French 400/500 ~ German 400/500 ~ Spanish 400/500
as a Second Language 400/500
Approaches to Teaching French, German, Spanish, English as a Second Language
|Instructor: Lily Anne Goetz||Office Hours: Mon., Wed., 2:00-4:00
and by appointment
|Office: Grainger 320||Office Telephone: (434) 395-2158|
Course website: http://www.longwood.edu/staff/goetzla/Span400/400syllabus.htm
Textbook website: http://thandbook.heinle.com
Course Information and Syllabus
Check your Grades
Resources for Teachers
Course Assignments and Handouts
Record of e-mail communications
Summer Institutes for Teachers
Other Language Classes
Student Teaching Course
|Modern Language Program|
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.
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
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
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, demonstrate their own lessons in order to receive feedback and engage in self-evaluation.
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)
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
Course requirements: Students will be assessed as follows:
Requirement 400 500
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%
*(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.
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).
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 observation, you should look for answers to the questions on pages 32 of the Teacher's Handbook, and for the other two 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.
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. Your portfolio will be
used as evidence in the assessment of Longwood's teacher preparation program by
Schedule of Classes:
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. For Case Study Two, print Appendix 1.2, "Best Practices for World Language Instruction, developed by teachers in the Pittsburgh Public Schools.
5. Option: Instead of Case Study Two, you may choose Case Study Three, "Conducting a Cooperative Learning Task" on the Teacher's Handbook website http://thandbook.heinle.com
Week 2 (September
Discussion: Handbook: Preliminary Chapter and Chapter 1,
Case Studies, Episodes. FLTEACH.
For a critique of Krashen's Natural Order Hypothesis, as well as other topics, see "Timothy Mason's Site".
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
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
Discussion: Handbook: Chapter 2, Episodes and Case Studies.
Quiz: Chapter 2 (3).
Discussion: Handbook: Chapter 3, Organizing Content and Planning for Integrated Language Instruction.
*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
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. Discussion.
Discussion of FLTEACH postings and ideas.
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. 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. 14).
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)
Song by El Gran Combo using reflexive verbs (Spanish)
Song by Juan Luis Guerra using subjunctive (Spanish)
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.
*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. 14.
October 9-10, 2009:
Holiday Inn Select Koger South Conference Center
8 (October 14):
Discussion of FLAVA sessions.
*Article review due. Discussion.
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. Prepare for article review due Nov. 4.
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.
Week 9 (October 21):
Quiz: Handbook: Chapter 8 (9)
Discussion: Handbook: Chapter 9, Developing Oral and Written Presentational Communication.
Discussion of HW: Chapter 9: Episodes and Case Studies.
Introduction: Handbook: Chapter 10, Addressing Diverse Needs of Learners in the Language Classroom.
Design of portfolios.
Homework for next week:
1. Review Chap 9 for quiz, Read Chap 10 for main ideas (on quiz too). However, instead of having an in-class quiz, you will choose two items from each study guide (Chapters 8, 9, 10), to present/teach to the class next week.
2. Prepare Episode One (page 345); you may use this in your Unit Plan if you like.
3. Prepare Case Studies One and Two (page 346-347); write answers to "Ask yourself these questions" and "To prepare for class discussion."
3. Continue work on Unit Plan; draft due next Friday, Oct. 30.
4. FLTeach: prepare a response or query for the listserve and bring to class to share. Don't post yet. Make sure you are a member.
5. Be prepared to organize items for your portfolio. See Portfolio info.
6. Write reflections of classroom observation. Due next week, Oct. 28.
7. Check the "So You Say" section of The Language Educator (ACTFL):
http://www.actfl.org/i4a/pages/index.cfm?pageid=4184 and plan what you might contribute for the February question.
Be ready to discuss your ideas (do not contribute yet).
Week 10 (October 28):
Quiz: Chapter 9 (10). Your quiz consists of teaching us about at least 2 areas from each chapter (Chapters 8, 9, 10). You will receive a quiz grade for leading these discussions.
FLTeach discussion. Post query during class.
Discussion of your possible contributions to the February question in the "So You Say" section of The Language Educator.
Discussion: Handbook: Chapter 10, Addressing Student Diversity in the Language Classroom. Episode One, Case Study One, and Case Study Two.
Introduction: Handbook: Chapter 11, Assessing Standards-based Language Performance in Context.
Discuss lesson plans and unit plans.
*Discussion of classroom observations; written reflections due. Use checklists. Comment on such activities as warm-ups, use of groups, communicative activities, task-based activities, feedback, etc.
Homework for next week:
1. Review Chap 10 for quiz, Read Chap 11 for main ideas (on quiz too).
2. Prepare Chap. 11 Episode One, Tasks One and Two (page 398-399), AND Episode Two (don't forget the part that asks you to "adapt this task...") (page 399). Prepare Case Study One, and write answers to "Ask yourself these questions" and "To prepare for class discussion" (1 and 2; you can omit 3).
3. Write Article Review. Due November 4.
4. Design your electronic portfolio.
5. Turn in Unit Plan Friday, Oct. 30.
6. Monitor FLTeach to see if your query elicits any responses. Make a list of responses; be prepared to discuss. Do not post any new responses to the responses yet, please.
7. If you feel so moved, post your input to the February question on "So You Say" (Foreign Language Educator).
Friday, October 30, before 5 pm:
*Draft of Unit Plan due, and first three days' lesson plans.
Week 11 (November 4):
Quiz: Handbook: Chapter 10 (11).
Discussion of HW: Chapter 11, Episode One (Tasks one and two) and Episode Two. Case Study One.
Introduction: Handbook: Chapter 12, Using Technology to Contextualize and Integrate Language Instruction.
FLTeach discussion of entries and responses.
Update on portfolios. Update on Unit Plans.
*Article review due.
Homework for next week:
1. Review Chap 11 for quiz.
2. Prepare Chap 12 Episode Two (page 431), and Case Study One (page 432-433) and write answers to "Ask yourself these questions" and "To prepare for class discussion."
3. Design and work on your electronic portfolio. Work on final Unit Plans.
5. Monitor FLTeach. Be ready to discuss the responses to your entry.
Week 12 (November
Quiz: Handbook: Chapter 11 (12)
Discussion of HW: Chapter 12, Episode Two and Case Study One.
Discussion of postings and responses on FLTeach. Discussion of lesson plans and unit plan.
Week 13 (November 18):
Unit Plans and Portfolios due.
Week 14 (November 25): Día de Acción de Gracias. ¡No hay clase!
Week 15 (December 2):
Presentations of Lesson Plans and discussion. Review.
*Notebooks (homework) due.
Monday, December 7: 6:30 pm--9:00
*Final Electronic Portfolios due.
Code: Students are
expected to live by the Longwood University Honor Code. All work done for
the class is assumed to be pledged.
The following are available at the Longwood University Library:
|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|
|Reading in a Foreign Language (online journal)||Texas Studies in Literature and Language|
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.
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
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
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.
|Beginning of syllabus||Student Teaching|
National Capital Language Resource Center http://nclrc.org/
NCLRC Culture club:
Instructions for Culture Club Scavenger Hunt contest: http://nclrc.org/cultureclub/scavenger_hunt.html
CARLA: Center for Advanced Research on Language
List of upcoming conferences and events, CARLA Summer
Institutes and NCLRC Summer Institutes: