Nicole Mills, Ph.D. Harvard University mills@fas.harvard

1. Encouraging student collaboration, negotiation, and engagement in meaningful and relevant environments Nicole Mills, Ph.D. Harvard University mills@fas.harvard.edu

2. Overview of Presentation • Our students today: “Net-geners” • Constructivist Learning • Experiential Learning • Traditional vs. Experiential Learning models • Social turn in second language acquisition • Implications of Situated Learning Theory • Global Simulation Curriculum Format • Overview: Beginning French II Global Simulation Curriculum. Paris, France. • Proposal and Exchange: Global Simulation Curriculum in Shiraz, Iran • Course Themes & Grammar objectives • Interactive Memoir assignments • Oral Exam topics • Student-centered in-class activities • Final play • Constructivist and Experiential learning revisited

3. Net-geners or Generation Z • Birthdates in the 1990s and 2000s • Increased use and familiarity with communications, media, and digital technologies • Highly participative. • Participate frequently in online interaction, collaboration, and exchange • Grown up within social communities (Facebook, etc.) and therefore thrive in collaborative and creative learning environments (Larry Rosen)

4. The “Net-Geners” • Net-generstend toward independence and autonomy in their learning styles, which impacts a broad range of educational choices and behaviors, from “what kind of education they buy” to “what, where, and how they learn” (Carlson, 2005) • This more independent learning style has grown out of the ingrained habits of seeking and retrieving information from the Internet, which marks a striking contrast to previous generations of students, who tended to acquire information more passively from authority figures (Tapscott, 1998)

5. Constructivist Learning How can we effectively engage our students, the “Net-Geners,” in the foreign language classroom?

6. Characteristics of Constructivist Learning • Learner-centered • Embedded learning in complex, realistic and relevant environments. • Provide for social negotiation as an integral part of learning • Encourage ownership and self-directionin learning • Provide adequate time for learners’ investigation and in-depth engagement. • Action oriented where language is learned through collaboration and creativity -Dewey, Kolb, Vygotsky (Driscoll, 2000)

7. Experiential Learning How do we provide opportunities for students to experience real, meaningful tasks and experience using the language in the classroom? How can we connect foreign language learning with life?

8. Characteristics of Experiential Learning • Learners are active, responsible participants – not passive responders • Students are proactiverather than reactive • Creating motivating and engaging contexts for learning • Promote self-directed learning, autonomy, and choice in the learning process • Create opportunity for imaginative and inventive thinking • Develop learners’ social and interpersonal skills • Provide opportunities for collaborative and cooperative work • Encourage authentic language use which involves the learner • Bring learner in touch with real-life language use, involving a meaningful reason for doing different tasks (why are they reading the text? Why are they listening?) - David Nunan, Collaborative Language Learning and Teaching

9. What are the differences between traditional and Experiential Learning?

10. Traditional vs. Experiential Learning - David Nunan, Collaborative Language Learning and Teaching

11. Traditional vs. Experiential Learning - David Nunan, Collaborative Language Learning and Teaching

12. Social Turn in Second Language Acquisition • The social turn in second language acquisition places the language learner in the role of a participating social agent in the language acquisition process (Block, 2003; Thorne & Payne, 2005). • A key feature of this view, grounded within sociocultural theory, is that higher order functions develop out of social interactions. • The current conceptualization of poststructuralist identity in SLA research suggests that language learning needs to be conceptualized as both a social and cognitive process. (Pavlenko, 2001). *Students learn through interaction*

13. Social turn in second language acquisition How can we encourage students to be more social and interactive in the foreign language classroom?

14. Tenets of Situated Learning Theory • People learn by participating in communities of practice • The authenticity of the environment is important • Learning is experienced through relationships and interactions • Learning comes from a variety of sources, not only from the teacher > de-centering common notions of mastery and pedagogy - Lave & Wenger, 1991

15. Global simulation How can we develop a curriculum that encourages the establishment of community, relationships, social interaction, and authentic opportunities for learning?

16. Global Simulation Global Simulation: Students create a fictive yet culturally grounded world, assume the role of a self-developed character, and collaborate with fellow community members (Magnin, 1997) • Simulated cultural immersion • Students assume a character identity and collaborate as creators, inventors of their world and community • Language learning activities are contextualized (role-plays, oral presentations, writing assignments, etc.) • Frequently ends in the creation of a product (novel, performance, etc.) • Contexts:Hotel, Business, International Conference, Building, etc.

