars, curriculum development, group research or study, or advanced intensive language programs. Eligible applicants are institutions of higher education, state departments of education, private nonprofit educational organizations or combinations thereof. www. ed. gov/programs/iegpsgpa n 3/15/2018 Union College 5

Office of Postsecondary Education n International Education Programs Service Home Page www. ed. gov/programs/iegpsgpa Office of Postsecondary Education n International Education Programs Service Home Page www. ed. gov/programs/iegpsgpa 3/15/2018 Union College 6

Types of Projects 7 Types of Projects 7

1. Short-Term Seminar Project Features: v Integration of international studies into curriculum throughout U. 1. Short-Term Seminar Project Features: v Integration of international studies into curriculum throughout U. S. school systems at all levels; v Increase linguistic and/or cultural competency among U. S. students and educators; and/or v Focus on a particular aspect of area study, such as the culture or portion of the culture in host country. 8

2. Curriculum Development Team Project Features: v Acquire first-hand resource materials for curriculum development 2. Curriculum Development Team Project Features: v Acquire first-hand resource materials for curriculum development in modern foreign language and area studies; v Provide for systematic use and dissemination in the United States of the acquired materials; and v Resource materials = artifacts, books, documents, educational films, museum reproductions, recordings, instructional material. 9

Short-term Seminar & Curriculum Development Project Details Time Frame & Participant Numbers: v Minimum Short-term Seminar & Curriculum Development Project Details Time Frame & Participant Numbers: v Minimum 4 weeks host country v Grant performance period: 18 months v 4 weeks: 12 participants + Project Director = 13 min v 6 weeks: 10 participants + Project Director = 11 min v 8 weeks: 8 participants + Project Director = 9 min Maximum Grant Award: v Up to $100, 000 for 4 -5 week projects* v Up to $110, 000 for 6 -7 week projects* v Up to $125, 000 for 8+ week projects* *equals time spent in host country 10

3. Group Research or Study Project Features: v Designed to undertake research or study 3. Group Research or Study Project Features: v Designed to undertake research or study in a country outside of the United States. Time Frame & Participant Numbers: v Minimum 12 weeks in the country of study v Grant performance period: 18 months v 12 weeks training: 3 participants + Project Director = 4 min Participants: v Language proficiency (minimum one semester intensive language and one course in related area studies) v Disciplinary competence Maximum Grant Award: up to $125, 000 11

4. Advanced Overseas Intensive Language Training Project (not to be competed in FY 11) 4. Advanced Overseas Intensive Language Training Project (not to be competed in FY 11) Project Features: v Language indigenous to host country; maximum use of local institutions and personnel; v Training must be at advanced level (equivalent to completion of at least two academic years of language training); and v Project must take advantage of advanced language training opportunities present in host country & not available in US. Time Frame & Participant Numbers: v Project activities: full year, academic year, semester, trimester, quarter, and/or summer in host country (8 weeks minimum). v Four, 12 -month performance periods (four years total). v 8 weeks: 12 participants + Resident Director = 13 minimum Maximum Grant Award: $425, 000 12

Financial Provisions 13 Financial Provisions 13

v Lodging and meals International travel v Local travel within the host country v v Lodging and meals International travel v Local travel within the host country v Educational materials v Honoraria/meeting room space v Local administrative services v *Restrictions: The grant does not provide funds for project related expenses within the U. S. , including pre-departure orientation and follow-up activities. 14

Program Priorities 15 Program Priorities 15

Absolute (eligibility): Africa, East Asia, Southeast Asia and the Pacific, the Western Hemisphere (Central Absolute (eligibility): Africa, East Asia, Southeast Asia and the Pacific, the Western Hemisphere (Central and South America, Mexico, and the Caribbean), East Central Europe and Eurasia, and the Near East. Competitive Priority # I: Up to an additional five (5) points: projects that provide substantive training and thematic focus, both during the predeparture and in-country project phases, on any of the seventy-eight (78) priority languages that were selected from the U. S. Department of Education’s list of Less Commonly Taught Languages (LCTLs). Competitive Priority # II: Up to an additional five (5) points: short-term projects abroad that develop and improve foreign language and/or area studies at elementary and secondary schools and propose 50 percent or greater participation of K-12 teachers, K-12 administrators, or both in shortterm projects abroad. 16

The selection criteria for this program are from 34 CFR 664. 31 and are The selection criteria for this program are from 34 CFR 664. 31 and are as follows: (a) Plan of operation (20 points), (b) Quality of key personnel (10 points), (c) Budget and cost effectiveness (10 points), (d) Evaluation plan (20 points), (e) Adequacy of resources (5 points), (f) Potential impact of the project on the development of the study of modern foreign languages and area studies in American education (15 points), (g) Relevance to the applicant's educational goals and its relationship to its program development in modern foreign languages and area studies (5 points), (h) The extent to which direct experience abroad is necessary to achieve the project's objectives and the effectiveness with which relevant host country resources will be utilized (10 points), and (i) The extent to which the proposed project addresses the competitive preference priorities (10 points). 3/15/2018 Union College 17

TABLE OF CONTENTS Narrative Abstract 1. PLAN OF OPERATION Project Design Project Theme Rationale TABLE OF CONTENTS Narrative Abstract 1. PLAN OF OPERATION Project Design Project Theme Rationale for the project and identification of local needs Plan of Management Phase I: PRE-DEPARTURE PREPARATION AND ORIENTATION Phase II: FIVE WEEKS OF STUDY-TRAVEL IN MALAWI Phase III: POST-TRIP INTEGRATION OF AREA STUDIES INTO THE GENERAL CURRICULUM (c) How the Objectives of the Project Relate to the Purpose of the Program Use of Resources and Personnel to Achieve the Program Objectives * Summary (e) Unbiased Selection of Participants 3/15/2018 Union College 18

TABLE OF CONTENTS 2. QUALITY OF KEY PERSONNEL (a) Qualifications of Project Director (b) TABLE OF CONTENTS 2. QUALITY OF KEY PERSONNEL (a) Qualifications of Project Director (b) Qualifications of other key personnel (c) Time Commitment of Key Personnel (d) Non-biased Employment Selection 3. BUDGET AND COST EFFECTIVENESS (a) Adequacy of the Budget (b) Reasonableness and Cost Effectiveness 4. EVAUATION PLAN 5. ADEQUACY OF RESOURCES 6. POTENTIAL IMPACT 7. RELEVANCE TO INSTITUTIONAL DEVELOPMENT 8. NEED FOR OVERSEAS EXPERIENCE THROUGH THE PROPOSED PROJECT 9. RELATION TO FULBRIGHT-HAYS COMPETATIVE PROGRAM PRIORITIES 3/15/2018 Union College 19

TABLE OF CONTENTS Supplemental Information: List of Appendices Appendix A Letters of support Appendix TABLE OF CONTENTS Supplemental Information: List of Appendices Appendix A Letters of support Appendix B Standards of a Learned Society (AMA, NCATE, APA etc. ) Appendix C Schedule of the Pre-Departure Orientation Seminar Appendix D Proposed Daily Schedule of Five-week field research and materials acquisition Appendix E Draft evaluation form Appendix F Sample lesson plan Appendix G Curricula Vitae of the Project Director and Other Key Personnel 3/15/2018 Union College 20

Rules of Thumb n n Carpentry: Measure twice, cut once Grant writing: Apply twice, Rules of Thumb n n Carpentry: Measure twice, cut once Grant writing: Apply twice, funded once n n n Take reviewers comments seriously! Use your institution and ACA experience to your advantage “Unusual” foreign languages are “golden” 3/15/2018 Union College 21

