The Center for Language Studies Campus Grants Committee invites grant applications for small-based projects sponsored by the Consortium for Language Teaching and Learning.
Proposal submission deadline: May 1st, 2017 (The recipients will be announced on May 15th, 2017)
Types of Fundable Projects:
Projects may include a wide variety of activities dedicated to the teaching and learning of languages on the Brown campus. These activities include, but are not restricted to, the following:
- development of instructional materials in print, audiovisual, or multimedia format
- research on the efficacy of projects
- development of instructional Web pages
- arranging lectures, lecture series, or local workshops
Applicants are encouraged to survey the projects funded by the Consortium described in the Consortium database and to take these projects into account in developing proposals. Click here for a list of campus-based grants awarded along with abstracts.
Only projects with a voting CLS member as project director are eligible for funding.
Funding Limits and Use:
Appropriate proposals will have a budget that does not exceed roughly $3,000. Funds may be used to compensate for summer salary, but they may not be used to compensate project participants for time already obligated to Brown. Click here for guidance and information regarding summer salary. Funds may not be used for travel or to purchase computer hardware for personal use.
Conditions of Grants:
Grantees agree to allow a description of their project to be posted on the Consortium website, to make a presentation of the results of their project, and to submit a final narrative report within sixty days of the completion of their project. This narrative report will be included in the project description on the Consortium website. Any significant changes in the activities, personnel, or budget of the project must be approved in advance by the CLS Grants Committee. Any final materials should acknowledge in an obvious manner the support of the Consortium, while copyright resides with the author(s) in accordance with University policy. Ten per cent of all royalties or profits from the sale of materials produced with help from the grant are to be paid to the Consortium, up to a total not to exceed the amount of the grant.
Applications should be submitted to firstname.lastname@example.org by the announced target dates. All those contemplating a project are encouraged to consult with members of the CLS Grants Committee or with previous successful applicants for help in developing their proposals. A cover sheet must accompany the proposal.
Accepted proposals from Summer 2014
Use of Urban culture publications and film to develop ancillary materials activities to support the teaching of Intermediate Spanish I, Nidia Schuhmacher, Hispanic Studies
HISP 300, Intermediate Spanish's objective is to advance students' proficiency and communicative ability in Spanish as well as to help them increase their understanding of Hispanic cultures. I want students to hear the inner voices within the target culture(s) and see/understand the ways in which these voices express perspectives, self-critique their choices and also view the world outside their geographical and cultural boundaries. To this end, I will supplement the current materials with texts from Quid, a publication from Argentina on urban culture and films by Hispanic directors for four units of study. I will design a set of specific tasks that will engage students in the discussion of culture and develop and strengthen their linguistic and communicative skills.
Developing Content-based Materials on Comtemporary Chinese Social Issues for Advanced Mandarin Learners, Yang Wang, East Asian Studies
The goal of this project is to improve the cours portfolio for an advanced Chinese language content bridging course, The Changing Face of China and Readings in Chinese Media by adding three new theme-based chapters: "Human Flesh Search", "Off-site College Entrance Exam" and "China's Urban Housing demolition and relocation Wave." Part of the grant will also be used to hire an undergraduate TA to proofread some of the key grammar notes and translation exercises.
Listening Comprehension Materials for Beginning/Low-Intermediate Level of Arabic Study, Mirena Chirstoff, Language Studies
Listening Comprehension Materials for Beginning/Low-Intermediate Level of Arabic Study I will select 14 video segments containing authentic monologue, advertisements, interviews, and news articles, using primarily the database of video and audio material Arabic Voices (Aswaat 'Arabiyya) for which I have received permission by the author,Professor Al-Batal, and 1-2 - minute long segments of Arabic films and TV shows available on YouTube. For each segment, I will create a listening practice consisting of: 1) pre-listening oral activity (answering questions that induce students' personal experience and educational background, and are relevant to the topic of the segment); 2) listening task for general comprehension (determining the topic, main idea of the segment of oral discourse); 3) close listening (for details of pronunciation, grammar, and style); 4) post-listening activities (in-class discussion, or a relevant written HW assignment). The materials I will create may be put to immediate use in the First-Year Arabic classroom as early as Fall'14.
Creating a New Course: Advanced Chinese Conversation, Lung-Hua Gail Hu, East Asian Studies
I am planning on offering a new course in the spring of 2015, targeting at students who have completed four years of college Chinese. The title of this course is temporarily set to be Advanced Chinese Conversation and I hope to finalize it at the end of summer 2014. Although the project will continue into winter of 2014, the requested funding will be used as summer salary for one month from mid-July to mid-August. The content of this new course will be focusing on subjects that are commonly found in public debates. Previously, when I compiled the course packet for CHIN 0800, I included topics such as human cloning and euthanasia that piqued students' interests and challenged them to think critically and deliver their thoughts using advanced structures and vocabulary. As reflected in a semester-end survey I prepared, CHIN0800 students found this kind of materials thought-provoking and conducive to their desire to further improve their language skills.