In cognitive learning theory, manipulating the practice schedule is known to affect learning significantly (Nakata, Webb, 2016: Nakata, Suzuki, 2019; Pan et al., 2019). Two different ways of introducing and practicing concepts are blocked and interleaved (Rohrer, 2012). In the interleaved schedule, multiple target linguistic/content categories are introduced simultaneously, with each type re-emerged in a spaced interval, e.g., ABCBCADBC (Suzuki et al., 2020). The spacing effects in the curriculum enable students to review, revisit, and expand linguistic/content knowledge for long-term retention.
In this session, the presenters demonstrate how to tweak the existing theme-based foreign language curriculum into the interleaved one by manipulating the practice schedule. The presenters showcase an alternative interleaved curricula model that features spaced/spiral learning, gradual level-ups, thematic flows, and genre diversification.
The session begins with the rational and educational value of interleaved curriculum. Next, the presenters introduce a prototype of interleaved schedules (in contrast with blocked schedules) using graphic representations. Then, the presenters show guiding principles for the interleaved curriculum project, i.e., genre diversification and spiral learning, gradual escalation of cognitive skills. Following this, the presenters will introduce a sample interleaved foreign language curriculum used for the students learning Korean as a foreign language and the student's long-term performance gains. The session concludes by discussing the interleaved curriculum's values, challenges, and pedagogical implications.

Authors:
Gyseon Bae, Defense Language Institute Foreign Language Center, United States
Mikoung Park, Defense Language Institute Foreign Language Center, United States

About the Presenter(s)
Dr Gyseon Bae is a University Professor/Principal Lecturer at Defense Language Institute Foreign Language Center , United States

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