17. Advantages of Global Simulation “The role of the learner is no longer to listen and regurgitate information but to pull content together, negotiate meaning, reflect on learning, and come up with an appropriate final product.” - Dupuy, 2005 “Students can engage in learning in ways that allow them more or less to forget that they are doing so.” - Levine, 2004 “Global Simulation validates [students’] sense of self in the process of cultural exploration and importantly allows students’ cultural and linguistic learning to proceed primarily experientially in ways that approximate life. This sort of language learning experience facilitates higher motivation…” - Levine, 2004

18. Global Simulation Application: Beginning French II Curriculum In Beginning French II, we will explore the relationship between Self and Other with emphasis on the Other –in particular, the ParisianOther. By engaging in a simulation of life in Paris, we will explore the construction, the evolution, and the complexity of Parisian identity through French and francophone texts, images, film, advertisements, articles, and songs.

19. “For this project , you will become the tenants of a Parisian building, located in the Montmartre quarter and you will write a book of your memoirs of the events in the building. As such, you are going to pretend to be a French or francophone person living in France. You will develop your own character and tell the story of his/her life in the first person.” Description of Global Simulation Project Adapted from Mills & Péron (2009)

20. Beginning French II Course Objectives • In conjunction with the course theme, you will explore various facets of Parisian identity. As a result of this exploration, you will be able to engage in simple conversations about people, places, relationships, and personal life and interests. You will begin to be able to: • speak and write in the past, present, and future tenses • make suggestions • express emotions • Express opinions • Extend, accept, and refuse invitations • Give advice • Make travel arrangements • Express hypothetical situations.

21. Beginning French II Curriculum • Classroom content: Paris & Montmartre • Stereotypes of French and Parisians • Montmartre Quarter and La Place du Tertre • Lodging in Paris, exploration of Parisian apartments • Relationships and love in Paris • Activities, sites, transportation system in Paris • Different quarters of Paris: Marais, Montmartre, Latin Quarter • Film: Amélie • Les Beaux Arts – artists of Bateau Lavoir, Harlem in Montmartre, Fête de la Musique in Paris, ComédieFrançaise (Le MaladeImaginaire), etc. • Media: Television, Film, Newspapers • Love stories: Paris je t’aimefilm clips • Integrated Grammar Review • Passé composé / imparfait • Relative pronouns / Question formation • Future / Conditional / Subjunctive • Direct and indirect object pronouns Adapted from Mills & Péron (2009) . Intermediate level curriculum developed at Upenn with MélaniePéron

22. Memoir Chapters *Adapted from MélaniePéron’sImmeubledescription **Discussion Board & Social Networking Group

23. Memoir Chapters *Adapted from MélaniePéron’sImmeubledescription **Discussion Board & Social Networking Group

24. Interactive Memoir Chapters: Collective Identity • Students can break free from traditional and expected roles and inhabit different chosen roles and identities in their global simulation writing assignments (Mills & Péron, 2009) • L2 global simulation writers may experiment and creatively write their persona into the text (Mills & Péron, 2009) • Discussion boards are instrumental in developing a collective identity that can empower a community of learners (Spiliotopoulos & Carey, 2005; Burbules, 2000; Iam, 2004) • Discussion Boards encourage equal participation from all members of the discussion board community (Ortega, 1997) • Students’ fears are allayed when they compare their writing to that of their peers at a similar level of writing proficiency (Spiliotopoulos & Carey, 2005) • Students begin to learn how to interact with different types of people within a community (friends, family members, elders, strangers, enemies, etc. )

25. Global Simulation Integration & Assignments • Réunion des Locataires: Exchange of “Happenings” in Building • Integration in-class Activities: • Interview for apartment rental in immeuble • Collective development of a love story between two neighbors • Presentations of artists from the Bateau Lavoirin Montmartre. Description, analysis, exchange and discussion of paintings • Discussion of representation of Paris and Montmartre in the film “Amélie” • Centre Pompidou: Debate on modern art • Trial for neighbor’s murder • Oral Exam role-plays: Immeuble Context (partner dialogues/ role-play/ debates) • Quizzes:Task-based and set within the Immeublecontext • Skit: Epilogue and Final chapter of life in the Immeuble Adapted from Mills & Péron (2009) . Intermediate level curriculum developed at UPennwith MélaniePéron

