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ERIC Number: ED381015
Record Type: Non-Journal
Publication Date: 1995
Pages: 33
Abstractor: N/A
Reference Count: N/A
Peer Collaboration in the Less Commonly Taught Languages: A Swahili Example.
Kuntz, Patricia S.; Lessick-Xaio, Anne
The importance of peer collaboration in the classroom while developing a reflective dialog outside of the classroom is explained. A peer is any person with expertise in the language or geographical area that is pertinent to class goals and activities. For example, instructors of French might consider people from France and other Francophone countries as resources. Instructors might involve people in business or non-language education who specialize in history, art, or sociology of a given French-speaking area. In the study described here, the definition of peer collaboration was applied to the instruction of Swahili. Seven graduate students of Swahili at the University of Wisconsin-Madison were recruited to participate in the study. In cooperation with the Wisconsin African studies outreach program, these students arranged classes from elementary to high school levels during 1989-1994. Because the Swahili department has only one teaching assistantship available each year, the students themselves created pre-collegiate programs to gain a teaching experience. After evaluating and pairing the teaching assistants according to teaching experience, TAs were trained to follow a five-step clinical supervision strategy and a reflective one, modeled after Symmes' research (1991). This model of peer collaboration placed the learning responsibility on the teachers and out of the domain of faculty and administrators. The paper describes the steps of the study. A proposed teacher certification in Swahili, data tables, and a middle school Swahili class syllabus are appended. Contains 27 references. (JL)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A