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1、The Librarians Role in Motivating Language Learners,Tales from an Eastern Washington College Town,Three Events,Confronting the attitude of “what would you need to order those books for?” (2006) Receiving an instructors invitation to talk to a class about childrens books, in particular (2007) Coming
2、across the LINGO Study online (2008),LINGO Study,European Commissions Directorate General for Education and Culture study on “Motivating Europeans to Learn Languages” Highlights 50 examples of “good practices” for language promotion in informal language learning environments, or to promote language
3、learning activities outside the classroom in the case of formal educational institutions Examines intrinsic, rather than extrinsic motivation,Language Learning: Then and Now,ThenPractice in a campus language lab Grammar drills Rote learning Repetition Motivation as a product Little role for the libr
4、arian,NowVirtual Language lab: anytime and anywhere Interactive, collaborative, and student directed learning incorporated into traditional (grammar, rule based) instruction Ability to reach “beyond the classroom” through online target language opportunities Motivation as a process Opportunities for
5、 librarian involvement,Librarian as Language Learner,What is it like to be a first year language student? my experience in Chinese 101 Implications for collection development Ideas for librarian involvement,Four important Language Learning Variables according to Gardner,Intelligence Language Aptitud
6、e Personality Attitude Motivation Situational anxiety,(Gardner, 1985),Integrative versus Instrumental Motivation,Integrative Motivation,The learner is motivated through social interaction and the desire to become bilingual and bicultural through a genuine interest in the target culture or language,I
7、nstrumental Motivation,The learner is motivated to learn the language in order to increase their employment prospects, or to do something concrete. In todays language, it even includes the “ability to compete on the global scene” (Guilloteaux, 2007, p. 18),Linguistic and nonlinguistic outcomes of th
8、e learning experience,Linguistic Outcomes Vocabulary Grammar Pronunciation Fluency Related to course grades and test scores,Nonlinguistic outcomes Attitudes toward the cultural values and beliefs of the target language community,Setting or context in which language learning takes place,Formal contex
9、t (instruction)Class assignments Tests Explanations, lectures Language lab recordings, drills,Informal context (exposure)Internet radio Movies in the target language Audiobooks Conversation Chatting online Emailing A variety of reading materials,The product of any language learning context is the re
10、sult of a dynamic interplay of the experiences and the prior cognitive and affective characteristics. (Gardner, 1985, p. 149),Language Learning Theory and Research,A complex and intoxicating mix of social, societal, personal, psychological, financial, global, instrumental, cross-cultural, geo-politi
11、cal factors involving motivation, effort, desire, apprehension, fear, anxiety, self-doubt, goals, environment, stereotypes, linguistic self-confidence, extraversion, and introversion,Role of the Teacher Role of the Librarian?,A skilled teacher can have a great influence on “awakening positive attitu
12、des” toward the target language If this is true of a teacher, what role can the librarian play, as part of the students linguistic and academic community?Research on the role of the school librarian by Keith Curry Lance.,Implications for the Language Librarian,Language learning is a lifelong activit
13、y, as such it should not only take place in the classroom or lecture hall Extension of the students campus network of support Inspiring a language-friendly environment to motivate learners Promotion of creative language learning materials,Spanish 101,Two classroom visits per semester First visit to
14、introduce the library resources, visit book collections, and to discuss supplemental motivational supports Wiki (librarian created, student enhanced-is becoming a community site) Facebook emailchatting etc.,Spanish 101: Second Session,Second visit to reinforce the theme of immersion through library
15、and Internet resources, and to introduce a cultural lesson through library resources. Flamenco music, DVDs, dual language versions of books by Garcia Lorca, YouTube videos,Target language resources and opportunities to enhance social interactions,Emailing classmates or friends in Spanish Finding a S
16、panish pen pal or tandem partner Texting a friend in Spanish Converting Facebook language settings to Spanish Online language exchange and language learning communities, livemocha and italki,Target Language Opportunities Through Texts,Comic books and graphic novels Childrens books Young adult litera
17、ture Familiar series titles High interest and popular titlesCollection Development Issues! Collaboration with Acquisitions,Target Language Opportunities through Media,DVD collection, feature films, travel videos YouTube for childrens songs, popular music, television shows, etc. Spanish subtitles and Spanish language options Turning on Spanish captions, when available Identifying online resources,
