This panel is on teaching Persian to speakers of other languages, and it encompasses both theoretical and applied subjects. The first presentation deals with the acquisition of segmental and suprasegmental features of Persian as a second/third language. The first goal of the study is to investigate the non-native production of Persian phonemes and allophones by L2/L3 learners to see whether they are fully acquired and compare the results with that of native speakers. The second aim will be to examine whether the acquisition of Persian allophones happens at a position-sensitive level. The suprasegmental features such as stress patterns and intonation patterns make the next goal of this presentation.
The second presentation will describe how using literature in the classroom can be distracting to language learning when it is used as primary materials, and how this can be reversed. There will be a discussion on the integrated approach to language teaching. The presenter will then discuss how we can create materials with a primary focus on reading based on this approach.
The third presentation will describe the process applied for designing tasks proposed within the blended language course for learning Persian as a Foreign Language at the intermediate-high level of the ACTFL proficiency scale. The presenter will illustrate the organization of the first unit of the course and lays out the stages leading to the activities proposed, with the integration of specific technology tools.
The fourth presentation is on Persian listening skills. This paper introduces project-based audio models that help students of Persian as a Second Language practice simultaneous decoding of authentic Persian utterances inside and outside of the traditional classroom.