Core Course Review Documentation
Component Area Option: Cultural and Global Understanding
Proposed Course: FREN 1234 Elementary French
Credit Hours: 4 hours
Proposed by: Stuart McClintock, Professor of French
Date: April 25, 2013
French 1234 is a continuation course from 1134. Thus the content, skills, core objectives and their assessment will be very similar to, if not the same as, those for French 1134. The outcomes will be either development of skills begun in 1134 or acquisition of new concepts and vocabulary introduced in this continuation course.
Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.)
1. Content: The language teaching community agrees that learning language and culture are inextricably connected. Thus, this course focuses on developing students’ language proficiency through modes of communication that reflect real life communication in the varied cultures of the French-speaking world. By employing interpersonal, interpretive and presentational communicative modes in the target language, students will explore the ideas, values, beliefs and other cultural aspects of French-speaking peoples across the world and how these aspects work together to affect human experience.
Examples of specific content areas students will explore:
· La Francophonie: Linguistic Diversity in the French-speaking world
· Education and the Role of the Family
· Racial and Ethnic Diversity
· Celebrations, Traditional Dress
· Geographical Diversity and Climate differences
· Bilingualism and Careers
2. Skills: This course involves the development of specific grammar, vocabulary, and idiomatic usage in the context of the varied cultures of the French-speaking world for the purpose of exploring ideas that foster aesthetic and intellectual creation in order that students may understand the human condition across cultures. The following are examples of student-centered learning activities and experiences that foster the development of required language skills and that simultaneously foster aesthetic and intellectual creation and cross-culture understanding (based on examples from Partnership for 21st Century Skills, www.P21.org, published 03/11):
· Students use communicative strategies, such as circumlocution, in an informal conversation hour at French language table.
· Students team with students in a French-speaking country to collaborate on a blog focusing discussion on one of the content areas for the course.
· Students create a presentation (media/format of their choosing but use of target language required in some aspect) to communicate the ideas shared on the blog, comparing and contrasting the native French-speaking students’ perspectives with their own.
· Students correspond or blog with MSU students studying in France at the Abbaye program or with other students/faculty studying or working in a francophone country.
· Students analyze a graphic visualization of French-language text (poem, song, rhyme, fable) and predict main theme, ideas or key concepts.
· Students use a word cloud generator (wordle.net) to create a graphic visualization of a French-language text.
· Students compare news headlines in French-speaking countries and those from their own community to determine what events are considered important. Students classify the headlines, discuss similarities and differences.
· Students engage in e-pal exchanges with students in French-speaking countries comparing how much time students spend on homework and how much time they spend on leisure activities and how much time they spending earning income. Students compile the results and make comparisons across cultures.
3. Assessment of Core Objectives: The core objectives for the Language, Philosophy and Culture Foundational Component Area are addressed in this course according to the following descriptions. A global assessment tool that incorporates all required core objectives is used for assessment rather than single, discreet objective specific assessment tools. This global assessment tool introduced in the text is called a Portefeuille Culturelle (Cultural Portfolio). It is completed by students over the length of the course. Please see the attached description of the Portefeuille Culturelle assessment tool.
· Critical Thinking:
o Students will respond in the target language orally and in writing to questions and/or topics based upon in-class readings, presentations, and/or out-of-class assignments that require students to extract information, analyze and evaluate information and draw conclusions and/or form opinions on the topic.
o Students will inquire, analyze, evaluate and synthesize information from various resources available in the target language on a cultural topic of his/her choosing to be presented in a variety of modes to the instructor and/or class (e.g. art work, presentations, theatrical works, essays, music)
· Communication Skills:
o Students will demonstrate ability to effectively use memorized vocabulary, high-frequency expressions, accurate grammatical usage and idiomatic expressions in the target language to effectively develop, interpret and express ideas orally and in writing with culturally appropriate sensitivity.
o Students will demonstrate effective interpretation of memorized vocabulary, high-frequency expressions, grammatical usage and idiomatic expressions in the target language both aurally and in print through the use of culturally-bound print and multi-media.
· Personal Responsibility
o Students will demonstrate the ability to connect choices, actions and consequences to ethical-decision making by writing a personal reflection essay on a specific cultural topic that presents an ethical dilemma or issue for resolution.
o In their personal reflection essays, students will identify their core beliefs and the origins of those core beliefs, recognize complex ethical issues and relationships between issues, state a position on an ethical issue and connect their position to implied actions and consequences.[1]
· Social Responsibility
o Students will demonstrate intercultural competence and knowledge of civic responsibility as demonstrated in the connections or comparisons made by the student between his/her own culture and the target culture.
o Alternatively and/or additionally, students will demonstrate intercultural competence and knowledge of civic responsibility by engaging in four (4) volunteer hours in the local, regional, national or global French-speaking community through the service projects of the French Club, another campus or community organization and/or through an alternative Spring Break option.
4. Additional Information:
Outcomes: Students will continue to develop specific grammar, vocabulary and idiomatic usage in the context of the varied cultures of the French-speaking world, and by the end of the second semester, the student will be able to
· Expand on knowledge of daily expressions dealing with greeting and saying farewell, with introducing others and being introduced in the appropriate cultural register indicating his/her awareness of cultural norms in the French-speaking world for formality, informality, personal space and gestures.
· Engage in more complex question/answer conversations using question words (who, how, where, when why, how much, etc.) or memorized and/or high-frequency expressions indicating cultural sensitivity and awareness.
· Provide and request basic information about an increased number of situations based on the learning of more categories of vocabulary.
· Learn further uses of present tense verbs, a second future tense, and the difference in usage of the two primary past tenses in French (I went, I was going, I used to go) Express ongoing actions in the context and manner these are used in the French-speaking cultures and recognize how these uses are different from those of English-speakers.
· Express hypothetical situations with appropriate tense usage (If it snows, I will....; If I were rich, I would...)
· Have control over the wide and varied use of French pronouns and their placement in a French sentence with a single verb, a compound verb, and helping verbs.
· Describe and illustrate aspects of the cultures of French-speaking countries and make comparisons between these cultures and his/her own culture using basic linguistic structures and vocabulary in the target language.
· Evaluate his/her own values, behaviors and worldviews on the socio-cultural topics presented and compare these to those of French-speakers.
PLEASE ATTACH THE FOLLOWING
· Syllabus
· Global Assessment Tool (Portefeuille Culturelle)
· Rubric for assessment
French 1234rev 4/25/13
[1] Modified from AACU Ethical Responsibility VALUE Rubric.