MB530: Language/Culture Learning and Mission (4 units)

Betty Sue Brewster, Associate Professor of Language and Culture Learning

Summer 2006 Pasadena

DESCRIPTION:

Normal language acquisition is social, not simply academic. The course deals with language acquisition issues and effective ministry in the context of community learning relationships. Field-work, in an ethnic community of the learner's choice, will enable you to develop and refine language learning skills through the use of a learning-cycle strategy. The primary objective is to equip learners with attitudes and skills needed for learning a new language in the context of maximum-involvement relationships (with or without the benefit of a language school). This course is particularly useful for prospective missionaries and for pastors ministering in ethnically complex urban neighborhoods. It is strongly recommended that couples take this course together!

LEARNING OUTCOMES:

1. Preparation to be an effective and efficient language learner.
2. Sensitivity to issues involved in incarnational learning and ministry.
3. Confidence and skill in the process of learning a language through relationships.
4. Flexibility in hearing, identifying, and making new sound.
5. Competence in using a variety of techniques for developing comprehension, fluency, and accuracy.

COURSE FORMAT:

Instruction in language learning and missiological attitudes, skills, methodology, and strategy; training in introductory phonetics; group discussion and feedback on field-work and readings. Class begins on Saturday and meets daily (Monday to Friday) for the next two weeks.

REQUIRED READING: If you have previously read any of the required texts, please select an alternative text from the recommended reading list or a book approved by the instructor.

1. Brewster and Brewster. LEARN! Notebook. Lingua House. Pasadena: Lingua House, 1984.
2. ________. (LAMP) Language Acquisition Made Practical. Pasadena: Lingua House, 1976.
3. ________. (PAL ) Pronunciation Activities for Language Learners. Pasadena: Lingua House, 1985.
4. ________. (ed.) Community is My Language Classroom! Pasadena, Lingua House, 1986.

RECOMMENDED READING:

1. Asher, James. Learning Another Language Through Actions. Los Gatos, CA: Sky Oaks, 1982.
2. Larson, Donald. Guidelines for Barefoot Language Learning. St. Paul, Minnesota: CMS, 1984.
3. Lingua Links Library 4 (CD Windows/Mac) from SIL http://www.ethnologue.com/LL_docs/contents.asp
4. Marshall, Terry. Whole World Guide to Language Learning. Yarmouth, ME: Intercultural Press, 1989.

ASSIGNMENTS:

1. Scouting and 4 field experiences in the context of relationships in the ethnic community of the learner’s choice, to gain experience in using the language learning cycle.
2. One in-class quiz to demonstrate understanding of fluency methodology.
3. 500-word (two-page) reading interactions on each of 5 readings.
4. Prepare a fluency recording to demonstrate development of skills in recording.
5. A paper (1500-1750 words, 6-7 pages) to project the learner’s personal learning opportunity and strategy.
6. In lieu of a final exam, each learner will say in class the language material learned in field-work.

Th.M.: Greater analytical depth in writing assignments. In addition, choose one of these:

1. Complete one additional learning cycle.
2. Read 125 extra pages from recommended readings and write a reading report.
3. Write an additional five pages (1250 words) on the final writing project.

PREREQUISITES: None. Auditors/non-credit students are expected to participate in the field-work.

RELATIONSHIP TO CURRICULUM:

Core requirement for MAICS degree. Meets Min 8 requirement for M.Div. Program. Meets CCS requirement for M.Div. Program. Meets Globalization requirement for M.A. Theology Program.

FINAL EXAMINATION: None.

Last Date Edited: 1 May 2007