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
Online Course to fulfill requirements for a K-12 license in Virginia
Instructor: Lily Anne Goetz, Ph.D.
Office Hours: Mon. & Wed. 1:00-3:00 and by appointment
Office: Grainger 320, Longwood University Office Telephone: (434) 395-2158
E-mail: goetzla@longwood.edu
Online Course Information and Syllabus
Textbook website:
www.Cengagebrain.com
Blackboard access: www.longwood.edu
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,
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
. 4th ed. Boston: Heinle and Heinle, 2010.
ISBN-13:
978-1-4130-3321-2 / ISBN-10: 1-4130-3321-0.
Textbook
website:
www.Cengagebrain.com
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
teaching
reading skills and strategies:
phonemic awareness, phonics, fluency
similarities
and differences between reading in a first language and reading in a second
language
the
role of vocabulary and text comprehension in teaching reading skills
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, 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)
plan
and execute lessons that incorporate the five areas of reading instruction:
phonemic awareness, phonics, fluency, vocabulary and text comprehension (1,
3, 4, 5, 8)
plan
and execute lessons to reinforce the “Comparisons” Goal of the National
Standards; specifically using the similarities and differences between
first- and second-language reading in teaching reading skills (1, 3, 4, 6,
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:
Requirement
400 500
Preparation and Participation in discussion board, voice board;
Participation in professional organizations (FLAVA, etc.)
.............15%...........15%
Homework ("Teach & Reflect/Discuss & Reflect",
etc.).......................15%...........15%
Unit Plan and Lesson Plans
………….................................................20%..........10%
Article Reviews, Observations, & Quizzes...........................................20%..........20%
Midterm and Final Exam……...............…………….….....................30%..........30%
Research Paper.....................................................................................0%..........10%
Grading: 90-100 A 80-89 B 70-79 C 60-69 D 59 F
Technology requirements:
Minimum Computer and Software
Requirements for Longwood Online courses can be found at
www.longwood.edu/online . Please be
sure that your computer meets these requirements.
You must have a microphone and speakers in your computer or you may
purchase very inexpensive headsets that can be connected easily to your computer.
See www.longwood.edu/online
for details about basic technical skills, hardware required, and software
required. You may also purchase
software very inexpensively through this site.
Accessing the course through a
high-speed Internet connection (DSL or cable) is advised. If you don’t have
high-speed access from your home computer, you may want to access the course
through your work location or another location with high-speed access.
Students must maintain current system
software and virus definition updates. User
Support Services (434.395.4357) can assist in this matter.
Free
anti-virus software is available for downloading.
If your anti-virus software is not up-to-date,
YOU MUST download the free anti-virus software.
Technical Assistance:
You are
responsible for knowing the Longwood
online policies. Be sure to review ALL of the policies before beginning this
course.
Longwood
Technical Support or Help Desk (http://www.longwood.edu/helpdesk/
) will provide you information about how to resolve technical issues if they
should arise. The instructor solves
academic problems.
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 or other assignments due. We will also discuss issues raised in FLTEACH, so you should be prepared to talk about those which have interested you.
Quizzes:
There will be quizzes on the content of each chapter
in the Teacher's Handbook; the questions will require a detailed reading
of the chapter.
The link to each quiz can be found within the
appropriate module folder under “Modules”.
The quizzes each consist of 10-15 multiple choice, short-answer or essay
questions, and are designed to help you review your understanding of the
material.
Each quiz will be available for four days.
Check the course schedule for dates of quizzes.
You will have a specific length of time to complete each quiz; some
require less time than others. If
you do not complete the quiz within the time limit, you may still finish the
quiz, but a note is sent to your instructor that you went over the time limit.
Your grade will be lowered for any quizzes that take you significantly
more than the allotted time to complete.
You may use your textbook for the quizzes, but not
any other sources. The questions
will be structured in a manner so that you will not perform well if you have not
studied the material beforehand; you will not have time to look up each question
in the chapter. Once you have taken
a quiz, do not discuss the contents with other students in the class.
Each quiz is worth 100 points.
Your lowest quiz grade will be dropped.
FLTEACH
listserv:
You should subscribe to the FLTEACH listserv (instructions
will be given in class; there is no cost), 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.
Discussion Board or Blogs: Your
discussion board and voice board can be accessed through the main menu in
Blackboard and in each Module. For each
module, several discussion questions will be posted on the blog, discussion
board or on the voice board. You
will choose one or two of the questions (depending upon the assignment), post a
thoughtful response to each question, and later respond to at least two other
people’s posts. These posts should
involve a period of thought/planning time before you post a response.
It may be helpful to type your response in a separate Word document first,
and then copy/paste your response into the discussion board.
Please check the spelling, punctuation, and grammar of all of your posts.
In the case of voice board discussion, you will record your response, but
it is also a good idea to take some notes before recording.
Appropriate postings and voice responses involve
more than simple responses such as, “Yes,” “No,” or, “I agree.”
Instead, you should provide meaningful responses that elaborate on your
thought processes.
