FL ED 380/636 Syllabus

FL ED 380/636: FOREIGN LANGUAGE EDUCATION: CURRICULUM & INSTRUCTION

Dr. Barbara Schmidt-Rinehart 306 Patterson http://www.ashland.edu/~bschmidt
Department of Foreign Languages, Ashland University
(419) 289-5131 e-mail: <bschmidt@ashland.edu>


Catalog description: A course designed to examine the theoretical and practical issues relating to the teaching of foreign languages K-12. Instructional practices pertaining to the following are explored through lectures, reading of current literature, class discussion, guest speakers, etc.: the role of context in comprehension and learning, listening, reading, oral proficiency, writing, testing, culture, and curriculum. Required for French & Spanish multi-age license.

2005: The Year of Languages! http://www.yearoflanguages.org/i4a/pages/index.cfm?pageid=3408


Catalog description	Course objectives	Required Texts and Materials
Evaluation Criteria	Short Papers	Important Dates
Professional Listservs	Selected Websites	Tentative Schedule

Course objectives: The teacher education student will . . .


KNOWLEDGE 1. Acquire a basic understanding of the teaching/learning process in foreign language education. 2. Become a purposeful decision maker in the foreign language classroom. 3. Become familiar with current research in second language acquisition/learning. 4. Become familiar with different types of curricular designs. 5. Demonstrate an understanding of goal areas and standards of the national and state academic standards. 6. Identify characteristics of effective foreign language teachers. 7. Be cognizant of the trends in methodology - from an historical perspective as well as current practices. 8. Recognize the potential for the use of technology in the foreign language classroom. 9. Become familiar with professional literature, professional organizations, and professional development opportunities
SKILLS 1. Learn effective techniques for teaching foreign language in context (in all four skill areas: reading, writing, listening, speaking). 2. Identify the purpose of theoretical underpinnings of teaching strategies and anticipate learning outcomes. 3. Articulate the value and importance of foreign language learning by developing a rationale for the inclusion of foreign languages in the school curriculum. 4. Explore multiple procedures of assessment and evaluation for testing foreign language development and competence. 5. Engage in a reflective process regarding professional preparation and develop a professional development plan.
DISPOSITIONS 1. Demonstrate an attitude that will convey to students the value of foreign language learning and cross-cultural understanding. 2. Demonstrate an attitude that will assist students to accept their own culture as valid, as well as the culture of the target language. 3. Demonstrate the ability to accept linguistic and cultural diversity. 4. Display enthusiasm for teaching/learning foreign languages. 5. Believe that every student can learn when the environment is facilitative. 6. Appreciate the role of theory and research in the teaching process and appreciate the importance of keeping current with developing theory, research, and practice. 7. Understand the importance and benefits of belonging to a professional community.

REQUIRED TEXTS/ON-LINE RESOURCES/LISTSERV:

Texts:

Curtain, H.A. & Dahlburg, C.A. (2004). Languages and children-Making the match (3rd ed.). White Plains: Longman.

Omaggio Hadley, A. (2001). Teaching language in context (3rd ed.). Boston: Heinle and Heinle.

Ohio Department of Education (2004). Academic Content Standards: Foreign Languages K-12. Columbus: Office of Curriculum & Instruction.

On-line:

Chapter Study Guides and additional readings

Terry, Robert M. (2001). Teaching language in context (3rd ed.), On-line workbook Activities. Boston: Heinle and Heinle. http://tlc.heinle.com/activities.html

FLTEACH: http://www.cortland.edu/www/flteach/welcome.htmlx

http://www.ofla-online.com


EVALUATION CRITERIA 1. 10% Class attendance, preparation & participation* 2. 30% 3 papers : Professionalism 3. 30% Midterm (Midterm outline) 4. 30% Final Exam (Final Exam Outline ) Because of the importance of class lectures and discussions, attendance is required. (-1/2 letter grade after the first absence.) Students are expected to come to class fully prepared, having read the assigned reading (per syllabus and course home page) and completed assigned study guide/on-line questions. GRADING SCALE*: 92-100: A; 90-91: A-; 88-89: B+; 82-87: B; 80-81: B-; 78-79: C+; 72-77: C; 70-71: C-; Below 70: F.

Requests for accommodations should be directed to the Office of Disability Services,
Room 105, Amstutz Hall, Ashland University, Ashland, OH 44805. Phone: 1-800-882-1548 Ext. 5953.

Students are expected to be familiar with and uphold the Academic Integrity Policy (AU. Graduate Catalog, 2004-05)

Professionalism: Three short papers (2-3 pages/each)
All papers should be typed and double-spaced.

1. Why Study Foreign Languages?    Due: Week 5        NCATE 6b
In the form of a letter to the editor, present a rationale for the inclusion of foreign languages in the curriculum (PK-12). Clearly articulate the cognitive, academic, and affective benefits to students and the society.   (Chapter 16 in C & D and 144-146 in ACS will be helpful.)

We all know that school budgets are under attack by citizens, and particularly property tax payers in local communities, because of the difficult economic situation. As a result, the Supt. of Schools in our district will present a proposal to the School Board at the next meeting to make cuts in the foreign language program in the four middle schools and the two high schools. Specifically, the proposal would eliminate (1) the FLEX program in the 6th grade (9 weeks each of French, German, Latin and Spanish), (2) the Spanish, French, and German programs in the 7th and 8th grades, which are equivalent to one year at the high school level, and (3) the fifth year levels in French and Spanish. As a FL teacher (and possibly a parent too), you are very concerned about this proposal. You believe that there are areas of the budget that should be reduced first before the academic program in languages is cut drastically. Write a letter to the editor of your local paper on the value, both to the individual and to the country, of foreign language study from the elementary grades to the high school. Give well-defined reasons supported by arguments that will convince administrators, parents, and other tax payers that cuts should not be made in the FL program.

2. Foreign Language Journal Exploration: Due Week 10            NCATE 6a
Look through at least two recent issues (within the last two years) of one journal specifically for your language and one for all languages:

All:        Foreign Language Annals, Modern Language Journal, TESOL Quarterly
French:    French Review, The Canadian Modern Language Review
Spanish:   Hispania

As you look through these journals, consider the following questions. Use them as a guide to write a brief description of the publications (one page each):

a. What kinds of articles, reviews, or other items are included? Write down some of the topics and read the abstracts.
b. What appears to be the target audience of each journal?

c. Do you have to join a particular organization to receive the journal? If so, which organization? How much does the membership cost?

d. Does the journal carry advertising? How much? In your opinion, is it useful? Why?

e. Which of these journals would probably be most helpful to you at this point in your career? Why do you think so?

3. Professional Development Plan: Due Week 13 NCATE 6b; 1a; 1b
First, assess your own professional progress by rating yourself on the ACTFL/NCATE Standards for Teacher Preparation (C&D, p. 468-469). For each standard, indicate one of the following: Approaching Standard, Meet Standard, or Exceed Standard. Then, outline a professional development plan based on your immediate needs. More detailed explanation will be given Week 8. ACTFL/NCATE Self-Evaluation Chart IPDP for Teacher Candidates

IMPORTANT DATES NCATE 6a

2005 Central States Conference/Ohio Foreign Language Association (OFLA) Annual Conference March 10-12; Columbus (Scholarships available)

Ashland Foreign Language Alliance (on Ashland's main campus- 4:30-6:30)

Thursday, Feb. 17: Bringing Literature Alive in your FL Classroom. (Patterson Hall 309)
Thursday, April 21: Ohio FL Academic Content Standards: Session II (Dauch Hall)

OFLA LISTSERV

The OFLA listserv is hosted by Yahoo! Groups. The listserv is designed to communicate with OFLA members concerning both OFLA events and foreign language teaching in general. The listserv provides you with immediate contact with other OFLA members.

Go to the OFLA homepage (http://www.ofla-online.com), click on the LISTSERV, and follow the directions to subscribe.

FLTEACH:

The OFLA listserv is hosted by Yahoo! Groups. The listserv is designed to communicate with OFLA members concerning both OFLA events and foreign language teaching in general. The listserv provides you with immediate contact with other OFLA members. Go to the OFLA homepage (http://www.ofla-online.com), click on the LISTSERV, and follow the directions to subscribe.


FLTEACH is a Listserv list founded in January 1994 by Jean LeLoup and Robert Ponterio and running on a computer at SUNY/Buffalo. The topic of the list is foreign language teaching methods including high school/college articulation, training of student teachers, and curriculum. Current membership includes colleagues across the country as well as around the world. We will use the first few minutes of each class to discuss the issues from the previous week. All students should subscribe immediately after the first class session. In order to subscribe: Send a message to: LISTSERV@listserv.buffalo.edu In the message put only the following: SUBSCRIBE FLTEACH firstname lastname Example: SUBSCRIBE FLTEACH Snow White Send the message just like that--no signature or anything else. You will get a welcome message by return e-mail with instructions on how to use FLTEACH. You might want to consider other options that are available. (For example, by subscribing to the DIGEST option, you will get messages only once a day under one heading "FLTEACH".)

SELECTED WEBSITES


Ohio Department of Education	ODE FL Content Standards project
OFLA	ACTFL National Standards Proficiency Guidelines Professional Organizations for Foreign Language Teachers
FL TEACH	FL TEACH FAQs (Frequently Asked Questions)
Search ERIC	Language Learning & Technology (on-line journal)
Model Lessons Plans Prof. S-R's homepage FL Instructional Materials Databse Online Connecting Cultures III Participant-created lessons - CCIII -Venezuela 01 Teaching Foreign Languages K-12: A Library of Classroom Practices- (video clips)	ED 432/637 - The Teaching of FL (Practice class)
NNELL- National Network for Early Language Learning	Guidelines for Starting an Elementary School Foreign Language Program
Web resources for Spanish teachers	Web resources for French teachers
TESOL- Teachers of English to Speakers of Other Languages	ESL Standards for PreK-12 Students

TENTATIVE SCHEDULE

1. Introduction to Course
     Key Concepts
     Teacher/Student Roles in Communicative Language Teaching

~ ~ Study Guide- Key Concepts & Methodologies ~ ~ ___________________________________________________________________________

2. Second Language Acquisition/ Methodology in Transition            NCATE 3a;4a
     Characteristics of Proficiency-Oriented Language Instruction
     Ohio's Academic Content Standards FL K-12;    National Standards

Reading: Omaggio: Ch. 1 (p.1-19;34-42), Ch. 3: 86-106; C&D: p. ix-xvi & Ch. 17; ACS: 10-13; 140-141

Summary of National and State Standards

What We Can Learn From Foreign Language Teaching in Other Countries
_____________________________________________________________________________
3. CURRICULAR DESIGN

Standard: Connections Goal NCATE 2c; 3a

Reading: Omaggio: Epilogue 456-467 ; (Ch. 4 164-169)
C&D: Ch. 1- SLA: p. 1-6; Ch. 18- Program Types (419-430); Ch. 11- Content-related Instruction (248-252, 271-272); Ch. 12- Immersion (275-276, 283-289); ACS: 142-144; 147-152

ODE FL Academic Content Standards project

A.U. Lesson Plan Format

Characteristics of Effective Elementary School Foreign Language Programs
Scheduling Foreign Languages on the Block. ERIC Digest.
Teaching Foreign Languages in the Block (Deborah Blaz)

~ ~ Study Guide- Curricular Design ~ ~

_____________________________________________________________________________
4. The Role of Context in Comprehension and Learning

Standard: Communication & Connections Goals NCATE 3a

Reading: Omaggio Ch. 4 (p. 139-164) ; C&D Ch. 2 (p. 24-29; 33-38) ACS: 155-158

~ ~ Study Guide- Role of Context ~ ~ ___________________________________________________________________________
5. LISTENING AND READING

Standard: Communication Goal~Interpretive Mode NCATE 2a; 2b; 3a; 4b

Reading: Omaggio: Ch. 5 ; C&D- Ch. 4 (p. 61-72); Ch. 5 (p. 85-91)

Model lessons
Paper due- Letter to the Editor

~ ~ Study Guide- The Interpretive Mode~ ~

______________________________________________________________________
6. DEVELOPING ORAL PROFICIENCY
Standard: Communication Goal~Interpersonal & Presentational Modes NCATE 3a; 4b

Reading: Omaggio: Ch. 6 ; C&D: Ch. 3, Ch. 4 (p. 72-73), Ch. 6 (106-129)

Model Lesson: Una entrevista

~ ~ Study Guide- The Communication Mode~ ~

___________________________________________________________________________
7. MIDTERM Midterm outline
_____________________________________________________________________________
8. TEACHER PREPARATION & PROFESSIONAL DEVELOPMENT

NCATE 6: Professionalism

ACTFL/NCATE Standards; Professional Portfolios; Professional Literature; FL Teach; OFLA listserv; Praxis II

Reading: C&D: Ch. 20; p. 468-469 - Rate yourself for each ACTFL/NCATE Standard;
"A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students" (LeLoup & Schmidt-Rinehart, Hispania 86,3, 2003)

Connecting Cultures III- A model professional development workshop in Venezuela

The Praxis Series
Tests at a Glance

National Board of Professional Teaching Standards

~ ~ Study Guide- Teacher Preparation ~ ~

____________________________________________________________________________
9. WRITING & ERROR CORRECTION

Standard: Communication Goals & Comparisons (4.1) NCATE 4b

Reading: Omaggio: Ch. 7 & Appendix C; C&D: Ch. 4 (p. 73-83) & Ch. 5 (p. 91-97)

Rubrics (Fairfax County Public Schools - PALS: Performance Assessment for Language Students) http://www.fcps.k12.va.us/DIS/OHSICS/forlang/PALS/rubrics/

Rubrics for the Ohio Model Assessment Project (ODE)

~ ~ Study Guide- Writing ~ ~

____________________________________________________________________________
10. CULTURE Standard: Cultures & Comparisons (4.2) Goals NCATE 2a; 3a

Reading: Omaggio: Ch. 8 ; C&D: Ch. 10

What's Up With Culture? - An On-Line Cultural Training Resource For Study Abroad -U. of the Pacific

Culture Shock

Model Lessons

(LeLoup & Schmidt-Rinehart): La buena crianza
(Fulton-Archer): Venezuelan Culture: El tiempo libre
(LeLoup with contribution by S-R) McDonald's Cup

~ ~ Study Guide- Culture ~ ~

Journal Exploration Papers due_________________________________________________________________________

11. USING TECHNOLOGY Standard: the 5 C's NCATE 2a; 3a

Reading: Omaggio: Appendix B "Taxonomy of Features for Evaluating Foreign Language Multimedia Software"; C&D: Ch. 15; ACS: 172-176.    Online reading:
1. Read the overview of Technology and Authentic Materials

2. Read one article of interest in Language Learning & Technology (on-line journal)

3. Work through the first three modules of A Communication Technology Module for the FL Methods Course.

4. A few things to check out:
     a. Web resources for French teachers       Web resources for Spanish teachers
     b. Participant-created lessons - CCIII -Venezuela 01. Read through the culture lessons. List the technology used. (Print out at least one lesson to bring to class.)
    c. GlobeGate CALL Research Center (a complete bibliography of technology resources for FL teachers)
    d. "The Digital Divide" (PBS Series)         The Digital Divide Network

e. If Abraham Lincoln had had Powerpoint at Gettysburg ....
f. Access several of the WebQuests available online from one of the Web pages listed in the "Further Reading" section of Curtain & Dahlberg, Ch. 15.

~ ~ Study Guide - Technology ~ ~

In-Class Discussion

______________________________________________________________________________
12. ASSESSMENT NCATE 5a

Reading: Omaggio: Ch. 9, Ch. 1 (p. 27- ) ; C&D: Ch. 8; ACS 177-185

Ohio Foreign Language Model Assessment Project        (ODE)
Rubrics for the Ohio Model Assessment Project            (ODE)
Portfolio Assessment in the FL Classroom                    (National Language Resource Center)

Language Testing International (LTI - ACTFL)        The ACTFL Oral Proficiency Interview
Six Steps for Improving Proficiency - Fairfax Co. Public Schools - PALS

~ ~ Study Guide - Assessment~ ~

______________________________________________________________________________

13. In Conclusion Omaggio p. 465-466 Professional Development Plan due ________________________________________________________________
14. FINAL EXAM ** Final Exam Outline
______________________________________________________________________________

15. Final exam discussion, course evaluation, evaluation of completion of course objectives, discussion of Individual Professional Development Plans