Rules of Thumb n Colleagues with foreign contacts or who are native to the Rules of Thumb n Colleagues with foreign contacts or who are native to the nation in question are a great asset. n Foreign host intuitions are a must and Missionaries are great contacts. 3/15/2018 Union College 22

 Fulbright Trip to Cameroon, Africa 20 June -24 July 2010 Statistics: n 12 Fulbright Trip to Cameroon, Africa 20 June -24 July 2010 Statistics: n 12 participants – French educators n Appalachian zone- 3 -NC, 3 -WVA, 4 -KY, 2 -TN n 6 weeks language immersion program n Lectures, seminars & historical site visits n Classroom visits & focused conversations

Insert…song… si tu vois ma go n Insert…song… si tu vois ma go n

 Multilingual Cameroon… history & language development n Triple heritage… “policy” development n n Multilingual Cameroon… history & language development n Triple heritage… “policy” development n n n Germans 1884 -1916 French 1916 -1960 English 1916 -1958 Post-independence 1960 -date 250+ indigenous or ethnic languages Major areas – francophone & anglophone

Linguistic configuration & Language profile - Cameroon n n 3 language categories … n Linguistic configuration & Language profile - Cameroon n n 3 language categories … n Official languages… French & English n Lingua francas… pidgin, arabic, hausa, douala n Minority languages… 250+ Ethnic groups. . 5 major n Grassfield (west)… 31% n Bantu…(equatorial-coastal)27% n Fulani (fulbe)… 10% n Kirdi- sudanese… 11% n Immigrants… 14%

Introduction n Cameroon (West Africa) – actively engaged in process of transformation & change Introduction n Cameroon (West Africa) – actively engaged in process of transformation & change at the level of language & speech Africanization of French … in terms of. . n Vocabulary n Expression of ideas n Syntax African French becomes an embargoed language

The French taught Africans … their culture, language & history n n Africans in The French taught Africans … their culture, language & history n n Africans in past n spoke perfect French à l’ Académie française n behaved like French people (metropolitan) n Learned to think French n Were virtually assimilated French Today there is a rise of a new form of the language n Domestic & modified version of French n Evolving domestication. . Franglais => camfranglais

TODAY… Defiance of French grammar – French Language is embargoed!! n Je parle Camerounais… TODAY… Defiance of French grammar – French Language is embargoed!! n Je parle Camerounais… title of book by Fouda n n Quest for linguistic autonomy from Académie française French in text subjected to indigenization to reflect Cameroonian socio-cultural realities n n n Papa-j’ai grandi = trousers (short pants) Sans confiance = unreliable shoes (slippers) Attrape manioc = human teeth

Pre-, mid- & post-testing of participants n Self-rating proficiency Instrument in the areas of Pre-, mid- & post-testing of participants n Self-rating proficiency Instrument in the areas of ACTFL’s 5 C’s n American Council On the Teaching of Foreign Languages… communication, cultures, comparisons, connections & community n Direct measure – objective & quantifiable n Copy of Assessment Instrument

 Fulbright FY 2010 participant self assessment results… 250 Fulbright Field Trip French Self-Assessment Fulbright FY 2010 participant self assessment results… 250 Fulbright Field Trip French Self-Assessment Score x 3 200 Assessment Scores 150 100 50 0 Set 1 Set 2 Set 3 EC 153 173 197 BAS 174 179 175 CR 135 127 165 HF 155 178 191 MD 158 164 177 LM 191 178 JCS 178 156 195 JD 183 180 186 ME 183 AR 200 200 ON 196 200 SR 5 20 33

Bilingualism policy creates franglais 1970 s …language mixing n n n I have not Bilingualism policy creates franglais 1970 s …language mixing n n n I have not yet cashed my mandat…money order He went to the bank to ask for a credit …loan I need an autorisation de sortie n n The bon de caisse are not yet out n n J’ai besoin d’une autorisation de sortie Les bons de caisse ne sont pas encore sortis 1980 s… Code-switching & desire to be incomprehensible… University students

