My name is Hanada Al-Masri. I teach all levels of Arabic at Denison University in Granville, Ohio. I am passionate about the Shared Languages Program because it crosses the geographical boarders of individual institutions to build a wider community of language learners across GLCA schools. The program serves as an excellent platform where both teachers and students connect and share experiences and resources. For me, the SLP has allowed me to incorporate digital technology into my teaching, it has challenged me to continuously think of innovative teaching styles, and it has added a tremendous and positive component to my pedagogy.
I am Basem Al-Raba’a. I teach all levels of Arabic at Oberlin College in Oberlin, Ohio. I have very much enjoyed participating in the Shared Languages Program. The SLP is a great opportunity not only for faculty but also for students. This program allows faculty members from different GLCA schools to share their pedagogical practices with each other, to benefit from technology more effectively in their teaching, and to teach more content courses. It also allows students to take language courses with new professors, to meet and work with students from other schools, and to take advanced levels of language not offered in their school.
My name is Kelly Tuttle. I teach all levels of Arabic at Earlham College in Richmond, IN. I love participating in the Shared Languages Program. Through SLP, not only do my students and I get the pleasure of working with students from other GLCA schools, but SLP also lets my students take classes from other GLCA Arabic faculty. For a one-person department, that is an invaluable resource, especially for students who cannot study abroad. I also get to enjoy having Arabic colleagues with whom to discuss pedagogy and teaching technology, another invaluable resource!
My name is Lee Forester and I teach all levels of German at Hope College in Holland, MI. I’ve been interested for many years in innovative uses of technology in teaching languages. For me SLP is great idea because it promises to make language teaching more affordable (by combining low-enrollment sections), allow smaller language programs to have more professors and allow profs to teach more in their area of expertise. It promises to be win-win for all involved!
My name is Gabriele Dillmann and I teach German Language, Literature, and Culture at Denison University. I am honored to have been entrusted with directing the GLCA Shared Languages Program (SLP). Collaboration is at the heart of this program and it is collaborating with my intelligent, mindful, and creative colleagues that inspires and fulfills me. I strongly believe that with a consortial spirit we can offer our students and faculty much more than any institution could on their own. The SLP is poised to find solutions to problems we thought we could not get a handle on. For years, enrollment in upper-level language courses has declined to a point where sustaining smaller programs is fiscally impossible. We are hard-pressed to offer our students the depth and breadth of language courses they want and need in an increasingly globally minded world. The SLP, when brought to its full capacity, will offer opportunities for our students to study “less traditional” languages and cultures to complement their education in the regions of the world that has captured their academic and future professional interest. Students in disciplines such as Anthropology, History, or Environmental Sciences, just to mention a few, will now benefit from resources that were previously only available at much larger institutions. Through inter-institutional collaboration, we can create minors and majors in lesser-taught languages, such as for example Arabic, that offer our students a complete four year course of study rather than just a “taste” of a language and its culture. The SLP may not be able to save or create new positions, but it is able to save programs of study, that is the opportunities our students desire and need. (gabrieledillmann.com)
Great Lakes Colleges Association
My name is Simon Gray. I am a Program Officer for the Great Lakes Colleges Association with responsibility for the Global Liberal Arts Alliance and the Global Crossroads initiative. The Global Crossroads Shared Languages Program will extend the reach of our most valuable resource, our faculty. In so doing, the program will expand the set of language offerings available to our students, allowing them to study beyond the level available to them on their home campus and to work with different instructors. The program also provides faculty development opportunities, including working with a colleague from the same field on course and curricula design – a resource that is especially important for one-person departments. Shared Languages is a wonderful example of the power of an active and cohesive consortium – making possible together what individual institutions cannot provide on their own.
Francis John Troyan is Assistant Professor of World Language Education at The Ohio State University (OSU) in Columbus. His teaching and research focus on world language teacher development and genre and functional linguistics in K-12 world language education. He has worked extensively with Integrated Performance Assessment as a classroom teacher, a teacher educator, and a researcher. His research has appeared in Teaching and Teacher Education, International Multilingual Research Journal, The Canadian Modern Language Review, Foreign Language Annals, and Language and Sociocultural Theory. He is a co-author of Implementing Integrated Performance Assessment.
As assessment consultant for the GLCA, Dr. Troyan works with faculty in the Shared Languages Program to assist in the design and implementation of performance assessments in the program courses. This collaborative effort centers on backward design and Integrated Performance Assessment, a classroom-based assessment of performance that is oriented to the ACTFL Proficiency Guidelines. Together, Troyan and the Shared Languages Program faculty seek to assess the effectiveness of the virtually interactive instruction in terms of developing proficiency through performance-based assessment. The overall goal of the project is to guide the faculty in realizing the capacity of performance assessment to develop students’ ability to understand their language development through descriptive and proficiency-oriented feedback.