French 400/500 ~ German 400/500 ~ Spanish 400/500~English as a Second Language 400/500
Approaches to Teaching French, German, Spanish,
English as a Second Language
Fall 2009
and by appointment
Office: Grainger 320 / Office Telephone: (434) 395-2158
E-mail:
Course website:
Textbook website:
Course description:
French 400, German 400, Spanish 400, English as a Second Language 400:Approaches to Teaching French, German, Spanish, English as a Second Language.A study of theories of second language acquisition and their application to the teaching of languages in a communicative, interactive approach at the primary, middle, and secondary levels. Attention will be given to the teaching and testing of listening, reading, writing, speaking and cultural understanding. Students will develop lesson plans, engage in peer-teaching, and integrate technology into teaching. Students should take this course in the semester prior to student teaching. 3 credits.
French 500, German 500, Spanish 500, English as a Second Language 500:Approaches to Teaching French, German, Spanish, English as a Second Language. A study of current theory and methods of language teaching. May be repeated for credit when topics change. 3 credits.
NOTE: Graduate students who are not enrolled in the Longwood University graduate program, and who are taking graduate courses as non-degree-seeking students, only can take up to nine credit hours of Longwood classes that will count for degree credit upon admission.
Texts:
Shrum, Judith L., and Eileen W. Glisan. Teacher's Handbook: Contextualized Language Instruction . 3 ed. Boston: Heinle and Heinle, 2005.ISBN: 1-4130-0462-8
Textbook website:
Course content: Study and discussion of theories and methods used in foreign language education on the primary, middle, and secondary levels. Topics include:
an examination of the history of language teaching methodologies such as TPR, Suggestopaedia, the Audio-lingual Method, the Proficiency Movement and the Communicative Approach;
knowledge of and practical application of current second language acquisition theories to the language classroom
use of technology
FLES programs
the National Foreign Language and ESL Standards and Virginia Foreign Language and ESL Standards
contextualized instruction; strategies for successful student learning
the importance of teachers' language proficiency
the role of the four skills (listening, speaking, reading, writing) and culture
the role of grammar
assessment of language performance in context
lesson and curriculum planning
evaluation and adaptation of textbooks and materials for communicative language teaching
Elementary, middle and high school periods in development and the implications for curriculum and approach
Student diversity and languages; backgrounds, learning styles, learning strategies, physical and learning disabilities, gifted learners, heritage language learners
Students will participate in discussion, work with case studies, research issues in foreign language education using current professional journals and books, subscribe to and participate in the FLTEACH listserv, join professional organizations (FLAVA, VATESOL, AAT's, ACTFL), use the internet to access teaching materials and cultural information, develop a portfolio of their writing and curriculum planning, observe in target language classrooms, demonstrate their own lessons in order to receive feedback and engage in self-evaluation.
Course objectives/Learner Outcomes:Upon completion of the course, the teacher candidate will:
*(Numbers in parenthesis correspond to the Longwood University Conceptual Framework.)
demonstrate an understanding of the relationship of best practices and approaches to foreign and second language teaching. (1, 3, 4, 5, 6, 7, 8, 9)
make instructional decisions and analyze and evaluate how they affect the learning process. (1, 3, 4, 5, 6, 7, 8, 9)
recognize relationships among teacher expectations, instructional planning, classroom management, and student behavior. (1, 3, 4, 5, 6)
create long-range and daily lesson plans that integrate the National Foreign Language Standards and the National ESL Standards with state or district guidelines. (1, 3, 4, 8)
design a variety of assessment practices. (1, 3, 4, 6, 8)
demonstrate the effective use of technology to enhance instruction. (1, 2, 4, 6, 8)
participate in professional activities and organizations. (7)
demonstrate ethical conduct and professionalism. (2, 5, 6, 7)
demonstrate the role of teacher as researcher engaged in a continuing development process. (4, 6, 7, 8)
evaluate, select, adapt materials, including textbooks, workbooks, videos, software, authentic texts, for the communicative language classroom. (1, 2, 4, 8, 9)
*Longwood University Conceptual Framework Competencies
"Educators as Reflective Citizen Leaders"
(1) Plan for Instruction
(2) Implementation and Management of Instruction
(3) Evaluation and Assessment
(4) Knowledge of Subject
(5) Classroom Behavior Management
(6) Communication Skills
(7) Professional Responsibilities
(8) Technology
(9) Diversity
Course requirements:Students will be assessed as follows:
Requirement400500
