Abstract:

This presentation aims to show the transition from a traditional language class at the elementary level to a more engaging, effective and stimulating one by employing the flipped model. For many years, the Italian program at Cornell University followed a model of traditional grammar lectures, offered once a week to all students of the course. Considering the national trend toward lower numbers of students enrolling in minor languages (due to a change in curriculum and the change of language requirements for universities), we now face a situation in which it is important to develop an effective, stimulating and engaging teaching style. If we are to attract more students, we need to be closer to their learning style and to continue to deliver the outcome we want.

Shifting from the large-group learning space of traditional lectures to the individual learning space outside of class (made possible by different technologies), gave my students the opportunity to play an active role in their own learning. Furthermore, they have been able to obtain a more effective and deeper explanation of the subjects. In this way the “student-centered” model class that we use during our discussion sections was complete: the lectures now also reflect that model. Students are actively involved in their learning process and can finally avoid the fall-off of attention they experience during the long and traditional language lectures.

From the teacher’s point of view, this model allows for a more innovative and organized design of topic-centered lectures; explanations are now supported by all the data and information that students can access when they study on their own. Moreover, the introduction of Skype conversations between Cornell students and students of English at Cuneo, Italy, have reinforced the model and made students more independent.

Students’ experience changed dramatically. Where before in large group learning, with a fixed time for holding class, students remained passive. However, with the flipped model grammar class, students now decide how to use the material created for them; when to use it; and how many times to use it. Students can finally work on mastering concepts at their own pace when they want, according to their learning style.

At the end of my paper, I will explain how I am going to refine and improve the changes I made this year, with the collaboration of my colleagues in Italian. An effective, flipped classroom requires great and careful preparation. This is why I believe there is one more step needed in my project: the creation of a series of mini-lectures, organized and presented by all the instructors of Italian in our program. So doing, not only will the student’s role change, from a passive one to a more responsible and experimenting one, but all of our roles, including those of the instructors, change as well. We give up our front-of the-class position in favor of a more collaborative approach to the teaching process. With this joint project, students will not only hear the voice of their instructor, but will learn to hear multiple voices, and approaches through the video-lectures and activities designed by the teachers of the program.

Keywords:

Flipped classroom, foreign languages, collaborative project.