Common errors include stating unsupported personal opinions
as fact, providing unmeaningful posts (i.e., “I agree” or “That’s a great
idea”), and failing to engage fully in the discussion by not responding to other
students’ postings.
Rude or inappropriate
postings are not suitable for the discussion or voice board.
Be sure to keep your comments professional.
Personal attacks will not be tolerated.
It is fine to disagree with someone, but provide your reasons for why you
disagree in a constructive manner.
Your participation in the discussion board will be assessed using the Discussion
Board Rubric you will find in our course Orientation section in Blackboard.
First responses are due by midnight on the days
listed in the assignment. The other
two responses (to your classmates’ posts) should be made after everyone has
posted their first response, and are due by midnight on the days listed.
Each discussion board assignment is worth 100 points.
Your lowest discussion board grade (or an assignment not completed) will
be dropped. For each
additional discussion board posting that you miss after the lowest grade is
dropped, you will receive a zero.
Article Reviews:
You will write reviews of five journal articles dealing with language teaching,
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.
Guidelines will be provided.
Observations:
You will observe language classes or interactions four times during the semester
and will record your reflections, thoughts, and ideas concerning what you
observe. You should attempt to observe different teachers if at all
possible. For the first two observations, you should look for answers to
the questions on pages 35-37 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 through the Voice Board, Blog, or Discussion Board in
Blackboard. 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.
Unit Plan:
You will prepare a plan for a complete unit (to cover a period of approximately
2 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
8-10 lessons). You will receive detailed instructions and models.
Presentation 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 present to our class; your presentation must be limited to
about 10 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 may be some essay-style questions, as well as some problem-solving
questions.
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
or your state's foreign language or ESL conference. Funding will be sought to help defray costs of
attendance (but these are not expensive, as conferences go).
Honor
Code: Students are
expected to live by the Longwood University Honor Code. All work done for
the class is assumed to be pledged.
Bibliography
:
The following are available at the Longwood
University Library:
Professional Journals:
| Applied Linguistics | Language Learning |
| Canadian Modern Language Review | Modern Language Journal |
| Current Jobs International | Modern Language Notes |
| Foreign Language Annals | Studies in Second Language Acquisition |
| French Review | TESOL Journal |
| Hispania | TESOL Quarterly |
| Reading in a Foreign Language (online journal) | Texas Studies in Literature and Language |
Books:
ACTFL. Standards for Foreign Language Learning: Preparing for the 21st Century. Lawrence: Allen, 1996.
Aebersold, JoAnn. From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. NY: Cambridge University Press, 1997.
Allen, E. and Valette, R. Classroom Techniques: Foreign languages and English as a Second Language. Prospect Heights, IL: Waveland Press, 1994. ( PB 35 .A57 1977)
Barasch, Ronald M. Beyond the Monitor Model: Comments on Current Theory and Practice in Second Language Acquisition . Boston: Heinle and Heinle, 1993.
Bardovi-Harlig, Kathleen, and Beverly Hartford. Beyond Methods: Components of Second Language Teacher Education . NY: McGraw-Hill, 1997.
Berko Gleason, Jean, Ed. The Development of Language . 2ed. Columbus, OH: Merrill Publishing Co., 1989.
Bernhardt, Elizabeth B. Reading Development in a Second Language: Theoretical, Empirical and Classroom Perspectives . Greenwich, CT: Ablex, 1991.
Blaz, Deborah. Bringing the Standards for Foreign Language Learning to Life. Larchmont, NY: Eye On Education, 2002.
---. A Collection of Performance Tasks and Rubrics: Foreign Languages. Larchmont, NY: Eye On Education, 2001.
Brown, G. and Yule, G. Teaching the Spoken Language. Cambridge, 1983. (PE 1128 . A2 B73 1983)
Brown, H. Douglas. Principles of Language Learning and Teaching. 2ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1987.
Bush, Michael D., and Robert M. Terry, Eds. Technology-Enhanced Language Learning. Lincolnwood, IL: National Textbook Co., 1997.
Chaika, Elaine. Language: The Social Mirror. 3ed. Boston: Heinle and Heinle, 1994.
Coady, James. Second Language Vocabulary Acquisition: A Rationale for Pedagogy. NY: Cambridge U. Press, 1997.
Cohen, Andrew D. Assessing Language Ability in the Classroom. 2ed. Boston: Heinle and Heinle, 1994.
Cook, Vivian. Second Language Learning and Language Teaching. 2ed. St. Martin's Press, 1996.
DiPietro, R. Strategic Interaction: Learning Languages Through Scenarios. Cambridge, 1987. (P. 53 .D43 1987)
Fawkes, Steven. Switched On? Video Resources in Modern Language Settings. Modern Languages in Practice Series 10. University of Southampton, 1998.
Freeman, D. "Redefining the Relationship between Research and What Teachers Know." Voices from the Language Classroom . K. Bailey and D. Nunan, Eds. NY: Cambridge U. Press, 1996.
Garfinkel, A., Ed. The Foreign language Classroom: New Techniques. National textbook, 1983. (P 51 .F56 1983)
Gaudiani, C. Teaching Writing in the Foreign Language Curriculum. Center for Applied Linguistics, 1981. (PB 35. G38x)
Goetz, Lily Anne.
