Thirteenth International Conference on e-Learning & Innovative Pedagogies

Abstract

This paper presents changes that were made in the way roman languages are currently taught in an academic context (University of British Columbia) after curriculum redesign for first and second-year programs. As Languages instructors, we see ourselves as facilitators. We strive for more student-centered learning. We believe students learn better when topics resonate with their interests, and when students are more engaged in their learning process. Therefore, in language classes, we have created assessments that serve this purpose, such as: Action (task)-based activities (‘’projects’’) and ePortfolio: to allow students to reuse what they learn in class in a more authentic, useful way; to allow them to be active in their learning process, to develop target language fluency student confidence, and encourage creativity, to create strategies to learn how to learn and to reflect on it. Students will use different technologies that will allow them to be creative, but also work with peers and get feedback from these peers. Instructors will assess these activities’ outcomes using different rubrics. It has been proven that students have improved their confidence and fluency as well as accuracy (even in the larger class environment), and I will present some results and challenges to come.