Dr. Vincent Vanderheijden
Intensive language teaching requires very responsive approaches to instructional design in order to optimize students engagement and learning. Thus, the second semester of a the Dutch language program is always informed by the experience of the first semester. In that light, this presentation will consider 3 dimensions of the Dutch language program at the University of Texas:
1) General background and context for Dutch teaching
2) Student responses to their first experiences with intensive language learning
3) Some new initiatives for this semester, including integration of Google+ and the principles of backward design.
This approach to planning and instruction introduces transferable standards-oriented learning with implications for beyond the the course's final exam.
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