Language Pillar Four in CI 350

1. Pillar Four: Language
DARIAN SPERRY
KATEY DANIELS
NATHAN MILLER

2. What Is It?
• Language is any set or system of symbols as used in a more or
less uniform fashion, by a number of people, who are thus
enabled to communicate effectively with one another.
• Language is a body of words and the systems for their use,
common to a people who are of the same community or
nation, the same geographical area, or the same cultural
tradition.
• Language Arts is the study of grammar, composition,
spelling and sometimes public speaking, typically taught as a
single subject.

3. Why Do We Care?
• Communication with others
• Accurately relaying your feelings and emotions
• Building relationships with others
• Staying in contact with people from around the world
• Expanding your knowledge of cultures around the world
• Further developing your mind
• Discovering and understanding new information on a global
scale

4. How Does That Apply To 21st
Century Education?
• The world is evolving, and in turn, we must be sure our language and
Language Arts is evolving as well.
• We have to keep up with current times. The only way our children can
stay up to date is if they are taught a curriculum that is in harmony
with current times.
• We can no longer afford to be the only industrialized country in the
world with only one major language. We need our students’ vocabulary
and language diversity to grow and develop, outside of the English
language alone.
• To compete on a global scale, our children need to learn languages in a
new and innovative way. In turn, these new ways of learning will allow
the information to stick with them as they age.

5. Where Does Technology Fit?
• Podcasts: Here, one can read along with a second language. These can be
taken home and worked on at your students’ own pace to develop further
understanding and reading comprehension.
• YouTube: One can look at videos of people talking in other languages, find
keys to pronunciation, look up a How-To video for a certain cultural tradition,
etc.
• Smart Board: These can allow for interactive games which will get students
interested in actually comprehending what they say/write in a fun, new way.
• Blogs: These allow students to look at international blogs from world
travelers, foodies, and blogs actually written in another language to see
conversational text.
• Twitter: Here, one can find Tweets from around the world! Twitter can allow
for students to reach out in that language and see if they can hold a
conversation, use Twitter like a giant pen-pal service in under 140 characters,
as well as avoiding the hassle of sending out a letter with personal info!

6. “Study Abroad”
• In this project, students will be broken into groups of four.
• Each group will be assigned a language (Portuguese, Spanish, French,
German, Swahili, and Dutch).
• For the duration of one semester, groups will need to study their given
language, a country where the language is widely spoken, and at the end of
the semester, the students will share the information gathered with their
peers.
• Groups will be required to make an in depth presentation, that includes a
PowerPoint about their country. The PowerPoint should include the phrases
and vocabulary surrounding their traditions, culture, food, as well as several
common phrases of their language to teach the class.
• Each presentation will also include a food, native to those who speak their
language, that they will learn to prepare via YouTube tutorials or web search.

7. “Study Abroad”
• Podcasts and YouTube will be used to understand the language of their selected
country, hear pronunciations, etc. The most helpful clips should be included in the
presentation for their classmates to also view.
• Blogs will be required from each individual group member. The Blog should include
documenting/journaling of their experience exploring another country, their culture,
traditions, names of food, etc, and it’s language more in depth. The links to these will
be turned in at the end of the project
• Groups will be required to reach out on Twitter and have a conversation with
someone in their assigned language, to test their knowledge of conversational
phrases. Required snapshots of these conversations should be included on students
individual blogs.
• To end their presentation, students will also be required to make, edit, caption, and
turn in a video, acting out a common childhood story from their country. The
students must speak in their country’s language and post this video to YouTube.

8. “Study Abroad”
• This assignment will immerse students in the culture of the language that they are
assigned.
• This project is very interactive, which can allow for more accurate long term
memorization and acuity.
• Hearing about the culture of the people who speak these languages may encourage
students in the group or from other groups, to study them further in a specialized
class.
• The people these groups reach out to on social media can possibly become life long
friends, prompting them to travel abroad and embrace other cultures. At the very
least, it will allow them to become comfortable with reaching out to people across the
world, despite language barriers and cultural differences.
• Because it is a self-guided assignment, students will need to search for what they feel
is the most important part of the language and culture of their country. Instead of
being told what they should know, this can encourage them to do more research and
decide for themselves what is most beneficial to themselves and the class.

9. Works Cited
• http://dictionary.reference.com/browse/language