Preparation and Participation in class discussion; Participation
in professional organizations (FLAVA, etc.) ...... 10%...... 10%
Homework ("Teach & Reflect/Discuss & Reflect", etc.)...... 10%...... 10%
Article Reviews* and Reflections on Observations*…...... 15%...... 10%
Unit Plan* and Demonstration of Lesson Plan …………...... 20%...... 15%
Quizzes...... 20%...... 20%
Midterm……………………...... ………………..…...... …10%...... 10%
Final Exam……...... ………………………….…...... 10%...... 10%
Portfolio...... 5%...... 5%
Research Paper*...... 0%...... 10%
*(items to be included in the on-line Portfolio)
Grading: 90-100 A 80-89 B 70-79 C 60-69 D 59 F
Participation and Homework: You are expected to be prepared for discussion by having read the assigned chapters and by having prepared and written out your responses to the "Observe and Reflect/Teach and Reflect," and "Discuss and Reflect" (Case Studies), in the Teacher's Handbook, as well as any article reviews due. A notebook containing these items will be graded at designated times during the semester. We will also discuss issues raised in FLTEACH, so you should be prepared to talk about those which have interested you. As you finish each observation of a language teacher's class, you should be prepared to discuss the kinds of activities which you observed, and how what you observed relates to the topics which we are studying.
Professionalism:
You will join FLAVA (the Foreign Language Association of Virginia) and/or VATESOL and your AAT organization (AATSP, AATF, AATG) or TESOL. You are encouraged to become a member of ACTFL (American Council on the Teaching of Foreign Languages) also. You will attend the FLAVA annual conference or the Virginia TESOL Conference. Funding will be sought to help defray costs of attendance (but these are not expensive, as conferences go).
Quizzes:
There will be weekly quizzes on the content of each chapter in the Teacher's Handbook; the questions will require a detailed reading of the chapter.
FLTEACH listserv: You may subscribe to the FLTEACH listserv (instructions will be given in class), and be prepared to discuss each week those "threads" which are of most interest to you or which pertain to any of the topics which we are studying. If possible, bring printouts of some of the most helpful letters to share.
Article Reviews: You will write reviews of five journal articles, and you will place these in your portfolio. Your review should contain your statement of the thesis of the article, summaries of the main evidence or arguments presented by the author, the author's conclusions, what you think the author's intentions are, and your critical evaluation of these elements, including any response you would like to make, and your evaluation of the significance of the research, study or ideas presented.
Observations: You will observe language classes three times during the semester and will record your reflections, thoughts, and ideas concerning what you observe. You should attempt to observe three different teachers if at all possible. For the first two observations, you should look for answers to the questions on pages 15 and 16 of the Teacher's Handbook, and for the other observations, you should use the "Teacher Observation Form" and the "Etiquette Guidelines" which you will receive. You will not be evaluating the teacher whose class you are observing; rather you are trying to learn from him/her how one incorporates all of the elements we are studying into a classroom lesson. You will turn in your written "reflections" and we will discuss your experiences in class.
Unit Plan: You will prepare a plan for a complete unit (to cover a period of approximately 2-3 weeks), consisting of the overall content, objectives and strategies for the unit, and you will prepare a plan for each lesson to be taught during the unit (from 10-15 lessons). You will place these in your portfolio. You will receive detailed instructions and models.
Demonstration of Lesson Plan: You will design a brief mini-lesson, part of one of your daily lesson plans submitted with your Unit Plan, which you will teach to our class; your mini-lesson must be limited to 10 - 15 minutes. Your plan, and any materials you use, will become part of your portfolio. You will receive guidance on the desired components of your lesson.
Midterm and Final Exams: There will be a midterm (week 7) and a final exam covering all materials presented and discussed in this course. There will be some identification-style questions and some essay-style questions, as well as some problem-solving questions.
Portfolio: You will compose a portfolio of your work which will be used to share what you are learning from your reading and your research, and which may also be used to give prospective employers an idea of your progress and promise as a teacher. We will link your portfolio to the class web-site, and it will be used as evidence in the assessment of Longwood's teacher preparation program by NCATE. Visit some examples of student Portfolios from Longwood University and from Arizona State, You will receive instructions if you are not yet familiar with creating webpages.