“Short Cuts: A Model for Using the Shortest of Short
Stories to Teach Second Language Reading Skills.”
NECTFL Review 53 (Fall 2003): 37-52.
http://www2.dickinson.edu/prorg/nectfl/reviewarticles/53-goetz.pdf
Grauberg, Walter. The Elements of Foreign Language Teaching. Modern Languages in Practice Series 7. University of Southampton, 1997.
Gunterman, Gail, Ed. Developing Language Teachers for a Changing World. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook Co., 1993.
Hamilton, Judith. Inspiring Innovations in Language Teaching. Modern Languages in Practice Series 3. 1995.
Hatch, Evelyn Marcussen. Psycholinguistics: A Second Language Perspective. Rowley, MA: Newbury House Publishers, 1983.
Kramsch, C. Context and Culture in Language Teaching. NY: Oxford U. Press, 1993.
Krashen, Stephen D. The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited, 1993.
Larsen-Freeman, Diane. Introducción al estudio de la adquisición de segundas lenguas. Madrid: Gredos, 1994.
Lee, J. F., and B. Van Patten. Making Communicative Language Teaching Happen. NY: McGraw-Hill, 1995.
Lightbown, P., and N. Spada. How Languages are Learned. Oxford: Oxford University Press, 1993.
Littlewood, W. Communicative Language Teaching: An Introduction. Cambridge, 1981. (P 53 .L54 1981)
McDonald. M. and Rogers-Gordon, S. Action Plans: 80 Student-Centered Language Activities. Newbury House, 1984. (P 51 . M29 1984)
Montgomery, M. An Introduction to Language and Society. Methuen, 1986. ( P. 40 .M66 1986 )
Musumeci, Diane. Breaking Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching.. NY: McGraw-Hill, 1997.
National Foreign Language Resource Center. Bringing the Standards into the Classroom: A Teacher's Guide. Ames: Iowa State Univ., 1997.
Oller, John W., Jr. Methods that Work: Ideas for Language Teachers. 2ed. Boston: Heinle and Heinle, 1994.
Omaggio-Hadley, Alice. Teaching Language in Context. 2ed. Boston, MA: Heinle and Heinle, 1993.
Oxford, Rebecca. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle, 1994.
Pattison, P. Developing Communication Skills. Cambridge, 1987. (PB 36 .P34 1987 )
Phillips, June, and Jamie Draper. The Five Cs: The Standards for Foreign Language Learning WorkText. Boston, MA: Heinle and Heinle, 1999. with accompanying video.
Rinvolucri, M. Grammar Games: Cognitive, Affective, and Drama for EFL Students. Cambridge, 1987. (PE 1128 .A2 R52 1987 )
Rivers, W. Interactive Language Teaching. Cambridge, 1987. (P 53 .L54 1987 )
Sadow, S. Idea Bank: Creative Ideas for the Language Class. Newbury House, 1982. (PE 1128 A2 S23 1982)
Sánchez, Aquilino. Los métodos en la enseñanza de idiomas. Madrid: Sociedad General Española de Librería, 1997.
Saville-Troike, M. The Ethnography of Communication: An Introduction. Basil Blackwell, 1984. (P 40 .S26 1984)
Savignon, Sandra J. Communicative Competence: Theory and Classroom Practice; Texts and Contexts in Second Language Learning . NY: McGraw-Hill, 1997.
Scott, Virginia Mitchell. Rethinking Foreign Language Writing. Boston: Heinle and Heinle, 1996.
Taeschner, Traute. A Developmental Psycholinguistic Approach to Second Language Teaching. Greenwich, CT: Ablex, 1991.
VanPatten, Bill. Input Processing and Grammar Instruction. Greenwich, CT: Ablex, 1996.
Walvoord, B. Helping Students Write Well.
Modern Language Association of America, 1982. (PE 1408.W31336
1982)
Journal Article Reviews and other assignments:
Longwood University Library page dedicated to helping you access journals, K-12 textbooks, and other materials for this class.
Instructions for accessing the on-line Modern Language Journal:
To access the online articles in the Modern Language Journal, follow these steps
1. Click on Wilson OmniFile Full Text Select
2. In the blue strip across the top of the page, click on Journal Directory. In the alphabet, click on "M", then click on Modern Language Journal. Looks like we get issues through 2006. You can click on the issue and get the articles.
3. Choose an article, click on the title of it, and it takes you to more info about the article, including an abstract, followed by the text of the article.
Links:
National Capital Language Resource Center http://nclrc.org/
NCLRC Culture club:
http://nclrc.org/cultureclub/email_club.html
Instructions for Culture Club Scavenger Hunt contest: http://nclrc.org/cultureclub/scavenger_hunt.html
CARLA: Center for Advanced Research on Language
Acquisition: http://www.carla.umn.edu/
List of upcoming conferences and events, CARLA Summer
Institutes and NCLRC Summer Institutes:
http://nclrc.org/profdev/conferences_events.html
