AcquiringaLanguage

MYPPersonalProject2015

SahanaKanabar
Gujarati
LearnenoughconversationalGujaratitobeabletoholdaconversation
Avideoseriesdocumentingmyprogress
WordCount:3,711
QatarAcademy
20142015

TableofContents:

Introduction.3

A.Investigating...3

i.MyGoalandGlobalContext.3
ii.PriorLearningandSubjectspecificKnowledge...3
iii.Research.4

B.Planning..5

i.DevelopingmyCriteria.5
ii.ProjectPlan....6
iii.SelfManagement...6

C.TakingAction.6

i.Theoutcomeinresponsetothegoal,globalcontext,andcriteria.6
ii.ThinkingSkills..7
iii.SocialandCommunicationskills..8

D.Reflecting...8

i.EvaluatingtheProductagainstmycriteria8
ii.Howprojecthelpedimproveunderstandingoftopicandglobalcontext..9
iii.MydevelopmentasanIBlearner..9

Bibliography.10

Appendices....11

Introduction

In order to complete my Middle Years Program of the International Baccalaureate I completed

an individual project in grade 10 known as Personal Project. My personal project is to learn
enough Gujarati to hold a casual conversation, with greetings, to discuss who I am, my family
and activities I engage in. I chose this as my project because I have always wanted to learn
another language and Gujarati seemed like a good place to start. The project is a very personal
one and does not have an impact on the community. During the process of investigating,
planning, taking action, and reflecting I have had to overcome many challenges that have
allowedmetogrowasalearner.

A.Investigating

i.
MyGoalandGlobalContext

The goal of my project is to be able to hold a conversation in Gujarati, the language spoken in
Gujarat, a state in India. My Dads side of the family is Gujarati and speaks this language at
home. My motivation to pursue this project stems from both an interest in languages and
connecting with my heritage. When visiting my grandparents Iwasneverreallyabletoproperly
communicate with them due to the language barrier. I took some Gujarati lessons when I was
younger but was never abletopracticeasIonlystayedwiththemforshortperiodsof time.They
are both deceased now but I have still have that desire to learn. My goal is to learn enough
Gujarati over the four months of my project to hold a conversation about who I am, what I do,
myfamilyandgeneralactivities.

The Global Context I chose for my project is Personal and Cultural Expression. Personal and
Cultural expression refers to creativeexpressionasanindividualorthroughculture.Languageis
one ofthemostbasicformsofexpressionandhas developeddifferentlyaroundtheworld.Inthis
case Gujarati connects to my cultural heritage and how that makes me want to express myself,
which is why I chose this particular Global Context. Even though my goal seems challenging,
thepersonalconnectiongivesmemotivation.

ii.
PriorLearningandSubjectspecificKnowledge

My previous knowledge of Gujarati was limited to a handful of words related to greetings and
terms to refer to family members, but nothing to link these words togethertocreatesentences.I
realised that in order for me to pick this language up quickly I needed to be focused and use a
variety of resources. It was trickypickingthetopicsIwouldstudyasaconversationcouldreally
be about almost anything. To hold the conversation I needed to include a person that speaks
Gujarati so I can practice with them and they can also assess my progress. It relates backtothe
GlobalContextIselected,aslanguageisthemainwaypeopleexpressthemselves.

iii.
Research

While deciding my goal, I came up with some research questions that will help guide the
creation of my product. My questions are targeted specifically at Gujarati and learning
languages. I decided on my inquiry questions by isolating the important things I would need to
know in order to even start my product. Without doing the research and learning theanswersto
these questions it will be difficult for metolearnGujaratisuccessfully.Ihavefoundavarietyof
sources, in different mediums, which can help me answer these vital questions. However, with
each source, it is necessary to evaluateitsreliabilityandusefulness.
(RefertoAppendixBformy
InquiryQuestions.)

Because of the nature of my project it is hard toassessmyprogressandthelevelIhavereached

at theendoffourmonthsoflearning.InordertomakethisprojectachievableI chosetofocuson
learning to speak Gujarati, disregarding reading and writing. This is partly because the Gujarati
script is so different from English it might hinder my progress the Gujarati alphabet contains
fortyfive letters compared to the English languages twentysix. Learning grammar can be
complexsoIwillrefertoamultitudeofsourcestoensurethatIamgettingaccurateinformation.