Camfranglais: symbiosis of French & other foreign languages - 1980 s. . higher order Camfranglais: symbiosis of French & other foreign languages - 1980 s. . higher order franglais? ? • The new language is an interaction of French & other languages & local patois (dialects) • Spanish, English, Latin, pidgin… • • Can it evolve into a standard language? Is it resentment of France & its Académie française ? Has it got any boundaries? (inter)Nationally Is it a break away from the frustrating grammar & rules of French

Features of Camfranglais – hybrid, secret or composite language n Provides extra emotions lacking Features of Camfranglais – hybrid, secret or composite language n Provides extra emotions lacking in French language… on la frappe jusqu’aaaaah = il a été bien bastonné n n other words used… oh, eh, hein, hummm, Apostles of the new language n n Musicians Francophones (≠t anglophones) University Students & Youth (35 + years) Secondary (high) school students

 Examples of Camfranglais … Koppo song? n Si tu vois ma go, dis Examples of Camfranglais … Koppo song? n Si tu vois ma go, dis lui que je go n n Je go chez les whites pour falla le ndoh n n I am going to the whiteman’s country to look for money La galère du Camer, toi-même tu know n n If you see/meet my girlfriend, tell her that I am going The poverty in cameroon, yyourself you are aware Tu boulot, tu boulot, mais où sont les ndoh n On works hard but where is the means (the monies)

Conversation & advanced camfranglais n n n n Hello, Désirée, C’est how? Hi, girl. Conversation & advanced camfranglais n n n n Hello, Désirée, C’est how? Hi, girl. Ça va well. Thank you. Et toi Ça va well, merci. Comment va le school? Le school me beat mal, mais je vais le win à la fin On se meet encore quand? C’est moh tomorrow A tomorrow alors Chao!!

Word formation techniques in camfranglais n n Borrowing … bobolo (cassava - beti); ndombolo Word formation techniques in camfranglais n n Borrowing … bobolo (cassava - beti); ndombolo (fat woman- Zaire); gombo Coinage… Vrai-de dieu; Langa. . mouth watering… novel creations; magidas (nomads) sauveteurs (survivors-hawkers) n n n Shortening… asso; clando (clandestine) Inversion… mère-mother rémé Reduplication… Longo-longo (tall person); penya Meaning change…mamba (money); gombo (windfall) Compounding… mange mille Abbreviations … BH (beignet haricot)

 French teaching resources: a heritage language n n n Practice via cultural projects French teaching resources: a heritage language n n n Practice via cultural projects Immersion programs Creativity n n n Songs… days of week; Music Parlons Français … Student’s Books for C ameroon English Secondary Schools

Lesson plans … template in use n n n n n n n 2010 Lesson plans … template in use n n n n n n n 2010 Union College Fulbright GPA- Cameroon Lesson Plan Template Name of Instructor: ____________ Date: ______________ Course Level: ______________ Topic of Lesson: _____________ Duration of lesson: Title of Unit: _____________________________________ Previous Knowledge (how does this lesson tie into unit and previous lessons): ___________________________________________ Objectives (SWBAT: Students will be able to…): ___________________________________________ Connections (**dependant on your State’s connections/should focus on world language as well as core content connections**): ___________________________________________ Required Materials (resources, technology, etc. ): ______________, etc Procedures: 1. 2. Etc Implications/Challenges for Differentiated Instruction ( foreseen challenges and how they will be addressed, i. e. students with disabilities and modifications required): ___________________________________________ Assessments (formative/summative ): Type of Assessment Description of Assessment Depth of Knowledge Level Adaptations and/or Accommodations