26. Shiraz, Iran? How can we adapt the global simulation format to the Persian context?

27. Shiraz, Iran • Leading center of the arts and letters • Presence of many artists and scholars • Known as the city of poets, literature, wine, and flowers Images from http://windowsoniran.wordpress.com

28. Course themes What are possible course themes within the Shiraz context?

29. Possible Course Themes

30. Possible Course Themes

31. Film: Kish-o-mat http://www.youtube.com/watch?v=rZcIlBrdft8&feature=results_main&playnext=1&list=PL09C42CECBE49FA3F

32. Possible Course Themes

33. Memoir chapters Within the proposed course themes, what types of interactive memoir chapters could be assigned?

34. Possible Memoir Chapters *Adapted from MélaniePéron’sImmeubledescription **Discussion Board & Social Networking Group

35. Possible Memoir Chapters *Adapted from MélaniePéron’sImmeubledescription **Discussion Board & Social Networking Group

36. Integration, assignments, and class activities What are different learner-centered assignments and class activities that you could envision in this context?

37. Possible Class activities • Tenant meetings: • Discussion and exchange among characters after writing memoirs • Defend or provide reason for actions • Agree and disagree with other characters’ comments • Make suggestions • Express emotions • Creation of characters (introduction of culturally relevant individuals) • Son of ShahriyarMandanipour (famous contemporary writer)? • Descendant of Saadi, a 12th and 13th century poet born in Shiraz? • Student Projects • Creating a weekend excursion to the ruins of Persepolis outside of Shiraz with your neighbors. Explore transportation, food/restaurants, activities.

38. Possible Class Activities • Student Role Plays • You and a fellow neighbor discuss what you did in Shiraz over the weekend • You and a fellow neighbor compare and contrast your current living situation. How does his/her apartment differ from yours? How is it similar? • You and a fellow neighbor are preparing a dinner for your friends. Discuss the menu and what dishes you will prepare. Then, decide what you will need to buy at the market. • Student Presentations • Different neighborhoods in Shiraz • Philosophers, scholars, and poets in Shiraz

39. Oral Exams • Midterm oral exam (partners) • Role-play dialogue among “neighbors” • Instructor question/answer with student • Character • Apartment • City of Shiraz • Relationships with the neighbors • Final oral exam (partners) • Informed discussion among “neighbors” (topics provided in advance) • History of Shiraz • Shiraz today • Arts in Shiraz

40. Possible Final Play As the final project for the course, you will write and perform a play in which you play the role of your character. In this play, you will act out the concluding chapter of life in Shiraz. What secrets are revealed? What happens to the characters in the building? How would you like to conclude this collectively developed storyline? Incorporate cultural references and the grammar reviewed in the course. Use costumes, props, and sets. Be creative.

41. constructivist & experiential learning Does the proposed curriculum adhere to the principles of constructivist and experiential learning?

42. Characteristics of Constructivist Learning? • Learner-centered • Embedded learning in complex, realistic and relevant environments. • Provide for social negotiation as an integral part of learning • Encourage ownership and self-directionin learning. • Provide adequate time for learners’ investigation and in-depth engagement. • Action oriented where language is learned through collaboration and creativity -Dewey, Kolb, Vygotsky (Driscoll, 2000)

43. Characteristics of Experiential Learning? • Learners are active, responsible participants – not passive responders • Students are proactiverather than a reactive • Creating motivating and engaging contexts for learning • Promote self-directed learning, autonomy, and choice in the learning process • Create opportunity for imaginative and inventive thinking • Develop learners’ social and interpersonal skills • Provide opportunities for collaborative and cooperative work • Encourage authentic language use which involves the learner • Bring learner in touch with real-life language use, involving a meaningful reason for doing different tasks (why are they reading the text? Why are they listening?) - David Nunan, Collaborative Language Learning and Teaching

44. Questions Nicole Mills, Ph.D. mills@fas.harvard.edu