The Flagship
Language-In-Context Initiative
Overview
The Project
Roundtables
Turkish
Turkish Scenarios
The Regional Flagship Language Initiative’s Language-In-Context Initiative (RFLI-LICI) built upon work done by the Flagship Language-In-Context Initiative (FLICI) to provide highly contextualized scenarios through which students can encounter, reflect on and think through real life scenarios that illustrate differences in cultural norms and perceptions of appropriate behavior between their own culture and that of the environment in which their target language is spoken. Scenarios for Turkish take place in Azerbaijan and Turkey. By using scenarios, students are given multiple aspects to consider when judging how appropriate a behavior or attitude might be in a given context. The context of the scenario provides information on the participants, their relation to one another, time and place, and relevant information about holidays or religious observances.
The judgment task at the end of each scenario allows students to give their opinions on how the participants handled the situation and to receive expert feedback as to why a range of responses would be more or less appropriate in the context of the scenario. This feedback and the reflection activity that follows the scenario prime the student for productive discussions with their cohort on the cultural norms presented through each scenario.
Topics
Scenarios are grouped into topics which were selected based on a 360-ICC Survey of Overseas Flagship Programs conducted for the FLICI. These topics group scenarios based on feedback from past program participants, program staff, and instructors at each of our host sites. These topics include hospitality, understanding personal space, religious holidays, and more. Scenarios including a religious festival situated in Azerbaijan and Turkey are aligned with the overseas program timeline so that students are prepared for these situations.
Instructional Settings
InContext is designed to be delivered as a supplement to intensive language study. But it can be used as a standalone tool as well. The material in InContext is best delivered to cohorts of students that will be either studying the same language or living at the same site abroad.
InContext materials are best supported by roundtable discussions that are moderated by program staff familiar with the host culture and the academic program that students are on. These round table discussions help guide the students through the reflection tasks that are included at the end of each scenario to better understand why scenarios unfolded the way they did and to explore the expert feedback and culture notes that were provided at the completion of the judgment task.
If used in a classroom setting, scenarios or judgment tasks can be assigned as homework. Materials can also be adapted for use in classroom activities based on student level. For example, students at the elementary level can perform the scenario in class in a role-play activity whereas intermediate and advanced level students can write a summary of the assigned scenario and their agreement or disagreement with the experts’ feedback in the target language. Students can discuss the Reflection tasks and Extension tasks in class as well.
Scenario Length and Language
Scenarios are designed to be concise so that students can read a scenario, complete the reflection task, complete the judgment task and prepare notes for a roundtable discussion in one sitting. The scenarios are also developed to be easily accessed by mobile devices for students.
All of the RFLI-LICI scenarios are presented in English and contain only enough target language vocabulary as is necessary to explain cultural expressions that might be specific to the scenario. This is to allow students of varying levels of language proficiency to contribute to the conversation and benefit from the scenarios in identifying context specific language use. In practice, if there is a large enough cohort of advanced students the recommendation is that they conduct the round table discussions in the target language, whereas novice or intermediate students might benefit from English discussions on the topics from the culture initiative.
Extension and Reflection Tasks
Scenarios are followed by reflection and extension tasks.
The reflection tasks are questions for the students to ponder and prepare responses to share during the roundtable discussion. The reflection task questions are the starting point for a roundtable moderator to walk students through conversations that explore student impressions from the expert feedback and the judgment task.
Conversations in the round table help students talk through their preconceptions of the host culture and further explore how their own perceptions, their beliefs will affect their stay abroad.
Turkish Project Leads
Laura Hammond, University of Wisconsin-Madison
Ryan Doud, University of Wisconsin-Madison
Turkish Academic Oversight
Felecia Lucht, University of Wisconsin-Madison
Turkish Instructional Design Specialist
Deanna T. Clement, University of Wisconsin-Madison
Turkish Editor
Anne Naparstek, University of Wisconsin-Madison
Content Authors
Nâlân Erbil-Erkan, University of Wisconsin-Madison
Elmira Grant-Akhundova, University of Wisconsin-Madison
Project Consultants
Dianna Murphy, University of Wisconsin-Madison
Karen Evans-Romaine, University of Wisconsin-Madison
Valerie Anishchenkova, University of Maryland
Joseph Bass, University of Maryland
Dan Davidson, American Councils for International Education
Nadra Garas, American Councils for International Education
Content Reviewers
Laura Hammond, University of Wisconsin-Madison
Felecia Lucht, University of Wisconsin-Madison
Anne Naparstek, University of Wisconsin-Madison
Deanna T. Clement, University of Wisconsin-Madison
Ratings Panelists
Konul Hajiyev, Azerbaijan University of Languages
Huzura Agayeva, Azerbaijan University of Languages
Jala Garibova, Azerbaijan University of Languages
Beyza Lorenz, University of California, Los Angeles
Data and Content Entry
Ryan Doud, University of Wisconsin-Madison
Stephen Tschudi, University of Hawaiʻi at Mānoa Language Flagship Technology Innovation Center
Images and Graphic Design
Julio C. Rodriguez, University of Hawaiʻi at Mānoa Language Flagship Technology Innovation Center
Modules
Integration into the Immediate Environment
Making Yourself At Home
My Space Is Yours
I Am Chatting With My Mom. Why Does The Host Mother Seem Upset?
What Is Wrong With Grabbing A Bottle Of Water From The Refrigerator?
Just Looking!
Not My Kid!?
Am I Expecting Someone?
Is My Laundry Yours!?
Understanding Privacy
Courage or Truth?
Nightclub Experience
Items Without Borders
Dress Code
Why Kiss Me On The Cheeks?
Wasn’t I Polite Enough?
Friend Or Foe?!
Support Or Unnecessary Hassle?
Evil Eye News
Generosity And Hospitality
Broken Promises?
Thou Shall Not Pay!
What’s Wrong With A Dozen Roses?
Everyone’s Pet
Smoke Alarm
Is Tardiness Excusable?
Baby Shower Party
Money Exchange
Wellness
(Traditional) Medicine
Do You Know How To Treat A Cold?
(Hyper)-hygienic Expectations
Self-diagnosis
It Is Cold Outside!
A Folk Healer or a Deceiver?
Diet
Racing Food
Food Allergy?
Secret Food
“Smoking Like A Turk”?
Kid’s Food!?
Caring
Nursing Home
Caring For The Newborn
Thou Shall Not Move!
Maternity Leave Confusion
Interactions in the Public Sphere
Differences And Exclusion
Whose Santa Claus?
Religious Dilemma
Celebrating Cultural And Religious Festivals
To Eat Or Not To Eat?
Qurban Bayrami Party
Potluck
Wedding Choice: Small Party Vs. Giant Party
Social Structure And Respect
Who Is The Boss?
My Boss Is My Dad
Celebrating Azerbaijan through Formula 1?
iPhone sales started!
How To Do Homework?
Watch Your Legs!
Housing
Istanbul Renting Hassle
Deal Or Contract?
Cash For Rent?
Neighborly Boundaries
Muhtar’s Role
Common Clothes Rope: Really?
Transportation
Lost In Transportation
Incident On The Bus
The Flagship Language-In-Context Initiative was supported by a 3-year grant (2017-2020) to the University of Maryland from the Institute of International Education (IIE), acting as the administrative agent of the National Security Education Program (NSEP), Defense Language and National Security Education Office (DLNSEO) for The Language Flagship.
The Language Flagship is a national initiative to change the way Americans learn languages through a groundbreaking approach to language education through a network of programs at institutions of higher education across the United States. The Language Flagship graduates students who will take their place among the next generation of global professionals, commanding a superior level of proficiency in one of ten languages critical to U.S. national security and economic competitiveness.
This website has been developed and is maintained by The Language Flagship Technology Innovation Center. The content of this website and of the InContext App do not necessarily reflect the position of policy of the U.S. government. No official government endorsement should be inferred.