Schedule of Classes 2009:
Week 1 (August 26):
Introduction. The Teaching Profession. Theories of language learning.
Teacher's Handbook: Preface, pages x-xiii, xv, xvi, xvii.
Teacher's Handbook:Preliminary Chapter
Teacher's Handbook:Chapter 1, Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning.
FLTEACH Listserv. Internet sites. FLAVA, VATESOL.
Homework for next week:
1. Subscribe to FLTEACH. Choose some of the postings to read and talk about. Do not send any postings to the list.
2. Read Preface, Preliminary Chapter and Chapter 1 of Teacher's Handbook. Take really good notes; outline.If you prefer, you can use the Study Guide you received in class. Prepare for quiz.
3. Begin to plan who you will observe for Episodes One and Two, pages 31-32. Written reflections of these activities are due during Week 4. Click for a list of pre-schools nearby.
4. Look over Case Studies One and Two, pages 32-35. Be prepared to discuss your answers to questions.Option: Instead of Case Study Two, you may choose Case Study Three, "Conducting a Cooperative Learning Task" on the Teacher's Handbook website
Week 2 (September 2):
Discussion:Handbook: Preliminary Chapter and Chapter 1, Case Studies, Episodes. FLTEACH.
Quiz: Preliminary Chapter and Chapter 1
Homework for next week:
1. Review Preliminary Chapter and Chapter 1.
2. Read Chapter 2. Take notes. Use the Study Guide.Quiz next week.
3. Study Appendix 2.1 and 2.2, pages 444-448.
4. Do observations (Episodes One and Two, pages 31-32) this week or next week. Due Week 4.
5. Check the Virginia Department of Education site for a downloadable copy of the Foreign Language Standards of Learning for Virginia, recently modified to be aligned with the National Standards, or the English Language Proficiency Standards of Learning for Virginia. Other great info. here also.
6. Write your first Article Review. Due Week 3.
7. Read some of the postings to FLTEACH for discussion.Make notes and be prepard to discuss.
Week 3 (September 9):
Quiz: Chapter 1 (again) and preliminary quiz on Chap 2.
Discussion of Chapter 2, Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning.
Discussion of History of language teaching methodology, Appendix 2.1 and 2.2, p. 444-449.
Discussion of National Standards for Foreign Language Learning, the ESL Standards, Foreign Language Standards of Learning for Virginia, and the English Language Proficiency Standards of Learning for Virginia.
Discussion of FLTEACH issues and useful internet sites.
*Article Review due. Discussion of reviews.
Homework for next week:
1. Chapter 2, Episode One (page 57-58) and Episode Two (page 58). Case Study One: study the case, think about and answer "Ask yourself these questions" and "To prepare for class discussion" no. 1 (page 61, top). Case Study Two: study the case, think about and answer "Ask yourself these questions" 1-8, "To prepare the case" no. 4, and "To prepare for class discussion" no. 1.
2. Review chapter 2 for quiz.
3. Read Chapter 3 and take notes. Use the study guide.There will be a few general questions from Chap 3 on the quiz for Chapter 2.
4. Prepare your written reflections of your 2 observations (Episodes One and Two, pages 31-32).
5. Read some FLTEACH postings; take notes and be prepared for discussion.
Week 4 (**Thursday --not Wed., September 17):
Discussion:Handbook: Chapter 2, Episodes and Case Studies.
Quiz: Chapter 2 (3).
Discussion:Handbook: Chapter 3, Organizing Content and Planning for Integrated Language Instruction.
FLTEACH discussion.
*Discussion of observations of a child and in-service teachers (Episodes One and Two, p. 31-32); Due.
Homework for next week:
1. Review Chapter 3 for quiz.
2. Chapter 3, Episode One (Tasks A and B--not C). Episode Two: identify the content for your course, and four or five strategies that you will incorporate into your teaching to address current issues concerning integration of language and content.
3. Chapter 3, Case Study One; "Ask yourself these questions," and "To prepare for class discussion." Case Study Two; "Ask yourself these questions," and "To prepare for class discussion."
4. Read Chapter 6. Take notes. Use the study guide. Be prepared for a few general questions from Chap 6 on the Chapter 3 quiz.
5. Write Article Review. Due Sept. 23.
Week 5 (September 23):
Discussion: Handbook: Chapter 3: Episodes and Case Studies.
