FL ED 432/637
THE TEACHING OF FOREIGN LANGUAGES PreK-12
Spring 2005

Instructor:  Mrs. Carol Slater       (Course Web Page: http://www.ashland.edu/~bschmidt/432_637syllabus05)

Course creator: Dr. Barbara Schmidt-Rinehart, Professor, Foreign Languages, Ashland University

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

SKILLS

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.

 

 

DISPOSITIONS

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.

15. appreciate 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.] 

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-
68-69            D+

62-67            D

60-61            D-

 0-59             F
 
(graduate level—0-69    F) 

 

 

 

GRADING RUBRICS

PEER TEACHES

CHAPTER TEST

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 

COURSE MATERIALS:     

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)

2. Curtain, H.A. & Dahlberg, C.A.(2004) Languages and Children-Making the Match, 3rd Ed.Allyn and Bacon.

 

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


 Professional Membership: OFLA, NNELL TESOL,  or other appropriate organization

Conference Attendance:

Ashland Foreign Language Alliance—309 Patterson, Thursday, February 17, 4:30-6:30

                                                         --Ridenour Center, Dausch Building, Thursday, April 21, 4:30-6:30

2005 Central States Conference, Hyatt Regency Columbus, Thursday, March 10-Saturday, March 12

Professional Reading:

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: listserv@listserv.buffalo.edu

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")

JOURNALS

Foreign Language Annals (ACTFL)
 Learning Languages (NNELL)
French Review (AATF)
Hispania (AATSP)
Modern Language Journal
Studies in Second Language Acquisition
TESOL Quarterly 
 

GENERAL INSTRUCTIONS 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 each lesson.)  
 

SPECIFIC PEER-TEACHING ASSIGNMENTS

SAMPLE LESSONS

 

GRAMMAR – The "PACE" Model

LISTENING/READING

Other SAMPLE LESSONS 

DEVELOPED BY SPANISH TEACHERS         Mérida, Venezuela   2001


 

I. VOCABULARY Peer-Teaching Assignment    Due: February 1, 2005

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.)
 

 

II. GRAMMAR Peer-Teaching Assignment    Due:  March 1, 2005

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)
  

III. A CONTENT-BASED LESSON: Integrating the Elementary School Curriculum with Foreign Language   Due:
March 22, 2005

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).
 

IV. LISTENING OR READING Peer-Teaching Assignment    Due: April 5, 2005

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)

Las Madres de la Plaza de Mayo [The Mothers of the Plaza de Mayo] :  a sample reading/listening lesson
 

V. INTEGRATING SPEAKING Peer-Teaching Assignment    April 19,2005

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.)  

 

TENTATIVE CALENDAR

*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  

Course requirements
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.

A.U. Foreign Language Lesson Plan Format

Modified Lesson Plan Format for Content-Based Lesson


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.

Week 5:-2/8/05: Immersion School Visit NCATE 2c    
                        *CD: chapter 8 (p.199-202)
                         Complete observation report.

Week 6: 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

       The PACE Model & Sample Lesson                  Sample Lesson:  El amor perfecto

          *Prepare Episode 1, p. 206 (SG)

Week 7- 2/22/05: TEACHING GRAMMAR (Cont’d) 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

 

            3/8/05                                                      **SPRING VACATION**

 

Week 9- 3/15/05: TESTING (Cont’d)/ Content-based Workshop             NCATE 5a,2c

                              *ACS pp.177-185

Week 10- 3/22/05: ~CONTENT-BASED PEER TEACH~    NCATE 2c,4b,4c                                                            

 

CRITIQUE GUIDELINES: Observation form, peer evaluation, self-assessment


                                TEACHING  READING AND LISTENING NCATE 2a,2b,3a,4b  

 

                                   Standard: Communication Goal: Interpretive Mode

           *SG: Chapter 6    *Prepare Case Study 1, p.181 (SG)
           *CD: Chapter 4 (pp.62-72)

SAMPLE LESSONS:

Las Madres de la Plaza de Mayo [The Mothers of the Plaza de Mayo]

El Cine
Recreation
Nombres
Chez le dentiste

Week 11-3/29/05: READING AND LISTENING (cont’d)/Reading and Listening                                                         Workshop             NCATE 2a,2b,3a,4b

Week 12- 4/5/05:    ~LISTENING OR  READING PEER  TEACH~ NCATE 2a,2b,3a,4b,4c    

                               INTERACTIVE SPEAKING/ORAL PROFICIENCY             NCATE 3a
                               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

 

Week 14-4/19/05:    ~INTEGRATING SPEAKING PEER TEACH~            NCATE 3a,4b,4c

                         HANDLING DIVERSITY         NCATE 3b                                                                                                                                                   
                                     Standard: Communities Goal : HH:video
                                   *SG: Chapter 10 *CD: Chapter 19 (pp.449-451)  *ACS pp.158-165

                                     The Foreign Language Teacher's Guide to Learning Disabilities
                                      Learning Styles

 

WEEK 15-4/26/05:  COOPERATIVE LEARNING NCATE 3a                                    
                                        *SG: pp.228-245                  *CD: Chapter 6

 

WEEK 16- 5/3/05:  (Discussion of Professional Development Reflection Paper)           NCATE 6a