The Foreign Service Journal, September 2016

THE FOREIGN SERVICE JOURNAL | SEPTEMBER 2016 45 surprising, given the requirements for standardized curriculum and final testing across all languages. Its strengths include effi- ciency and uniformity; but downsides include over-reliance on authoritative experts and the possibility of students blaming “the system” instead of their own lack of effort. This approach can also prevent students from engaging with the language in a meaningful way. Just as writing an essay, rather than copying one, improves writing skills, creating your own utterances is more effective than repeating someone else’s. In practice: Incorporate more “expert” samples or native speaker-based listening activities with specific, level-appropriate tasks. For example, listen to short news reports (not lightning- fast hourly updates) with the task of picking out key verbs or a specific set of nouns. Or read children’s books aloud in the target language to train your mouth muscles to make new sounds and sound patterns. Achieving a series of bite-sized tasks is much more produc- tive than slogging away at high-level exercises that only demor- alize us. A more realistic approach to applying our developing language skills helps us recognize our current level and appreci- ate our progress. 2. I Did It My Way… Individualism focuses on personal responsibility and prefer- ences. Learners are encouraged to experiment, build their own network(s) and find what works best for them. One-on-one instruction or learning consultations can help identify unique learning styles and adapt learning activities for each person, knowing that each student’s strengths might not overlap with traditional (hierarchical) methods. This is consistent with Howard Gardner’s Theory of Multiple Intelligences , in which he argues that most people have differen t learning strengths. For example, they may be particularly strong or relatively weak in each of the learning modes: visual, auditory, kinesthetic and tactile. Unfortunately, traditional classrooms tend to emphasize auditory learning. Solo time and effort outside of class are key ingredients in this free marketplace of ideas, where the best will compete to rise to the top. Bonus pay and other incentives can also be used to motivate in this paradigm. Downsides include the risk of becoming overly competitive or viewing the curriculum as a race, trying to stay ahead of the pack rather than cooperating to help each other master the content through more collaborative peer learning. In practice: More verbal and written spot quizzes, includ- ing self-quizzing, can help motivate learners. Twenty years of research, as well as our own experience, bears out the observa- tion that people remember (learn) better when there is an emo- tional response associated with the experience. Anxiety and fear are often part of learning, and missing items on a quiz can create an emotional response that aids memory. So embrace classroom quizzes. If your classmates are willing, ask for more of them. To counter the risk of over-doing testing, students and teach- ers should use humor to laugh off major and minor mistakes. Running lists of funny errors can lighten the pressure: indeed, they are often some of the most memorable parts of learning. 3. We’re All in This Together… Egalitarianism rejects the first two paradigms above, tak- ing a more harmonious, collective approach toward learning. Diplomatic rank and experience are not relevant when collab- orative learning prevails. Instructors facilitate discussions but do not dominate them, allowing students to discover and express grammar principles on their own. Each person also has equal opportunity to speak and ask questions. One advantage of this approach is the force-multiplier effect that comes through peer correction. Downsides include frustra- tion when classmates learn and process information at different speeds. A mitigation strategy for this inherent weakness is to rotate groups regularly, so that stronger students can work with a variety of weaker students over time. In a classroom that seems to be stagnating, a tactful request for a new rotation can help an ambitious student get more out of the training experience. Alternatively, try viewing your class- mates as equal partners in learning, and use your diplomatic skills to get themmore involved. In practice: Incorporate more group activities and play time into study sessions. Adults and children alike often learn better when drills are in groups and paired with activity—whether moving electronic labels onto pictures on a smart board or phys- ically manipulating strips of paper for Q&As with other students. Some FSI Arabic-language classes engage in light physical exercise on the lawn during warmer months, such as throwing or kicking a ball while reciting terms, or counting in unison dur- ing movements. As a result, participants are less likely to forget Arabic numerals and other linguistic building blocks. 4. It’s a Family Affair… Familism emphasizes kinship over other social structures and sometimes rebels against the aforementioned more formal approaches. Tactics may take the form of rapid progress through increased home study, such as labeling household items and