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Cross College Collaboration To Enhance Spanish Instruction And Learning

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Conference

2005 Annual Conference

Location

Portland, Oregon

Publication Date

June 12, 2005

Start Date

June 12, 2005

End Date

June 15, 2005

ISSN

2153-5965

Conference Session

Collaborations: International Case Studies & Exchanges

Page Count

9

Page Numbers

10.375.1 - 10.375.9

Permanent URL

https://peer.asee.org/14334

Download Count

32

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Paper Authors

author page

Ana Kennedy

author page

David Ollis

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Cross-College Collaboration to Enhance Spanish Instruction and Learning Ana Kennedy, Foreign Languages and Literatures, NCSU, Raleigh, NC David Ollis, Chemical Engineering, NCSU, Raleigh, NC Rebecca Brent, Education Design, Inc, Cary, NC.

We report our pilot collaborative results for enhancing foreign language instruction and student learning by incorporation of an engineering laboratory component involving use, dissection, and discussion, in Spanish, of four modern consumer devices: compact disc player/burner, electric and acoustic guitar, internal combustion engine, and bicycle.

Our original lecture course, “Spanish: Language, Culture, Technology”, not only taught the structure inherent in an intermediate language class by integrating vocabulary, issues, and projects that are of special interest to technical students, but also integrated cultural and technical issues of our global society. The object was to enlist students’ technical enthusiasm for the process of learning a foreign language and studying international cultural and technological issues.

Our lab activity sequence of read, use, assemble, and discuss (in Spanish) is used to promote the use of the Spanish language in a real-world technological context. The lab modules are adapted to teach technology students vocabulary and modes of thought in their professions. We report how this modification allows students to enhance their reading, speaking, and writing skills in Spanish.

In particular, we survey how the lab component contributes to achievement of four of the six student learning objectives, namely that students will:

1. Learn vocabulary commonly used in engineering and technology context, 2. Develop the ability to comprehend and use Spanish in settings invariably encountered in our technological society 3. Interact in a more formal setting such as the presentation of a technological/culture project to class and guests, and 4. Explain in the target language the workings of a technological device.

We conclude with lessons learned and plans for a final version and institutionalization of this cross-college collaboration between engineering and foreign languages.

Course Design

Proceedings of the 2005 American Society for Engineering Education Annual Conference and Exposition Copyright @ 2005, American Society for Engineering Education

Kennedy, A., & Ollis, D. (2005, June), Cross College Collaboration To Enhance Spanish Instruction And Learning Paper presented at 2005 Annual Conference, Portland, Oregon. https://peer.asee.org/14334

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2005 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015