Krystyna Wachowicz, University of Arizona, Suzanne Federico, The Bishop's School, and Michael Judge, University of Arizona
In our presentation, we will discuss the pedagogical design of the Russian Intermediate Course (RIC), a Web-based dynamic textbook designed as a language sustainment course, and the subsequent extensions of the course to Intensive Arabic (Judge, Rashdy) and Basic French and Latin Courses (Federico and Wachowicz).
The model is supported by numerous hypertext links as well as by on-line electronic tele-conferencing tools for speaking, by electronic office hours, by chat rooms and by e-mail exchanges between the instructor(s) and students enrolled in the course.
The Web medium allows for a multi-level, self-paced, highly individualized approach, with a degree of instructor support unattainable in other instructional environments. It allows individuals to match language-learning activities to their particular proficiency level. One salient characteristic of this instructional delivery system is that it strives to provide a stress-free learning environment for learners.
Importantly, the design of this web-based refresher/sustainment course incorporates a language attrition model as its basis. According to the model adopted here, language attrition is a phenomenon resulting from many causal factors, and therefore, the same individual will represent a varied performance depending on the topical domain.
Our model for Web for the above-mentioned courses has the following characteristics: