FL ED 432/637
THE TEACHING OF FOREIGN LANGUAGES PreK-12
This course involves the practical application of the underlying theories and issues pertaining to second/foreign language education. Students will participate in lesson development, peer teaching experiences, materials development, textbook evaluation, and test construction appropriate for the teaching of foreign languages PreK-12. Required of all language majors planning to teach. 3 sem. hrs.
KNOWLEDGE the students 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 the state academic content standards, national standards, and NCATE standards.
4. demonstrate an understanding of language acquisition at various developmental levels
5. learn and demonstrate effective techniques for teaching foreign languages in context (in all four skill areas: reading, writing, listening, speaking).
6. become skillful in the development and execution of standards-based, communicative-oriented lesson plans and language experiences.
7. design lessons that connect to other content areas in school curriculum.
8. develop a file of teaching lessons and materials appropriate for foreign language teaching.
9. become skillful in developing appropriate assessment instruments.
10. develop skills in self-assessment.
11. recognize and utilize instructional media and technology.
12. demonstrate an attitude that will convey to students the value of cross-cultural understanding and foreign language learning.
13. display enthusiasm for teaching/learning foreign languages.
14. believe that every student can learn when the environment is facilitative and value diversity in the classroom.
the role of theory and research in the teaching process.
EVALUATION OF STUDENTS:
50% Micro lessons (peer teaching) (5 @ 10%)
15% Lesson Plans (original and revised) & accompanying materials.
15% Reflection: Self-Assessment of each peer teach based on viewing the video tape
Professional Development Reflection Paper (1-2 page self-assessment summary that includes progress toward achieving course objectives and how the student envisions him/herself as a developing professional.
10% Chapter Test or Assessment Plan and Analysis
10% Preparation and Participation
[Class attendance: The student's grade will be dropped ½ letter grade for every absence after the first.]
(graduate level—0-69 F)
10= Absolutely no revision necessary
9 = Suggestions given for improvement
8 = Minor revisions necessary
7 = Some revisions necessary
6 = Major revisions necessary
5 = Start over!
10 = No revisions necessary (i.e., test can be given as is)
8.5 = Minor revisions necessary
7.5 = Some revisions before test can be given
6 = Major revisions necessary
1. Shrum, J.L. & Glisan, E.W. (2005). Teacher's handbook: Contextualized language instruction, 3rd Edition, Heinle and Heinle.
Handbook Homepage: http://www.heinle.com/ (1-4130-0462-8)
3. Academic Content Standards, K-12 Foreign Language. Ohio Department of Education
4. One school textbook and/or one elementary grade level curriculum. (This may be borrowed from the instructor or a local school.) A teacher's edition would be most appropriate.
5. One VHS video tape
PROFESSIONAL DEVELOPMENT RESPONSIBILITIES
2005 Central States Conference, Hyatt Regency
FLTEACH- All students should subscribe for at least a three-week period. (Weeks 4,5,6). The topic of FLTEACH, a listserv founded in 1994 by Jean LeLoup and Robert Ponterio, 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. In order to subscribe:
Send a message to: firstname.lastname@example.org
In the message put only the following: SUBSCRIBE FLTEACH FIRSTNAME LASTNAME
Example: SUBSCRIBE FLTEACH BARB SCHMIDT-RINEHART
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. (e.g., by subscribing to the DIGEST option, you will get messages only once a day under one heading "FLTEACH")
Foreign Language Annals (ACTFL)
Learning Languages (NNELL)
French Review (AATF)
Modern Language Journal
Studies in Second Language Acquisition
FOR MICRO/PEER TEACHING
1. FLED PreK-12: Choose one chapter from the text you have selected from which to develop all peer teaches. Elementary concentration: choose one grade level.
2. Prepare and hand in a written lesson plan (neatly written or typed) that would permit someone else to do essentially the same thing you were planning to do. (Use the FL Lesson Design, an adaptation of AU Lesson Plan Format.) Keep a copy for yourself and give one to the instructor at the time of the peer teach. (The lesson plan with instructor comments will be returned for revision.)
3. Assume that students know only those structures and vocabulary up to and including the lesson you are working on.
4. Incorporate the NCATE standards in planning.
5. Incorporate visuals and props to clarify meaning. Make sure that all visuals are large enough for everyone to see.
6. All peer-teaching assignments must conform to the time limits and guidelines given.
7. Peer teaches must be video taped. Students must complete and submit the following week a self-assessment for each lesson.
8. At least one peer teaching lesson must integrate cultural
concepts (Standard: Cultures Goal) and technology. (This is a minimum
requirement. Make every attempt to make culture and technology part of
SPECIFIC PEER-TEACHING ASSIGNMENTS
GRAMMAR – The "PACE" Model
Other SAMPLE LESSONS
A. Using 5-10 words from your textbook and/or targeted theme (EL ED) plan a ten-minute lesson plan that includes the following:
B. Present the new vocabulary words to your "students".
C. Reinforce their understanding of the vocabulary words through both group and individual practice.
D. Evaluate their understanding via an assessment tool.
E. Include an additional communicative activity that could be used
the following day for re-entry of the vocabulary words into that day's
lesson. (You probably will not have time to follow through with this
during your peer teach.)
A. Choose a single grammar form from your text or curriculum plan (EL ED) to target for a PACE lesson
B. Select an authentic text.
C. Design a lesson using the four stages of the PACE model, pp.196-199.
D. Peer-teach the first two steps (P A). (no
longer than 15 minutes)
CONTENT-BASED LESSON: Integrating the Elementary School Curriculum with
Foreign Language Due:
Choose a partner and integrate knowledge of other disciplines into
foreign language instruction. Identify a social studies, mathematics,
or science , art or music
concept that could be taught in the foreign language through a variety
of activities. Devise a content-based
lesson that includes content objectives, language objectives, and
cultural objectives. Follow the suggestions on p. 120 (SG), Episode One
& Ch.11 of CD. Present a portion of your lesson to the class (15
min) and provide an explanation of the entire lesson (15 min).
LISTENING OR READING Peer-Teaching
A. Design a listening or reading activity that uses the interactive model presented in SG, Chapter 6. Select an authentic taped segment or written text and follow the guidelines presented in class (6-step model).
B. Peer-teach the pre-reading/listening segment. (no longer than 15 minutes)
Madres de la Plaza de Mayo [The Mothers of the Plaza de Mayo] : a sample reading/listening
INTEGRATING SPEAKING Peer-Teaching
Design and demonstrate an information-gap activity integrating speaking as a follow-up to the listening, reading, or grammar activity you presented. Follow the guidelines on p. 211 (SG), Episode Two. (15 min.)
*Reading and assignments are to be prepared for the day listed.
SG=Shrum & Glisan
HH=Handbook homepage http://thandbook.heinle.com
CD=Curtain & Dahlberg
ACS=Academic Content Standards
Week 1-1/11/05: INTRODUCTION & THE NATIONAL STANDARDS
Contextualized Language Teaching
*SG: Preliminary Chapter,Chapters 1 and 2; *CD: Chapter 1,*ACS pp.10-13
THE NATIONAL STANDARDS/ACADEMIC CONTENT STANDARDS NCATE 4a
HH: The 5C's video
A PERSONAL MISSION STATEMENT
Week 2- 1/18/05: PLANNING LESSONS NCATE 4a, 4b
*SG: Chapter 3; *CD: Chapter 7
K-6 FL INSTRUCTION: CONTENT-BASED INSTRUCTION NCATE 2c, 3a
Standard: Connections Goal
*SG: Chapter 4 HH: Collaborations video
*CD: Chapter 11; Review "Characteristics of Elementary and Middle School Learners", pp. 12-15.
Week 3- 1/25/05: CHOOSING A TEXT AND SELECTING MATERIALS NCATE 4c
*SG: pp. 55-57
*CD: pp. 325-329
TEACHING VOCABULARY NCATE 4b,4c
Week 4- 2/1/05: VOCABULARY PEER TEACH~ NCATE 4b,4c
TECHNOLOGY NCATE 2a,3a
Technology Module http://www.cortland.edu/flteach/methods/ *SG: Chapter 12 HH: video,*CD: Chapter 15, ACS pp.172-176
Subscribe to FLTEACH . Send one message to the list and check archives (FLTEACH home page: http://www.cortland.edu/www/flteach) for suggestions about teaching a content-based lesson, choosing a text for FLES, or vocabulary presentation. Print out the results to share with class.
Visit NCATE 2c Immersion School
*CD: chapter 8 (p.199-202)
Complete observation report.
2/15/05: (Work with partner on CONTENT-BASED lesson)
TEACHING GRAMMAR: NCATE 1c,2b,4b,4c
Standard: Comparisons Goal; Communication Goal
*SG: Chapter 7 HH: Collaborations video
*Prepare Episode 1, p. 206 (SG)
7- 2/22/05: TEACHING
Grammar Workshop NCATE 1c,2b,4b,4c
Week 8- 3/1/05: ~GRAMMAR PEER-TEACH~ NCATE 1c,2b,4b,4c
ASSESSMENT/CLASSROOM TESTING NCATE 5a
*SG: Chapter 11 *CD: Chapter 8
Week 9- 3/15/05: TESTING (Cont’d)/ Content-based Workshop NCATE 5a,2c
Standard: Communication Goal: Interpretive Mode
Chapter 6 *Prepare Case Study 1, p.181 (SG)
*CD: Chapter 4 (pp.62-72)
Standard: Communication Goal: Interpersonal Mode
*SG: Chapter 8 *CD: Chapter 4 (pp.72-73)
Week 13-4/12/05 <Test/Assessment Plan due> NCATE 5a
SPEAKING/ORAL PROFICIENCY (cont’d)/Speaking Workshop NCATE 3a
Standard: Communities Goal : HH:video
*SG: Chapter 10 *CD: Chapter 19 (pp.449-451) *ACS pp.158-165
15-4/26/05: COOPERATIVE LEARNING NCATE
*SG: pp.228-245 *CD: Chapter 6
WEEK 16- 5/3/05: (Discussion of Professional Development Reflection Paper) NCATE 6a