While investigating for my project I used varied sources, both physical and virtual. The book
sourcescamefrommyfamilybookshelfasmymotherhadcollectedtheminapastefforttolearn
Gujarati.Findingsourcesonlinewasalittle trickyasGujaratiisnotaverywellknownlanguage,
although it is the twentysixth most spoken language in the world1. However the sources that I
ended up finding were diverse enough to still help me withmyproject.Thewebsitesthatwould
have been the most helpful, such as Duolingo and others specifically designed to help people
learn languages, only had Hindi, which may be similar but is still not the same. Most of the
resourcesIusedwereaboutGujarati,bothitsvocabularyandgrammar,whileafewsourceswere
justaboutlanguageingeneral.

Book sources, at least if they are nonfiction, need to be as accurate as possible since they are
hardertoupdateonceabookispublishedthemistakecantbequicklycorrected. Themainbook
source I usedwas
LearnGujaratiin30Days
(9thedition). Althoughthisedition ofthebookwas
published in 1994, it is still a reliable source, as languages arent something that change
dramatically over short periods of time. This book was perfect for me as all the learning is
through English, meaning there are specific issues addressed relating to thedifferencesbetween
the two languages. This particular book came about as part of Indias National Integration
Language Series published by Balaji Publications.TheycollaboratedwithN.S.R.Ganathewho
has two Masters degree, one in Hindi, and who also worked on various other National
Integration books including Punjabi, Arabic and Bengali. By using their combined experience,
and this also being the ninth edition, this book is prettymuchthebestitcan beandwillhelpme
withthebasicinformationIneed.

The electronic resources that I was able to find were varied but were not perhaps of thehighest
standard. Each website that I found seemed to be someones own project instead of something
1

LearnGujarati
.Learn101.org,2013.Web.

more official, based on appearance. However many ofthe sitesofferadditionallinkstowebsites

that teach other languages, often from India, which could suggestthatthecreatorshaveboththe
experience and the skills necessary to teach languages. My research revealed me to be a visual
and auditory learning, so both words and sounds help me learn. The websites that are the most
useful are the ones that include audio files, as I am learning both the meaning and the
pronunciation.
(RefertoAppendixAforpictures.)

Overall, the sources I found covered all the topics I intended to learn as well as additional
vocabulary and grammar. While I may consider thesewebsourcesreliable,Iintendedtousemy
people sources to clarify points of usage and pronunciation.Therehasbeen abit ofastruggleas
some of the sites have slight variations in some of the phrases. I am aware that there are
sometimes multiple ways tosaysimilarthings,especiallywithgreetings,but thatmakesitallthe
more important to have a partner knowledgeable in Gujarati to practice with as they would be
able to help clear up the confusion. I was originally planning to use my Dad and Mahima, a
family friend, as my people sources. However, due to conflicting schedules I never ended up
meeting with Mahima. Instead I arrangedameetingwithTinju.Sheworksintheprimaryschool
and went to university in Gujarat. She was the first person that I practiced with and was
extremely helpful to me.For myproductIrecordedtwovideoswithTinjuandonewithmyDad.
My people sources were both able to help me crosscheck any information I had learnt online
withtheiryearsofpracticalknowledge.

When determining the reliability of my sources, I considered how usefularesourcewouldbeto

me, if it had all or only some of thenecessarythingsIwaslookingforandhowthatinformation
was presented through audio or mostly text. Then came considering the reliability and
authenticity of the source. While many things on the Internet are doubtable looking at things
such as the author(s), origin, objectivity, quality and quantity of the source distinguishes an
acceptable source from an excellent one. Objectivity only impacted the research around my
inquiry question, What is the best way to learn a new language?, as no other area of my
researchinvolvedopinions.

B.Planning

i.
DevelopingmyCriteria

The goal of my project is to be able to hold a conversation in Gujarati. In order to make sure I
could meet this goal I created criteria.
(RefertoAppendixB.)
AtthestartofSeptemberIwasnot
certain how I would be presenting my research and new knowledge as a final product until I
talked with my supervisor and settled on creating avideoseries.ThecriterioncoverswhatIaim
toachievethroughmyproduct,theresearchIhavedoneandmynewlanguagespeakingability.

ii.
ProjectPlan

My Project Plan involved the creation of a timeline of selfimposed and schooldecided

deadlines. The timeline was very useful at keeping me on track and made tasks seem more
manageable by breaking them down into small sections. This plan included all the stepsneeded
to achieve my goal which include: researching resources researching language acquisition
methods determining my learning style creating my productinstagescompletingthewriteup.
Besides having a table I also put the deadlines into iProcrasinate, an interactive organizational
app I am familiar with using.
(Refer to Appendix C.) I generally followed the project plan
closely, except for connecting with my person resources as early as possible. Myinitial person,
Mahima, was not available due to travel and it took some time before I was able to identify an
alternate person to practice my conversation with. This change limited the number of
conversations I recorded for my product and therefore how much I could practice a range of
topicswithsomeoneelse.

iii.
DemonstrateSelfManagementSkills

Throughout the process I have been keeping a process journal that details what I have
accomplished and helps me organize my thoughts regarding what still needs to be done. At the
start of the project I was more focused ondoingresearch,analyzingsourcesandcreatingagood
base for learning Gujarati. In the middle I am more focused on creating my product and
expanding what Iknow.(RefertoAppendixDforaselectionofentries.)
Thefinalentriesreflect
on the content, progress and quality of myproductandhowitmeasureduptothegoalofhaving
aconversationinGujarati.

In one of my first process journal entries I expressed my concern with my selfmanagement

skills. While I always manage to get things done, learningalanguageisntsomethingIcan fake
and it has never been my strong suittodosomethingconsistentlyeveryday.Inanefforttoavoid
disaster I set myself up for success by creating a timeline and staying as organized as possible.
Throughouttheproject Ihavebeenshowingprogressandkeepingtrackofdeadlinesbyusingthe
application iProcrastinate. These methods have helped me to improve my selfmanagement
skills.

C.TakingAction

i.
Theoutcomeinresponsetothegoal,globalcontext,andcriteria

My goal was to hold a conversation in Gujarati, but the specifics were not clear untilI wasinto
the planning stage. Although thespecificationsthatIcreatedremainedunchanged,Idonotthink
that my goal was fully achieved because I can only hold conversations with guided structure.
Due to the time constraints I was only able to reach a certain level holdinga conversationthatI
do not consider satisfactory. The global context I chose is Personal and Cultural Expression. I
6

chose this as it fit with my decision to learn a language that is part of my personal cultural
heritage and meaningful for me to connect with. It matches my goal really well and
encompassesmymotivationforthechoiceImadeforpursuingthisPersonalProject.

In ordertocompletemyprojectIhadtodoresearchaboutmytopic,thelanguage Gujarati,along
with its grammar, and use that to create my product, a video series documenting my progress.
One of the main problems I faced was finding enough time to practice. In order to become
confident with anything I need to practice. With language this is especially important as
continued practiced is the best way to remember everything I am trying to learn. There have
definitely been periods where I was too busy with other schoolwork and activities to put much
effort into Personal Project, which led to a slump in my learning. Keeping a process journal
helped me to solve my problems, as I was able to observe any patterns Iwaskeepingand make
adjustments based on that. It was also challenging to decide what topics to learn and where to
focus my efforts. What I was learning influenced what I including in my videos and in order to
showprogressthereneededtobeashiftfromjustvocabularytogrammartoconversation.

I have met all but one of the criteria that I set for myself at the beginning of the project:havea
five minute conversation about threedifferenttopics. ThereforeIwouldsaythatmyprojectwas
successful. Although there are many improvements that I could make to my product such as
quality of filming or creating simple sentences to demonstrate the combination of grammatical
learning with vocabulary development, what is most important is what I have learnt and how I
have grown throughout the course of doing Personal Project. My supervisor enjoyed my videos
and offered me support, advice, and some constructive criticism thathelpedtoshapewhatIdid.
Therewillbeafurtheranalysisofmyproductinthenextsection.

ii.
DemonstrateThinkingSkills

In order to overcome the difficulties I faced throughout my project I needed to be creative and
problem solve. At the beginning it was tricky for me to clearly define mygoal,asIwanteditto
be on the topic of Gujarati but still achievable and realistic. After starting research I wasalittle
disappointed on the lack of sources I could find but was still abletoworkaroundthattofindall
the information I needed and more. Since myproducthadthelargesteffectonmeIdidnothave
to consider a widescale effect when making any major changes. My thinking skills were most
apparent when I was reflecting on myproject,consideringmyoptions,identifyingproblemsand
weaknesses then translated that into creating solutions. I considered my own personal learning
style and also whether I should consider altering the Global Context to Identities and
Relationships as this Global Context considers an exploration of the development of personal
identity. My interest in learning Gujarati stems from my personal identity and my cultural
heritage and the desire to communicate with this part of my family particularly with my
grandparents who were not able to speak fluent English. However,IdecidedthatifIweretodo
this again, I would keep the focus on Personal and Cultural Expression because it connected
better with how I chose to pursue my project through learning Gujarati and not just with the
motivationbehindwhyIchosetolearnthis.


iii.
DemonstrateCommunicationandSocialSkills

In order to complete my project I had to communicate withafewpeople.Firstlymy supervisor,

who helped me to keep organized, marked my progress and analyzed my product. I also had to
work with the people that took part in my videos and helped me to practice my conversation.It
was a challenge for me to findandorganizetheassistanceIneededfrompeopleresourcesasmy
original person was not available and I decided early on not to get frequent support from my
father as I wanted to be selfreliant in learning Gujarati and use him for only the final stagesof
practice. It was meaningful to me to communicate with him in Gujarati and get his feedback.
My new source of help from Tinju was very helpful in providing encouragement and adviceon
pronunciation and sentence structure for basicgreetingsandthetopicsoffamilyandschool.She
also taught me some new phrases that I didnt find online, which is a genuine way in which
languages are learnt,throughinteractionwithothers. IfIwastodothisproject againor continue
learningGujarati,Iwouldcommitmoretimedevelopingmyskillswithotherpeople.

D.Reflecting

i.
Evaluatingthequalityofmyproductagainstmycriteria

By my selfassessment, my product meets the criteriaIcreated,whichallows meto considerita

success. I created ten videos, which showed an increasing vocabulary and began to build
sentences around specific topics. Thelimitationsincludedareducedminutecountonhowfluent
I could be in conversation. This could be rectified by spending more time on conversational
practice to build confidence and fluency. The actual filming and editing could have used better
lighting and some variation in background for a more interesting visual experience. I liked the
way I used the English translation in the corner of the screen to show what vocabulary I was
learning I could have added written translation for the conversationsbuttimerestraintsleftthat
undone for the purposes of completing my project on time.
(Refer to Appendix E for the
conversation topics.) In addition, I could have combined my development of sentence structure
and vocabulary in some videos. Research was probably my favourite part as I am a thinker and
enjoy making connections about new things. The practical learning of new vocabulary required
much of my time. It wasinterestingtobe learninghowGujaratiisstructuredandaboutlanguage
structure and acquisition in general. My research provided me with a base for the rest of the
project, upon which I built the sequence andtopicsIchosetostudy.Iwaskeepingthecriteriain
mind as a guideline for the minimum I could achieve. The amount of progress that I made was
around what I expected, although there were more bumps than I predicted. Immersion in the
language is probablythebestwaytolearnitquicklysonexttimeIwouldfigureoutsomewayto
make that work by accessing more people resources ortravellingtobeinGujaratforaperiodof
time.
(RefertoAppendixFforcriterionchecklist.)

ii.
Howthisprojecthelpedmebetterunderstandmytopicandglobalcontext

Using all the research that I did overthecourseoftheprojectwastheonlywayIwasreallyable

to form an understanding of Gujarati. I started off with some inquiry questions that helped to
guide my research. To start off with I looked at which learning style would bestsuitmeaswell
as the best ways to learnanewlanguage.Thereweremanydifferentsuggestions,butIchosethe
ones that worked well with my learning styles, auditory and visual. I usedavarietyofbookand
web sources, but my favourite were the websites as they combined the visual elements with
audio. This led on to helping me figure out the correct pronunciation of Gujarati words. It was
not that easy to figure out the sorts of words that appear frequently in conversations so I used
what IcouldfindandlearntasmuchasIconceivablycould.Thetrickiestpartwastryingto learn
thecorrectgrammarasitisverydifferentfromEnglishanditwashardtofindinformationonit.

My global context was Personal and Cultural Expression. One of the guiding forces behind my
project was trying to connect with my Gujarati heritage, which can be represented in part by
language. Exploring the language and researchinghowitisstructuredprovidednew information
and an appreciationofitscomplexities. GujaratiisarichlanguageandIhaveonlyjust startedto
learn the basics. It was interesting to note that my recent travels to Nepal have underlined how
this global context connects people and places from around the world as the Nepalese language
had some common vocabulary and a distinct but similar structure. While doing theprojectIdid
consider the possibility that the global context Identities and Relationships would have been a
way to approach my project, but have decided that the focus on learning the language was best
donethroughPersonalandCulturalExpression.

iii.
MydevelopmentasanIBLearner

My project was all about learning a new skill and my product was a representation of the
process. More research was involved than I am used but I found that to be the most intriguing
part of the project.ThemainskillIhadtousethroughoutwasorganizingmytimetomeetallthe
deadlines, which was not new, but I was able to develop my time management further and this
has enriched me and made me feel rewarded and more confident.TheLearnerProfileattributeI
used the most was Inquirer.
(RefertoAppendixG.)
Beingresponsiblefortheprojectallowed me
to pick something aligning with my owninterests,somethingIwantedto learnmoreabout.That
driveforknowledgeisbestexhibitedbyInquirers.

My experience with the project wasapositiveone.LearningthebasicsofconversinginGujarati

is very fulfilling and I have a better appreciation for language acquisition andtheeffortittakes.
Utilizing critical thinking skills and incorporating the MYP Design Process in developing the
criteria for myprojecthavemaderealformetheMYPlearning overthepastfiveyears. Ihavea
senseofprideatcompletingsuchanindependentprojectandfeelIhadfunalongtheway.

Bibliography

Ager,Simon."Gujarati."
Omniglot
.Kualo,19982014.Web.22Sept.2014.

Ager,Simon."UsefulPhrasesinGujarati."
Omniglot
.Kualo,19982014.Web.22Sept.2014.

Ganathe, N. S. R.
Learn Gujarati in 30 Days
. N.p.: Balaji Publications, 1994. Print. National
IntegrationLanguageSer.

GujaratiAudioLessons
.N.d.
Mylanguages.org
.Web.30Sept.2014.

Halo Manvyu Na Mele

. Perf. Hiten Kumar and Anandi Tripathi. 2007.
YouTube
. Goldmines
GujaratiMovies,28Aug.2014.Web.24Oct.2014.

Kanabar,Harish."Conversation:Activities."Personalinterview.12Jan.2015.

"LearnaLanguage?"
BBCLanguagesFreeOnline
.BBC,n.d.Web.16Sept.2014.

"LearnGujarati."
LearnGujarati
.Ilanguages.org,2014.Web.16Sept.2014.

"LearnGujarati."
LearnGujarati
.Learn101.org,2013.Web.20Sept.2014.

Lele, Kaushik. Web log post.

Learn Gujarati. Learn Gujarati Online. Learn From Englishwith
KaushikLele
.Blogger,25Feb.2014.Web.16Sept.2014.

Manek Thumb
. Perf. Upendra Trivedi, Snehlata and Arvind Trivedi. 1978.
YouTube
. Goldmine
GujaratiMovies,16Sept.2014.Web.24Oct.2014.

MemriseCommunity."GujaratiCourses."
Memrise
.N.p.,n.d.Web.18Sept.2014.

N.d.
Gujarati Movies Online, New Gujarati Films Watch Online! Avtar Singh, 25 Feb. 2014.
Web.06Oct.2014.<
http://www.youtube.com/watch?v=A5gAAXbZeEI
>.

Phadake, Gangadhar Shastri.

The PrinciplesofGujaratiGrammar:ComprisingtheSubstanceof
a Gujarati Grammar
. Trans. H.N.Ramsay.Vol.18.N.p.:Imperial, n.d.
GoogleBooks
.Web.04
Nov.2014.

Sajith,Tinju."Conversation:PersonalInformation."Personalinterview.6Jan.2015.

Taare Maare Prit Chhe Gori

. Perf. Hiten Mehta and Chandan Rathore. 2008.
YouTube
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GoldminesGujaratiMovies,18Sept.2014.Web.24Oct.2014.

V,Binu."LearnGujarati."
LearnIndianLanguages
.N.p.,2005.Web.18Sept.2014.

