Media and New Technologies in the Language Classroom
The CLLC is offering a new initiative to enhance students’ professionalization, development of Intercultural (Communicative) Competence, and experience with AI, while at the same time providing media content in world languages for the Crane Cafe TVs. This proposal has been created with support from Arts & Sciences ODE (Kerry Rubadue.2) and ETS (Michael Hardesty.28). ODE and ETS will provide support services for instructors and students working with AI for this project.
Goals
At the end of this project, students will have:
- developed and refined their intercultural communicative competence as well as their intercultural competence as a result of creating culturally accurate content and communication;
- developed transferable professional skills by working with AI and new technologies. The fact that this work takes place in a language other than their native language adds an additional level of expertise.
- the ability to use AI critically. Students learn the ethical applications of AI that do not include generating the language content of the video. Minimally they will develop expertise in prompt engineering, critical thinking questions, and the trustworthiness of information generated by AI.
Number of projects funded:
5 projects will be funded.
Amount of funding:
$5,000 for the development of a new course or $2000 for the revision of an existing course.
Project Requirements
- Proposals must be for courses taught in the target language at the 3000-level or 4000-level;
- Students may work alone or in groups; Videos should be submitted as MP4 files and must be a total of at LEAST 10 minutes in length. Formats to consider: advertisements (for studying the language, for cultural ‘products’, or for places to visit in the target culture), topic research, skits or plays, etc. You can also consider a variety package: a one minute comedy short cut in-between a couple of serious 10 minute presentations. Keep in mind that we are looking to fund projects that are creative and diverse for our CLLC screens.
- Students will learn the basics of AI and LLM's. They will learn "how to prompt" AI models and engage with generative AI to develop critical thinking research approaches and uncover pathways which will help the student drive the content/context of the video output. However: AI may NOT be used to CREATE the language content, but it maybe used in a variety of ways (please see below " AI in video creation").
- Students must be responsible for the creation of the video from start to finish – which includes editing;
- Video projects must be submitted to the CLLC with two types of consent forms (provided by the CLLC): 1) consent forms from all individuals appearing in the videos and 2) consent forms from all student creators releasing the content to the CLLC;
- Videos may not include copyrighted movie clips, texts, songs, etc. The content must be original to the students;
- All videos must be subtitled in English;
- Videos must include a credits section.
Resources and Support
- There are 2 recording studios available to all students in the OTDI Digital Unions. They can be used for either recording or editing or both, and they have editing software on all of the computers in the spaces.
- Instructors and students are encouraged to work with ODE and ETS for consultations on uses of AI in this context. Please fill out the ODE consultation form here: ascode.osu.edu/request-consultation. You are also welcome to contact Michael Hardesty.28 (ETS) and Kerry Rubadue.2 (ODE) for guidance. Kerry Rubadue in ODE supports instructors on pedagogy (teaching with AI) and course design/redesign. ETS works with students on the technical AI aspects of this initiative.
- If you are creating a new or revised course proposal, Kerry Rubadue.2 in ODE is available for instructor consults related to this CLLC initiative. ODE provides ASC instructors with personalized support and empowers instructors in the creation and redesign of accessible, innovative, and engaging courses in all learning modalities.
AI in Video Creation
Besides generating dialogues and text in another language, which is not allowed in this project, the abilities of AI are changing daily. ETS and ODE are keeping abreast of the innovations and are able to direct instructors to the most effective uses of AI for particular course needs. Use of Google is strongly suggested. Attached you will find one example of how use of Gemini Deep Research (in this case completed in English, but it could be done in Italian) would help students research the cultural aspects of the exchange they are going to write in the target language. The results help develop intercultural competence as well as intercultural communicative competence, only the latter of which requires the ability to interact in the target language with high degrees of intercultural competence.
Proposals must include:
- A detailed description of the project or projects that students will create;
- A detailed description of which work will be done in class and which work will be done outside of class. Please include when and how students will receive feedback on their work throughout the semester and how the project will be assessed;
- An explanation of how students will be prevented from using AI, translators, etc., inappropriately
Proposal format and submission:
- Proposals should be a maximum of three pages, double-spaced, 12 font, 1 inch margins.
- Submit as a PDF by email to the director of the CLLC (Janice M. Aski.1).
- Deadline: December 1, 2025.
Payment for course creation or course revision will be provided when a new course has gone through the curriculum committee and is scheduled to be taught or a revised course is scheduled to be taught.
Prompt
An authentic dialogue between an American college freshman and an Italian college student requires careful consideration of their cultural backgrounds and conversational styles. Here are some key points to expand on, adding depth and authenticity to their interaction.
American College Freshman (Generalizations)
- Conversational Style:
- Directness: Generally, Americans are more direct in their communication. They tend to get straight to the point.
- Enthusiasm: The American freshman might use a lot of superlatives and show overt enthusiasm ("That's amazing!", "So cool!").
- Informality: The language is likely to be very informal, using slang and colloquialisms common to their generation ("like," "totally," "dude," "for real?").
- Small Talk: They are comfortable with a lot of small talk, often asking open-ended questions about hobbies, weekend plans, etc., to fill silence.
- Cultural Nuances:
- Individualism: The conversation might focus on personal achievements, future aspirations, and individual experiences.
- "Polite" Questions: The American student might ask questions like "How are you?" as a greeting, not always expecting a detailed answer.
- Personal Space: They generally maintain a greater physical distance during conversation compared to many European cultures.
- College Experience: Their frame of reference is likely the classic American college experience: dorm life, school spirit, Greek life, sports, and a very structured curriculum with frequent assignments.
Italian College Student (Generalizations)
- Conversational Style:
- Indirectness (Context-Based): Italian communication can be highly contextual. They might take longer to get to the point, building rapport first.
- Expressiveness: Expect more use of hand gestures, facial expressions, and a more dynamic, sometimes louder, vocal tone.
- Passion and Debate: Conversations, especially about a topic of interest, can be passionate and feel like a debate, but it’s often a sign of engagement, not conflict. They might interrupt or talk over each other, which is not considered rude.
- Nuanced Politeness: Politeness is very important, but it’s shown through respect for tradition, family, and formal titles, not necessarily through constant smiles or overt enthusiasm.
- Cultural Nuances:
- Collectivism & Family: The conversation will often circle back to family, food, or regional identity. The concept of "we" (the family, the friends) is often more prominent than "I."
- Food as a Topic: Food is a major part of the culture and will likely be a frequent topic of conversation, from where they ate to what their mother cooks.
- "Serious" Questions: When an Italian asks "Come stai?" (How are you?), they often genuinely want to know and might be surprised by a flippant "Good, you?"
- Physical Contact: They are more comfortable with closer physical proximity, a touch on the arm, or a friendly pat on the back.
- Academic Life: Their university experience is likely very different: fewer assignments, more emphasis on a final, comprehensive oral exam, and less of a "social hub" role for the university.
Adding Authenticity to the Dialogue
- Opening the Conversation:
- American: "Hey, what's up? I'm [Name]. Are you an exchange student?" (Direct, uses slang).
- Italian: "Ciao, sono [Name]. Piacere di conoscerti." (Hello, I'm [Name]. Nice to meet you). They might not ask about their status as an exchange student immediately but might ask where they are from more as a way to place them culturally.
- Addressing Misunderstandings:
- The American says, "My schedule is like, totally insane."
- The Italian might respond, "Insane? What do you mean?" The word choice might not translate perfectly and could lead to a moment of confusion.
- Topic Differences:
- American: "We have a big football game this weekend. Are you going?" (Focus on a common, large-scale social event)
- Italian: "Do you know a good place for coffee? I like a real espresso." (Focus on a
- specific, everyday ritual).
- Reacting to Information:
- American: "Oh my god, your grandmother cooks for you every day? That's insane!" (Exaggerated reaction, focus on the personal aspect).
- Italian: "Certo, è normale." (Of course, it's normal). This reaction might seem understated to the American, who sees it as an extraordinary act, while the Italian sees it as a fundamental part of family life.
- Language and Non-verbal Cues:
- The Italian student might use an English phrase but pronounce it with an Italian accent and rhythm. They might also use Italian filler words like "allora" ("so," "well") in an English sentence.
- The American student might stand a bit too far away for the Italian's comfort, leading the Italian to take a step closer subtly. The American might misinterpret the Italian's passionate gesticulation as anger or frustration.
CLLC Funded Initiatives
German 3510 provides students with a unique virtual education abroad experience focused on professional language development and intercultural competence. Through immersive virtual reality tours of top German companies, live interactions with professionals from Germany, and collaborative projects with students from the Karlsruhe University of Applied Sciences, participants gain firsthand exposure to the German-speaking business world.
The course also includes structured conversations with native speakers from Germany, Austria, and Switzerland via TalkAbroad, allowing students to refine their professional German language skills. Key themes include intercultural communication, workplace culture, and sustainability practices in international business contexts.
Ideal for students preparing for careers in global business, German 3510 equips learners with the linguistic and cultural tools necessary to thrive in multilingual, multicultural environments.
Spanish 5104 is an advanced Spanish course designed to produce certifiable Spanish- English/English-Spanish court interpreters. The course introduces students to the foundational aspects of the profession of court interpreting with special emphasis on its core ethical principles, protocols, terminology, and skills, as well as the professional identity and role of the court interpreter. Students in this course are expected to have an advanced proficiency level of Spanish as demonstrated by five (5) semesters of college level instruction in this language, passing a Spanish proficiency test or being able to demonstrate such skills (e.g. The student has lived or studied in a Spanish-speaking country).
This advanced-level course immerses students in the complexities of professional Arabic used in governmental and organizational contexts, including diplomacy and fields of work that are adjunct to it, such as NGO’s, organizations that work with immigrants and immigration, human rights organizations, and civic organizations. Focusing on verbal communication in the classroom, the course presents language skills that enable students to professionally express practical themes and topics commonly used by different entities (e.g., embassies, delegations, international organizations, NGO’s, etc.) and in various contexts (e.g., negotiations, cultural missions, humanitarian issues, volunteering). Through theoretical studies, case analyses, and practical simulations, participants will elevate their language skills, collaborative strategies, and protocol understanding within the context of Arabic used in the aforementioned fields of work. The course encompasses various topics, including diplomatic service, international organizations, conflict resolution, civic organizations, and economic and cultural development, providing a holistic view of the dynamic realm of Arabic for the professions.
This course takes a student-centered, active learning approach, meaning that students’ enthusiastic and constructive engagement in all class activities is crucial for achieving their learning goals.