High Impact Practices in Language and Culture Education

High Impact Practices in Language and Culture Education is the first book to provide a comprehensive overview of how High-Impact Practices (HIPs) can deepen students’ understanding of language and cultural competence in higher education.HIPs are identified through student surveys of the most impactful experiences in college life, thus moving from lecture- to student-centered instruction. Rich in practical experiences, tasks, and collaborative learning, this book shows how HIPs positively impact students’ deep learning retention and knowledge application in meaningful contexts. This volume includes 11 chapters presenting case studies from a wide range of language and culture education contexts, including English as a Second Language, Arabic, French, German, Italian, Japanese, and Spanish. In particular, they address all 11 categories of HIPs identified by the Association of American Colleges and Universities (AAC&U):Capstone Courses and Projects,Collaborative Assignments and Projects,Common Intellectual Experiences,Diversity/Global Learning,ePortfolios,First-Year Seminars and Experiences,Internships,Learning Communities,Service Learning and Community-Based Learning,Undergraduate Research,Writing-Intensive Courses.Together, the contributors present a successful and compelling model that can be flexibly adapted across language and culture programs.This text will be instructive for students in Education and Applied Linguistics undertaking courses in Second Language Pedagogy, Applied Linguistics, TESOL/TEFL, CLIL (Content and Language Integrated Learning) and Language and Intercultural Communication. With syllabus examples and practical resources, language teachers will also find this book a valuable reference.

Kazumi Matsumoto is Associate Professor of Japanese in the Department of Modern Languages and Cultures at Ball State University. She currently serves as a board member of the Indiana Foreign Language Teachers Association. Her research interests include intercultural competence, L2 fluency, and kanji recognition. She has published extensively on Japanese language pedagogy and second language acquisition.