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 objectivesThe teacher education student will . . .

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
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.
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.

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  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.


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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



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".)

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Ohio Department of Education
ODE FL Content Standards project
National Standards              Proficiency Guidelines 

Professional Organizations 
for Foreign Language Teachers

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

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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

: 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 ~ ~
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
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

~   ~ 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                            

: 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                   

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