NASILP Components:


Materials


Instructional materials constitute the structural core of NASILP courses. The following questions address some of the important issues.

Click each sound icon below to hear the questions answered by NASILP Distinguished Director Eleanor H. Jorden. Click on each question to link to a textual summary of each respective answer.

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Eleanor Jorden with Virginia Marcus

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How are materials chosen for a NASILP program?
What kinds of textual materials are ideal for NASILP use?
Should I use texts that feature long vocabulary lists for memorization purposes?
What should I look for in terms of audio tapes?
What should I look for in terms of video tapes?
What about video materials whose content is supplementary rather than complimentary to the text?
Are CD-ROMs viable as NASILP materials?
With so many new language instructional CD-ROMs on the market, how should I evaluate them?
Is it the NASILP coordinator's responsibility to ensure that all tutorial materials are available to program students?
Is it the coordinator's responsibility to create syllabi and schedules for the tutorials?
Does the coordinator need to make sure that tutors present the instructional materials in their given order?


Q.
How are materials chosen for a NASILP program?

A.
The ideal is a complete, integrated set of materials, including textbooks and audio tapes, video tapes, and/or CD-ROMs. Since such sets are rarely available for Less Commonly Taught Languages (LCTLs), the minimum NASILP requirements include a textbook with clear linguistic and cultural presentation, and at least 3-4 hours worth of language media for each year of study.

Q.
What kinds of textual materials are ideal for NASILP use?

A.
NASILP materials should offer practical, authentic language in context. Materials should be structured in order of increasing linguistic complexity. Content should be presented in order of decreasing commonality of everyday use. Attention should be given to the behavioral culture of societies that use a given language. If both written and spoken elements are to be covered in a course, spoken language should be introduced before written, and stylistic differences between the two should be stressed.

Q.
Should I use texts that feature long vocabulary lists for memorization purposes?

A.
No. No vocabulary items should be isolated from the context in which they are used.

Q.
What should I look for in terms of audio tapes?

A.
All material presented in the textbook should be addressed on the tapes. Recordings should be of native speakers, and should represent conversational language.

Q.
What should I look for in terms of video tapes?

A.
Video tapes should offer all the advantages of audio tapes, with the addition of authentic visual settings. Tapes featuring professional actors are preferred.

Q.
What about video materials whose content is supplementary rather than complimentary to the text?

A.
Such materials can be motivational, but don't improve language competence. They should not be offered during the tutorial session.

Q.
Are CD-ROMs viable as NASILP materials?

A.
Once CD-ROMs are readily available, they will serve as the ultimate study aid for NASILP learners. The CD-ROM's integration of multimedia and text makes it ideal for language learning.

Q.
With so many new language instructional CD-ROMs on the market, how should I evaluate them?

A.
The NASILP Secretariat can offer advice regarding appropriate materials for NASILP courses.

Q.
Is it the NASILP coordinator's responsibility to ensure that all tutorial materials are available to program students?

A.
Yes. No student should be without materials. If possible, students should be able to access equipment outside the NASILP program's language lab in order to make full use of the multimedia materials.

Q.
Is it the coordinator's responsibility to create syllabi and schedules for the tutorials?

A.
No. Pacing should be determined by the examiner in accordance with the structure of the textbook. The coordinator should inform the examiner of the number of tutorial hours scheduled for each week, the number of weeks in the institution's semester, and the number of credit hours allotted for the course.

Q.
Does the coordinator need to make sure that tutors present the instructional materials in their given order?

A.
Yes. The materials have been carefully prepared, and should never be altered.

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