Effective Intensive Language Programs: The Case study of a Kiswahili STARTALK Program Model

Abstract

The article presents a case study of a non-residential Kiswahili language and culture STARTALK program conducted in the summer of 2019 at the University of Kansas, Lawrence, Kansas. The study participants comprised 22 novice low non-heritage learners recruited from middle and high schools. They were enrolled in a four-week intensive Kiswahili program of 120 contact hours. Using qualitative approaches, the case study highlights evident aspects of program effectiveness. At the end of the program, students’ performance ranged from novice mid to Novice High in the three modes of communication after having novice low proficiency at the start of the program. They also demonstrated increased awareness and the acquisition of the cultural knowledge of the Swahili culture that was adequate for elementary-level language learning. In this article, we present a detailed program description, instructional goals, and assessment approaches utilized in the program. We also discuss the lessons learned from the designing and implementation process and the relevant pedagogical implications for various stakeholders interested in designing and implementing effective intensive language programs.

Keywords

• intensive programs
• language learning
• proficiency gains
• kiswahili assessment
• intercultural competence
• less commonly taught languages.