Quiz: Chapter 3 (6).
Discussion: Handbook:Chapter 6, Using an Interactive Approach to Develop Interpretive Communication. Episodes and Case Studies.
Unit Plan Guidelines
*Article review due.
Homework for next week:
1. Review Chap 6 for quiz, Read Chap 7 for main ideas, taking notes (on quiz too)
2. Chap 6, Episode One, Option One or Two; Episode Two, Option One; Case Study One, "Ask yourself" and "To prepare for class discussion" (no. 1); Case Study Two, "Ask yourself" and "To prepare for class discussion," no. 2.
3. Chap 7, Episode Two, through question 1 (bring your chosen text to class).
4. FLTEACH: be identifying threads that interest you; Next week tell us what you would write in IF you were going to write.
5. Study for midterm, 2 weeks from today, Oct. 7, Chapters 1, 2, 3, 6, 7.
6. Begin Article review, due Oct. 10.
Week 6 (September 30:
Quiz:Handbook: Chapter 6 (7)
FLTEACH discussion: tell us what you would write in IF you were going to write.
Discussion of HW: Chapter 6, Episodes One and Two and Case Studies One and Two.
Discussion: Handbook: Chapter 7, Using a Story-based Approach to Teach Grammar.
Discussion of HW: Chapter 7 Episode Two, through question 1. With a partner, you will choose one of your samples and design a PACE lesson (questions 2-6, pages 206-207).
Homework for next week:
1. Chapter 7, Episode One (p. 206). Case Study One: pages 207- 208. Read the intro. to the case, answer "Ask yourself" 1-4 and the section "To prepare for class discussion." Case Study Two: pages 208-210. Read the intro. to the case, answer "Guide your discussion" and the section "To prepare for class discussion."
2. Write article review (due Oct. 7).
3. Make sure notebook is complete (Episodes, Case Studies and other assigned work).
4. Be thinking about your Unit Plan design and your first lesson plans (due Oct. 30). Choose a textbook to use and other materials.
5. Prepare for midterm (Chapters 1, 2, 3, 6, 7)
Week 7 (October 7):
Discussion: Handbook: Chapter 7, Episodes and Case Studies.
Discussion: Handbook: Chapter 8, introduction.
*Midterm, including Handbook: Chapters 1, 2, 3, 6, 7.
*Article review due.
*Notebooks due (Teach and Reflect Episodes and Case Studies).
Homework for next week:
1. Read and take notes from Chapter 8.
2. Prepare Episode One (page 256), choosing either question 1 or 2. Episode Two (p. 257).
3. Prepare Case Studies One and Two (pages 257-259); write answers to "Ask yourself these questions" and "To prepare for class discussion."
4. Plan for next classroom observations. Use checklists. "Reflections" due Oct. 28. Comment on such activities as warm-ups, use of groups, communicative activities, task-based activities, feedback, etc.
5. Begin working on Unit Plan and lesson plans. Unit Plan and first 3 days' lesson plans due Oct. 30, by 5pm.
6. Prepare for Article Review due Oct. 21.
*Friday-Saturday, October 9-10, 2009:
FLAVA Conference Holiday Inn Select Koger South Conference Center
Richmond, Virginia
Week 8 (October 14):
Discussion:Handbook: Chapter 8, Developing Oral and Written Interpersonal Communication.
Discussion of HW: Chapter 8, Episodes and Case Studies.
Discussion:Handbook: Introduction of Chapter 9, Developing Oral and Written Presentational Communication.
Discussion of Unit Plans and Lesson Plans. Unit Plan and first 3 days' lesson plans due Friday, Oct. 30, by 5pm.
Homework for next week:
1. Review Chap 8 for quiz, Read and take notes from Chap 9 for main ideas (on quiz too).
2.Chapter 9: Teach and Reflect Episodes One and Two (page 304-305). You might plan to use these in your Unit Plan.
3. Chapter 9: Prepare Case Studies One and Two; write answers to "Ask yourself these questions" and "To prepare for class discussion."
4. Work on Unit Plan and lesson plans. Due Fri., Oct. 30 by 5pm.
5. Write article review. Due Oct. 21.
6. Plan for next classroom observations. Use checklists. "Reflections" due Oct. 28. Comment on such activities as warm-ups, use of groups, communicative activities, task-based activities, feedback, etc.