Various
.N.d.
MixCloud
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http://www.mixcloud.com/tag/gujarati/
>.
10

Appendices

AppendixAScreenshotsofresources:

LearnGujarati
.Learn101.org,2013.Web.

LearnGujarati
.Ilanguages.org,2014.Web.

11

AppendixBInquiryQuestionsandCriteria:

1. Whatsortoflearningstylesworkbestforme?
2. WhatiscorrectGujaratigrammar?
3. Whatisthebestwaytolearnanewlanguage?
4. Whatsortsofwordsappearfrequentlyinconversations(andthereforeIneedtolearn)?
5. WhatisthebestsourcetogetinformationonlearningGujarati(videosorbooks,etc.)?
6. What is the correct pronunciation of Gujarati words (as they appear in the English
alphabet)?

Criteria
Whyisitimportant?
HowwillItestit?
Haveatleast10videos.

Haveatleast2videos
whereIampracticing
havingaconversationin
Gujaratiwithsomebody.

Includeinformationinmy
videoaboutGujarati
pronouns,nouns,verbs,
adverbs,andgeneral
vocabulary.
Witheachnewvideo,
introducenewvocabulary
words.

Beabletohavea5minute
conversationaboutatleast
3differenttopics.

TherearealotofnewthingsIam
learningandthevideosareaway
formetoshowwhatIhavelearnt.
IcanlearnasmuchasIwantby
myselfbutitimportanttoget
practicespeakingtoimprovemy
conversationalabilitiesandquick
thinkingaswellascementedmy
knowledge.
Thisisallpartofmyresearchbut
ifIdontexplainthesethingsin
myvideoswhatIamdoing
doesntmakeasmuchsense.

Bycountingthenumberof
videos.

ThisshowsthatIamcontinually
improvingmyvocabulary.After
learningthegrammarhavinga
limitedvocabularywillbeoneof
themainthingsholdingmeback.
Thisismostlyawayformeto
provetomyselfthatIhavelearnta
lotandcanfeelcomfortable
speakinginGujaratiabouta
varietyofthings.IfIrecordthe
conversationIcanalsoanalyseto
seewhereIstruggledthemost.

HaveachecklistwhereI
havetointroduceatleast10
differentwordswiththeir
meaningseachvideo.

Bycountingthenumberof
videos.

Createachecklistofvideo
contentsoIcancheckoff
eachthingasInoticeitwhen
Irewatchmyvideos.

RecordthevideosoIcan
checkthelengthandthe
numberoftopicscovered.

AppendixCTablesoforganization:

This is the timeline I created at the beginning of PersonalProjecttohelpmeorganizemyselfby

creating selfimposed deadlines. The hardest partformeisstartingsointhatregardthistimeline
12

has more items towards the beginning of the process as to help me keep organized and stay on
topofeverythingIneedtogetdone.

Component
When
What
Why/How
th
Research
20
September Gatherallphysicalresources
SoIknowsomeofwhatI
2014
availableforlearningGujarati.
haveavailabletouse.
th
Process
20
September Haveitsetuponlineandknow
SoitisallreadyforwhenI
Journal
2014
howtouseallthefeatures.
needit.
th
Research
27
September GatherandsaveallwebsitesthatI Havingmysourcesreadywill
2014
mightneedtousetolearna
allowmetogothroughthem
language.
whenIneedtheinformation.
th
Research
27
September GatherandsaveallwebsitesthatI ItalsomakesitsimplerifI
2014
willuseonhowtolearna
haveabasicideaofwhatI
language.
needtoanalyze.
th
Product
27
September SetupmeetingtimeswithMahima Thisisagreatwaytoassess
2014
(atleast3)tocheckprogress.
myprogress.
th
Product
27
September Haveclearlydefinedgoals
Icanonlymeasuremy
2014
includingamountofwords/phrases progressandassessmy
toknow.
growthitIhavesomethingto
aimfor.
th
Product
27
September Createvocablistsofabout10
Easywaytoknowwhat
2014
wordstolearneveryweek
wordsareimportantandneed
tobelearnt.
st
Process
1
October
Firstsetof35entries
DUE
Firstdeadline,showshow
Journal
2014
muchIshouldhave
completed
th
Report
4
October
Analyzingsourcescorrectformat Importantpartofshowing
2014
usingInformationLiteracytools.
researchskills.
nd
Report
22October
Roughdraftsectionofreport
DUE Definegoal/previous
2014
(CriterionAInvestigating)
knowledgeandshowresearch
skills.
th
Process
5
November
Secondsetof35entries
DUE
Researchisfinishedandlots
Journal
2014
oftimeisdedicatedtobeing
abletohaveafull
conversationinGujarati.
th
Report
19
November Roughdraftsectionofreport
DUE ToshoweachstepIvetaken
2014
(CriterionBPlanning)
toreachmydesiredoutcome.
th
Process
10
December Thirdsetof35entries
DUE
Showingthefinalstagesof
Journal
2014
myprogresswiththeproduct.
th
Process
4
January
Fourthsetof35entries
DUE
Includesvideo/audiofilesto
Journal
2015
showprogress.
th
Report
14
January
Finalproductmustbecompleted
Shouldbeseethrough
2015
andsharedwithsupervisor.
processjournalbutalso
compileavideoseries.
13

