#language program

Blended Language Learning

So Blended Language Learning means integrating technologies into the language program so that they are as seamless and pretty much invisible as the standard/traditional tools like textbooks and pen and paper. To my mind, this is already the case for the majority of language programs that you would come across in schools and universities.

For example, when I studies French at school, we listened to audio context from the online site of the textbook and did phone lessons which used a shared online screen for writing and sharing information. I used online dictionaries to translate between French and English and online resources for practicing grammar activities. In my university studies, there were also video clips that were used for listening comprehension practice.

Rather than a distinction between traditional and blended, the distinction these days may be better described at blended vs. purely online. For example, Duolingo is purely online, as well as many other popular language learning apps and sites. I think it would be more difficult to find programs that don’t use technologies, although I suppose conversation groups might fall into this category.

That being said, what counts as a technology is hazy. Does a CD still count as technology, or not, because it is more out of date? Tapes surely would have been considered technology once, but not anymore. To me, I use my computer for all of study, so it’s definitely passed into that fully blended state.

But I think further and more widespread integration could be attempted. For example, why not have students create Youtube style videos on a particular topic, rather than do a speech? If it weren’t for lack of resources, I would love if assignments at uni had the option of being presented in a video format. I have great appreciate for Philosophy Tube and his exploration and explanation of topics in an entertaining way through video. He even integrates references to his sources. Thus why can’t this be the modern alternative to writing essays?

Language Program Evaluation

According to the content from this week, there has been very scant research and analysis regarding language program evaluation, which is quite surprising. I wonder if this is because language programs may be influenced a lot by instinct or intuitions?

Language program evaluation and program evaluation in general historically involved outsiders coming in to pass judgement on programs without transparency as to criteria. This was alienating and intimidating for the stakeholders such as teachers and students. As a result, recommendations may not have been implemented after the evaluation. A key question in designing an evaluation is: “Who is the evaluation for?”

The approach to evaluation now focuses on stakeholder engagement, and is even often spurned by action research (research undertaken by a teacher/staff member in their own teaching/working context). In Blended Language Program Evaluation (Gruba, Cárdenas-Claros, Suvorov,& Rick, 2016) set out four key considerations for language program evaluation: Appropriateness, Purpose, Multimodality and Sustainability.

Interpretive Argumentation

Another key idea in language program evaluation is the distinction between formative and summative evaluation. Formative evaluation focuses on continuous development, and suggests ways for the program to develop. This seems to be better approach when it comes to engaging stakeholders. Summative evaluation judges effectiveness of a program, and may be appropriate if the program is more short term or is coming to an end.

Interpretive argument can be used in formative evaluation. By investigating a claim logically, this approach can be more flexibly in answering diverse questions and fitting an array of purposes.

I will need to do more reading on this point though, as it is still not well formed in my head.

Questions

Has there been any decolonial investigations or approaches to program evaluation?