| Body | This activity helps learners brainstorm factors that will help them decide which language they wish to learn. It was created for learners of all levels, and it would be particularly useful for Facilitated Interdependent Language Learning (FILL) and other self-study contexts.
Learning Outcomes:
Learners will be able to:
- Explain the relationship between personal interests and goals
- Write one SMARTER goal
- Identify at least one language they can learn to achieve their SMARTER goal
Mode: Interpretive, Presentational, Interpersonal
Materials: How Do I Pick Which Language to Learn? video, Choose Your Next Language Adventure! handout, devices with internet access
Procedure:
- First, learners will watch the How Do I Pick Which Language to Learn? video.
- Then, learners will use the Choose Next Your Language Adventure! handout to create a mind map of their interests. These can be subjects in school, hobbies, sports, performing arts, etc. and/or communication goals (such as travel to a specific city, get a job, talk to a specific person, etc.). One way to organize their mind map is to draw bubbles, write their interests and goals in these bubbles, and draw lines to show how these bubbles connect to each other. A blank mind map template is provided on the handout as an example, but learners can draw their own in whatever way makes sense to them.
- Next, learners will compare the interests and goals they identified, notice what differences there are between an interest and a goal, and write their thoughts on question 2 of the handout. For example, they might say that interests are general topics or activities that one is excited about, while goals are specific objectives that one can work towards.
- Once learners have identified the properties of a goal, they will write their own language learning goal in question 3 of the handout. This will be a SMARTER goal, so learners will need to think about, and then articulate, how this goal is specific, measurable, relevant, and time-bound. The will also think about how it includes evaluation and reflection.
- Learners can reference the following materials for tips on goal setting:
- Once learners have written their goal, they will think about which language or languages will help them work towards it. If they are not sure which language(s) are applicable, they can research world languages using an internet-connected device. Once they have identified an applicable language (or languages), they should note this in question 4 of the handout, along with the reason(s) why they think the language fits their goal.
Notes:
- Learning environment: Learners can complete this activity on their own, or as a part of a class or group led by an instructor.
- Guessing game option: If learners are working as a part of a class or group, and if time allows after they have completed the handout, they can work in groups of 3-4 to play a “Guess which language?” game. To play, each learner will read their goal to their peers, and the rest of the group will guess which language that learners identified as useful for this goal. If groups need visual support for guessing languages, or if it aligns with curricular needs, they can point to regions on a world map that correspond with populations who speak the language. Alternatively, they can point to the flags of countries where the guessed language is spoken. Once the group has either guessed correctly or run out of guesses, the reader will confirm or reveal their chosen language and tell the group why they have identified this language as pertinent to the goal.
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