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AATP Roundtable II: Learner-Centered Persian Language Instruction 

This roundtable is aimed at discussing different techniques and methodologies to bring a learner-centered approach to the Persian language classrooms. Some of the topics that will be discussed are: 1) how to more effectively teach the alphabet in the beginner level, 2) how to use cooperative learning as a tool to enhance learners’ motivation, 3) how to fix students’ errors in word order and relative clauses, and 4) how to correct students’ fossilized errors. After each of these presentations, there will be a question and answer and a brainstorm from the audience as how else we as teachers of Persian can make our classes more learner-centered as opposed to more lecture-like teacher-centered classes.

Presentations

How to respond to student writing and speaking: fossilized errors.
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We will examine how to respond to the writing/speaking of heritage learners/speakers and what ways of error corrections should be implemented to their writing and their speaking, focusing on the fossilized errors
Teacher feedback may represent a big investment of time by instructors and students highly value it, but the question is: what types of errors should us teachers respond to? When should we respond to them? What are the most efficacious ways of responding to them? And what role must error treatment (corrective feedback) play in the teaching of the process of writing and speaking?

Flipped & cooperative learning in elementary Persian class for Korean learners
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This study introduces how the flipped learning together with cooperative learning method was used in elementary Persian class for Korean learners. This method was newly applied to the Persian classes for Korean learners in 2018. In this classroom, the learners had more active role compared with the lecture-type class. After several weeks’ of the classes with this new method, we conducted the survey to analyze whether such new method could have an effect on the students’ actual language skills and also their confidence in speaking Persian.

Utilization of Neologisms in Teaching and Assessment of Advanced Persian: A Sociolinguistic Approach
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Using neologisms in foreign language classrooms is a well-established practice which has been universally focused on slang and idioms and restricted to the domain of oral/street language. In Persian, the existence of the Persian Academy and its output of word lists, is an untapped resource in the Advanced Persian instruction and assessment. A history of the Academy, its sociolinguistic issues (including language policy, language standardization, official language), and a sample lesson plan, exercises and assessment using the neologisms coined by the Academy will be covered. The sociolinguistic importance of slang and argot in advanced language instruction will be discussed.