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2.2. An Indonesian Example Jijis Chadran and Gary Esarey
The Indonesian program desribed by Chadran and Esarey is an intensive thirty-six-week course, in which students are in class for up to five hours per day, five days a week. Classes are relatively small, with an average of six students per class. For three hours per week students attend an Indonesian area studies course, taught in English in the School of Area Studies. The CBI component is woven into a highly eclectic tapestry of different approaches that include grammar-translation, audio-lingual drills, Total Physical Response (TPR), Delayed Oral Response (DOR), role plays, and Community Language Learning (CLL). Small units of CBI are introduced early in the language training to complement lectures from the area studies program; then, in the final phase of training, the curriculum becomes a series of "Advanced and Specialized Job-Related Modules." One of the unique aspects of Chadran and Esarey's CBI design is the attention given to differences in students' learning styles. The modules have been designed to cover the broadest possible spectrum of student learning styles, and in order to achieve this, the authors have adapted the "4-MAT system," in which the sequence of activities accommodates eight different cognitive styles. As in the other CBI experiments at the FSI, the development of students' oral and reading proficiencies was reported to have accelerated during the CBI phase of training. They point out, however, that not all of their experiences with CBI were positive. General references for this chapter are located in the bibliography at the end of this volume.
In this chapter we describe the "Advanced and Specialized Job-Related Modules" of the Indonesian curriculum at the Foreign Service Institute (FSI). The content-based portions of the Indonesian course are contained The CLL and DOR components of Phase One of the Indonesian curriculum are carefully integrated.
The topics of the CLL sessions parallel the listening activities. Students are encouraged to produce sentences in English that recreate the topics presented in the listening hours. For example, they would produce sentences describing the family. When possible, these are cast in dialogue form. The topics are not restricted to their own experience, but the content tends to be familiar and personal. Other Phase One activities include reading for global comprehension (authentic newspaper passages and captions with heavy cognate content) and Total Physical Response (TPR) activities, involving moving around the room, touching objects, or pointing to different colors in response to teacher cues. Some of these activities are carried out in small groups, some in large groups.
There are several advantages to an approach combining CLL and DOR. In this phase students hear a great deal of Indonesian vocabulary modeled by native speakers. By making the listening activities a group effort in which all students are involved, but none singled out, initial classroom anxiety is reduced, especially among those with little language learning background. Furthermore, such activities encourage members of the group to become acquainted and to support one another in a mutual effort. The CLL activity, which allows students to try to form their own sentences in the target language in a nonthreatening environment, addresses the students' eagerness to produce the language they are hearingan eagerness which is common among most adult language learners.
Phase Two: Notional Functional and Grammar-Based Approaches
Phase Two lasts approximately sixteen weeks . The materials used in the beginning of Phase Two are based on the FSI's Familiarization and Short Term (FAST) course textbook which was introduced in 1982. The FAST text consists of lessons aimed at creating limited fluency in common social situations.
Later in this phase, students move to Sentence Patterns of Indonesian , a commercial textbook for beginning Indonesian students, containing grammar, drills, cultural notes, dialogues, and readings. A selection of authentic reading materials is introduced at the same time as Dardjowidjojo's text. These readings, derived from Indonesian newspapers and magazines, are divided into five content categories: General Current Interest, Culture and Society, Business and Economics, Political and Military Affairs, and Science/Agriculture and Technology. Articles are chosen on the basis of several criteria. They must contain simple grammatical structures, many cognates, straightforward information, and must relate clearly to the world knowledge which students already possess.
Initially, Phase Two was characterized by heavy use of CLL techniques in order to elicit student-generated language. Because the rotating teaching staff used somewhat different techniques from hour to hour, students
complained that the classes lacked focus and continuity. They also expressed a desire for firm guidance from a textbook or textbooks that offered linear progression as well as the fundamentals of grammar. In order to accommodate these expressed student needs, Phase Two was rewritten to include a strong element of grammar based materials.
The Phase Two text introduces much cultural material and information about daily life in Indonesia via dialogues, drills, simulations, and cultural notes. The content is derived from publications such as Indonesia Handbook⁵ and Introducing Indonesia and from interviews with students who have returned from assignments in Indonesia and have expressed a need for more skills in dealing with the realities of transportation, marketing, and domestic help.