Report
Report

Report

st
21
January
2015
th
11
February
2015

Roughdraftsectionofreport
DUE
(CriterionCTakingAction)
RoughdraftofPPReport
DUE
(withCriterionDReflecting)

th
18
February
2015

FinaldraftofPersonalProject
Report
DUE
tosupervisor.

Createproduct.Demonstrate
criticalthinking.
Evaluatequalityofproduct,
extendedknowledgeand
developmentasIBlearners.
DONE!

iProcrastinatewasthemaintoolIusedtokeepmyselforganized.

AppendixDAselectionofProcessJournalentries:
ForfullaccesstoallProcessJournalentries:
http://17072personalproject.blogspot.com/

Entry#3:

14

Entry#5:

Entry#6:

15

Entry#8:

Entry#10:

16

Entry#11:

17

Entry#13:

Entry#16:

Entry#17:

Entry#20:
18

AppendixETopicscoveredinthelastthreevideos:

InVideo#8Iwaspracticinggreeting,school,andfamilywithTinju.
InVideo#9thesametopicswerebeingcoveredwithTinjuasVideo#8.
InVideo#10IwaspracticingconversingaboutactivitiesindifferenttenseswithmyDad.

AppendixFCriterionchecklists:

Criteria
Yes/No
Haveatleast10videos.
Haveatleast2videoswhereIampracticing
havingaconversationinGujaratiwith
somebody.
Includeinformationinmyvideoabout
Gujaratipronouns,nouns,verbs,adverbs,
andgeneralvocabulary.
Witheachnewvideo,introducenew
vocabularywords.
Beabletohavea5minuteconversation
aboutatleast3differenttopics.

Yes.
Ihavemadeexactlytenvideos.
Yes.
Ihave3videoswhereIpracticehavinga
conversation.
Yes.
Icoveredallthesetopicsinmyvideos.

Yes.
EachvideointroducednewwordsIwas
learning,eventheoneswithconversations.
No.
Noneofmypracticeslasted5minutesbut
theyallcoveredavarietyoftopics.

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Gujarati
Video#

Pronouns
3

Nouns
1to10

Verbs
5,7

Adverbs
7

NewVocab
1to10

AppendixGLearnerProfiles:

Dictionary.comdescribesinquireasaverbmeaningtoseekinformationbyquestioningto
makeaninvestigation. 4IsignificantlydemonstratedtheLearnerProfileInquirerasIresearched
independentlyintomytopicoflearningGujaratiandwaystoapproachthis.Itwasasustained
processandonewhichIdeterminedtheboundariesfortherangeoftopicsanddepthof
information,asdeterminedbymygoalandproduct.Inaddition,myselfmanagementskills
developedtheLearnerProfileBalancedasthedeadlinesenforcedmydisciplinetokeepupwith
thisprojectaswellasallmyotherschoolworkandactivities.Itwastrulyrewardingtohavethe
freedomtopickandinvestigateatopicIwasdeeplyinterestedin,somethingthatdoesnot
happenoftenatschool.Mycommunicationskillshavealsobeenenhancedanddevelopedinnew
waysasIcannowgreetandspeakinanewlanguage,albeitstillatabasiclevelIama
Communicator.

http://dictionary.reference.com/browse/inquirer

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