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Persian Second Language Acquisition

This panel aims to discuss various topics in the field of Persian second language acquisition, encompassing different topics ranging from theoretical research on Persian second language acquisition, to classroom research and teaching methodology on Persian second language acquisition, to the use of Persian literature in Persian language courses, and the role and methods of assessment in Persian language instruction.

The first presentation showcases one of the four major language skills, writing. The presentation begins with a consideration of the foundational question of what learning to write in a second language entails at the three integrated but analytically separate levels of text, composing processes and context. This is followed by a discussion of three traditions in second language writing research and practice that differentially bring these levels into focus in pursuit of somewhat different educational outcomes: (a) learning to write in disciplinary contexts, (b) writing to learn in content and language integrated contexts, and (c) writing to learn in language learning contexts.

The second presentation aims to provide an overview of the current approaches and ongoing challenges in language assessment, as well as the use and effectiveness of some of the most recent assessment practices and procedures in second language education. The discussion then turns to the testing and assessment of Persian as an Additional Language. The discussion will end with some theoretical and practical considerations in classroom assessment as an integral, ongoing component of instruction, offering guidelines and samples of authentic, performance-based assessment for Persian language instructors in higher education contexts.

The third presentation gives an overview of the most prominent teaching methodologies used in Persian language courses. It showcases some of these methodologies, such as the Communicative Approach and how the this approach is currently used in Persian language teaching materials, while suggesting how it might be effectively applied to Persian language classrooms. Finally, the discrepancies between the use of this approach in second language classes and that in heritage learner classes will be illuminated.

The fourth presentation aims to discuss how Persian literature is taught in Persian textbooks. This is particularly important because Persian literature, especially poetry is strictly conventional, and the student of Persian should learn poetic forms and imagery, genres, themes and motifs, rhyme and meter in order to appreciate the rich canon of Persian literature, and as its by-product, also learn the subtleties of the Persian language through its literature.

Presentations

Communicative, Task-Based, and Content-Based Approaches to Persian Language Teaching: Second Language, Mixed and Heritage Classrooms at the University Level
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While research in second language acquisition (SLA) and foreign-language teaching continues to move forward, Persian language instruction at the university level has not always adapted its methods to reflect these advances. The purpose of this paper is to illuminate some of the ways in which recent advances in the Communicative Approach, Task-Based Learning, and Content-Based Instruction can be applied to Persian language teaching. This piece draws upon the most recent findings in SLA research and foreign language pedagogy to define the various approaches. It gives an overview of how these approaches are currently used in Persian language teaching materials, and suggests how they might be effectively applied to Persian language classrooms. In particular, the paper considers how the approaches might benefit L2 learners and heritage learners differently. It will primarily be of interest to Persian language instructors at the university level, as well as instructors of other Less Commonly Taught Languages, as languages that tend to lack up-to-date instruction materials.

Second Language Writing in Persian
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In my talk I will sketch out how second language (L2) writing has been imagined in the field since the middle of last century and go on to argue that there are several research domains in L2 writing literature that are especially relevant to the teaching of Persian to speakers of other languages across most Persian language programs at the moment. These involve: (a) Response to writing; (b) integration of writing with other skills; (c) interaction between language proficiency and writing expertise; and (d) dimensions of L2 writing performance. I will end my contributory talk to the panel by identifying several areas regarding second language writing in Persian where there is a need for more research.

Assessment in Persian Language Pedagogy
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This presentation provides an overview of the current approaches and ongoing issues in language assessment, as well as the use and effectiveness of some of the most recent assessment practices and procedures in second language education. The presentation next focuses on the particular case of Persian as an Additional Language in the US and critically reviews some of the commonly used standardized proficiency assessment instruments available for Persian. Finally, some practical considerations in classroom assessment as an integral, ongoing component of instruction are highlighted, and samples of authentic, performance-based assessment are provided for Persian language instructors in higher education contexts.

Teaching Persian Ghazals: The Merits and Challenges
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A content-based approach to the teaching of Persian literature may be structured around questions that are also learning goals for the student. Such questions revolve around the Persian literary and cultural history, and the role of literature in Persian-speaking societies. The subject is too broad but in this paper, I will concentrate my attention on teaching the genre of ghazal by answering basic questions such as, what are the rudimentary poetic elements the student should master before analyzing a poem? Why are themes and motifs so important to understand the unity of a ghazal? What are the effects of figures of speech such as metaphors, similes and hyperbole to increase the impact of the poet’s message? What does polyphony mean and why did Persian poets deploy this device to communicate their message? Do Persian ghazals have a mystic layer? What are the pitfalls for students in reading and interpreting a ghazal? Such questions are essential for a deep appreciation of this dominant poetic form.