Lesson plans … work in progress n Bilingual Cameroon & its Implications on American Lesson plans … work in progress n Bilingual Cameroon & its Implications on American Attitudes of Second Language Acquisition… identify & distinguish between Anglo- & Franco-phone areas in Cameroon; comprehend necessity of 2 nd language learning n Public Education in Cameroon … to introduce the Cameroon school system n La Vie de Famille au Cameroun(Family Life in Cameroon) … describe family structure & individual roles within a Cameroonian family; compare & contrast family life in US & Cameroon n Fruits & Vegetables of Cameroon… Describe, compare & contrast US & Cameroon fruits/vegetables, recognize French words for fruits/vegetables & pricing in CFA

Educational Ladder In US versus Cameroon; Francophone versus Anglophone Africa n n n n Educational Ladder In US versus Cameroon; Francophone versus Anglophone Africa n n n n n Comparative Schedule of Educational Ladder in USA versus Francophone & Anglophone Africa USA Testing type Anglophone Africa Testing Type Francophone Africa Testing type Preschool Kindergarten Class 1 Nursery Class 2 Cil st Grade 1 Class 3 CP 2 nd Grade Class 4 CE 1 rd Grade CAT-5 3 No student accountability (NSA) Class 5 CE 2 th Grade KIRIS, NSA Class 6 4 CM 1 5 th Grade KIRIS, NSA Class 7? ? ? CEE – Admission to Grammar Sch. FSLC Exam- NSA CM 2 BEPC admission into Grammar school th Grade 6 Form 1 6 ème 7 th Grade KIRIS. . . Portfolios, NSA Form 2 5 ème th Grade 8 Form 3 4 ème th Grade 9 Form 4 3 ème 10 th Grade Form 5 GCE O-level Admission into High sch. 5+ subj. 2 nde Brevet, admission to High school th Grade th 11 KIRIS, NSA Lower 6 1 ère 12 th Grade Portfolios NSA Upper 6 th GCE A-level Admission into College, 2+ subj. Terminale Baccalauréat Admission into College BEPC: Brevet d’Etudes de Premier Cycle (First Cycle Certificate of Education); CAT: Comprehensive Achievement Test CEE: Common Entrance Examination GCE O- & A- Level: General Certificate of Education Examination, Ordinary or Advanced Level FSLC-E: First school Leaving Certificate Examination KIRIS: Kentucky Instructional Results Information System

More Camfranglais Examples n n n n n Maguida … musulman ou vendeur ambulant More Camfranglais Examples n n n n n Maguida … musulman ou vendeur ambulant Ndjomba … fiancée Djimtété …. haute poersonalité Zouazoua …. carburant Ngomna …. administrateur ndjoh …. gratuitement Njangui … tontine Nayo nayo …. doucement Penya …. neuf Makalapati …. pourboire

appreciation n Thanks for coming/your time appreciation n Thanks for coming/your time

n n n Elle est sortie nayo n She went out very slowly (safely) n n n Elle est sortie nayo n She went out very slowly (safely) Tu as sleep où hier? n Where did you sleep or pass the night yesterday Il fia même quoi? n What is he really afraid of Le djo-ci long dans une villa non loin du lycée n This guy lives in a villa near the high school On a kick mon ago go n n Someone has stolen my wrist watch Ne me bring pas ton ndoutou n Do not bring me your badluck

n All les gars du kwat-ci sont des ndosses n n Tu tone-tone quoi n All les gars du kwat-ci sont des ndosses n n Tu tone-tone quoi n n Man, what’s my business with such a fat woman Je tell que c’est quand tu laï les ngas q’elles te hia n n His car is brand new Mola, je go où avec une djim mater n n Why are you so hesitant Sa moto est encore ngang (penya) n n All the guys in this neighborhood are thieves I tell you that girls would only believe you if you lie to them Je ne fia personne, s’il me touch je le bollè n I am not afraid of anyone, if he messes with me I’ll kill him

n Cameroon est le pays de on attend n Cameroon is a country of n Cameroon est le pays de on attend n Cameroon is a country of wait and see