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.