| 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. |
|
|
|
|
|
|
|
|
|
|
|
|
Course objectives: The
teacher education student will . . .
KNOWLEDGE
1. Acquire a basic understanding of the teaching/learning process in foreign language education. |
SKILLS
1. Learn effective techniques for teaching foreign language in context (in all four skill areas: reading, writing, listening, speaking). |
DISPOSITIONS
1. Demonstrate an attitude that will convey to students the value of foreign language learning and cross-cultural understanding. |
REQUIRED TEXTS/ON-LINE RESOURCES/LISTSERV:
Texts:
On-line:
|
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. |
|
Professionalism: Three short
papers (2-3 pages/each)
All papers should be typed and double-spaced. 1. Why Study Foreign Languages? 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.) The paper should be submitted to
“Turn It In” (http://www.turnitin.com)
for an originality report. 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: 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, The Language Educator, Modern Language Journal, TESOL QuarterlyAs 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.3. Professional Development Plan: 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 about ACTFL/NCATE Self-Evaluation Chart and IPDP for Teacher Candidates |
Professional Development Opportunities
(NCATE 6a)
| 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 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 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".) |
|
Ohio Department of Education - Foreign Languages |
ODE Standards-Based Education (SBE) Toolkit |
|
|
ACTFL |
|
|
FL TEACH FAQs (Frequently Asked Questions) |
|
|
Language Learning & Technology (on-line journal) |
|
I Prof. S-R's homepage FL Instructional Materials Database 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 |
1. Introduction to Course
Key Concepts
Before
you read (Ch. 1) - online workbook activity
Teacher/Student Roles in Communicative
Language Teaching
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
_____________________________________________________________________________
4.
THE ROLE OF CONTEXT in Comprehension and Learning
Standard: Communication & Connections Goals NCATE
3a
Reading: Omaggio: Ch. 5 ; C&D- Ch. 4 (p. 61-72); Ch. 5 (p. 85-91)
Model lessons
______________________________________________________________________
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
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
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)
~ ~ Study Guide- Writing ~ ~
____________________________________________________________________________
10. CULTURE
Standard: Cultures & Comparisons (4.2) Goals
NCATE
2a;
3a
What's Up With Culture? - An On-Line Cultural Training Resource For Study Abroad -U. of the PacificReading: Omaggio: Ch. 8 ; C&D: Ch. 10
Teaching
Foreign Languages K-12 Workshop 5 (Annenberg): "Rooted in Culture"
Model Lessons
~ ~ Study
Guide- Culture ~ ~
Reading: Omaggio: Appendix B "Taxonomy of Features for Evaluating Foreign Language Multimedia Software"; C&D: Ch. 15; ACS: 172-176. Online reading:1. Read through Bob Ponterio's (FLTeach/SUNY Cortland) Integrating Technology in the FL Classroom syllabus. (Browse a bit!) Integrate/incorporate with the knowledge/skills you gained in your A.U. technology course (EDCI 232/504).
2. Read one article of interest in Language Learning & Technology (on-line journal)
3. A few things to check out:
Web resources for French teachers Web resources for Spanish teachers Taller hispano
If Abraham Lincoln had had Powerpoint at Gettysburg ....
______________________________________________________________________________4. Access several of the WebQuests available online from one of the Web pages listed in the "Further Reading" section of Curtain & Dahlberg, Ch. 15.
5. ISTE's Educational Standards for Teachers (2008)
~ ~ Study Guide - Technology ~ ~
ODE FL Academic Content Standards and Model Assessment Project
Rubrics for the Ohio Model Assessment Project (ODE)Portfolio Assessment Guide (National Language Resource Center)
Linguafolio (National Council of State Supervisors for Languages)
Virtual Assessment Center (CARLA)
Language Testing International (LTI - ACTFL) The ACTFL Oral Proficiency Interview
Six Steps for Improving Proficiency - Fairfax Co. Public Schools - PALS
______________________________________________________________________________
13. ASSESSMENT (cont'd)
(Professional Development Plan due)
_______________________________________________________________________________
14. In Conclusion
Omaggio p. 465-466
TRANSLATING THEORY TO PRACTICE ~ Ohio Academic Content Standards: Foreign Languages K-12
_______________________________________________________________
15. FINAL EXAM **
Final
Exam Outline
______________________________________________________________________________
FINAL EXAM TIME DURING FINALS WEEK: Final exam discussion, course evaluation, evaluation of completion of course objectives, discussion of Individual Professional Development Plans