Specialized Instruction
Incorporating Video Essay Technology to Enhance Second Language Acquisition: Creating a Student-Centered Art Culture Project
Paper Presentation in a Themed Session Benay W Stein
The primary focus of this project and evaluation is to promote technology and creativity in the classroom, as students learn the Spanish language and journey towards cultural competency. To enhance an Art Culture Project in a university level, elementary Spanish course, students are required to write and produce an original, multimedia video essay presentation using iMovie or a comparable format. This student-centered project involves a series of scaffolding activities that culminate in the production of a final video essay. Students utilize the target language to integrate elements from their individual study of a Spanish-speaking country, a native-born artist and selected works of art. Research leads to script writing, and a plan to incorporate visuals, music, and a speaking portion. Within the framework of this video essay, one can assess a student’s reading, writing, and critical thinking skills, as well as speaking fluency and pronunciation. In lieu of the more traditional genre of a written essay, the student makes the artist come alive by using visual/audio technology to convey their knowledge of the topic, incorporate their personal interpretations of the artist’s work, and highlight the importance of art in terms of the cultural environment. Additionally, students generally feel more comfortable and build self-confidence by using the power of their voice with visual images, rather than standing in front of their classmates giving a more traditional oral presentation or simply writing a research paper.
Learning Philosophy through English at a Japanese University
Paper Presentation in a Themed Session Brian Rubrecht
From their second year, School of Law students at Waseda University (Tokyo, Japan) must take “English Theme” courses on specialized topics (e.g., art, science, politics), taught through the medium of English. One topic offered is philosophy, specifically, the history of western philosophy. As with all English Theme courses, student enrollment each semester is limited and therefore very competitive. Although each English Theme course is uniquely different, the shared main objectives are to have students conduct research and write a required 1,000-word report in English. In the case of the philosophy theme course, each student selects a philosopher discussed that semester, conducts library research, and then writes their report in English with references and citations. Reports must include three major elements: discussions of their philosopher’s life background, one element of that philosopher’s thinking, and the impact of that thinking on subsequent philosophers or on the world in general. Because of the course’s demanding nature (e.g., all classes are conducted in English, students are wholly unfamiliar with basic western philosophy concepts and their underlying connections with Christianity), students across several semesters were given a questionnaire meant to explore their reasoning behind enrolling in this particularly challenging theme course and their opinions about the ways in which they are taught and consequently learn about western philosophy. The proposed paper will present preliminary questionnaire findings, with the aim being to understand better how non-English-major Japanese university students view learning philosophy in this way and how this theme course contributes to their becoming world citizens.
