FL 4340 • Fall 2013
CALENDAR MWF 11:30-12:20 EH 116

FOREIGN LANGUAGE ACQUISITION
AND TEACHING FOR PROFICIENCY

Prof. Tom Mathews
Office: EH 420
Office Hours: 10:30-11:30 daily, or by appointment
Office Phone: 801 626-6345
Email: tmathews@weber.edu
   

Objectives

Assessments

  Throughout this class, students will:
  Demonstrate an understanding of current trends in Second Language Acquisition theory. Read and produce notes on academic articles and final exam.
  Become acquainted with several methods used in the classroom to teach foreign languages. Read chapters and articles, participate in class discussions, and write a series of four essays, and final exam.
  Observe and evaluate instructors as they teach languages Complete three observation forms
  Begin a lifelong process of professional development. Attendance at a professional conference
  Create and evaluate materials for teaching and assessing foreign languages Specific lesson plans: S.I. scenarios, culture assimilators, minidramas, etc.
     

Text

 
  Standards for Foreign Language Learning in the 21st Century (3rd edition).  You may order this directly from the American Council on the Teaching of Foreign Languages (ACTFL)
There is a selection of readings that must be accessed on this course's site at canvas.weber.edu. They can be found in a folder called "Reading Assignments. A bibliographical list of the readings can be found here.
Internet access to visit http://www.learner.org/resources/series185.html (the Annenburg/ACTFL series on foreign language teaching and the standards. You must register (for free) to view these videos. Several of them will be assigned throughout the semester.

Homework and Evaluation

 
 
• Homework, quizzes and participation 25%
• Thought papers 25%
• Observations 15%
• Lesson plans 15%
Final exam 20%

All course work and final grades will be assigned follwing this scale:

A 93-100 C 73-76
A- 90-92 C- 70-72
B+ 87-89 D+ 67-69
B 83-86 D 63-66
B- 80-82 D- 60-62
C+ 77-79 E 0-59
  A rubric with criteria for written work can be found here.
A rubric with criteria for oral work and presentations can be found here.
   

Description of assignments

 
  • All written work must be turned in typed and double spaced.
• It is possible that an assignment will be returned to you without a grade, in the hopes that you will do it over. In this case, the best grade possible is a B.
• Homework, quizzes and participation:
There will be a series of mostly unannounced quizzes throughout the semester. Quizzes may not be made up due to absence. From time to time, points will be given in class for participation in classroom discussions. Obviously, students who are not in class will not receive these points. Few excuses will be accepted for missing class.
Thought Papers
Each student will write a series of four thought papers or position papers. These essays need not present the results of any research beyond what is presented in class and in the text, but rather, should be a synthesis of the student's ideas and concerns about the assigned topic. Nevertheless, if the words or ideas of anyone other than the student are included, proper citation must be used. It is expected that each essay will be between three and five pages, typed and double spaced. (Wikipedia and other non-reviewed on-line sources are generally considered to b
e unreliable and should be supported by other sources.).
Observations
Each student will observe at least three hours (three different class periods) of lower-division language classes -- either 1010, 1020 or 2010. A list of acceptable classes is here. Please call or email the instructor several days before you plan to attend the class and ask for permission as well as whether or not the day you have in mind will be an appropriate day for a visit. Please attend and observe the entire class period. For each class visited, complete this form and hand it in.
Lesson Plans
Each student will prepare and present a series of short (lessons to peers in the class. Each lesson will focus on certain topics or techniques. In addition, groups of students will present each of the standards to the class during the semester.
Final Exam
The final exam will be comprehensive.  It will consist of an oral section as well as short answer and essay type questions.

 

Some rules and other information

 
 
• There may be unannounced quizzes from time to time.
• Now and then, points will be awarded for attendance and participation.
• Even though course materials can be found on "canvas.weber.edu", this is not an on-line class.
• Please send emails to tmathews@weber.edu but bring your homework assignments to class to turn them in.
• Without specific permision, assignments will not be accepted via email.

 
Attendance
Consistent, punctual attendance and enthusiastic participation are necessary to succeed and receive good grades in this class.

Late work & Make up
Course work must be turned in on time and exams taken when scheduled. Assignments are due at the beginning of the period on the day indicated in this syllabus. Things WILL be accepted later that day (after class, in my office - EH 420, or to the department - EH 434) but with one letter grade reduction from what they would otherwise have received. Assignments turned in through the next class period, will be reduced by up to 50%. After that, papers may not be graded. Exceptions to this policy should be arrangned beforehand.

Some Information about Grades
Grade Descriptions
A Note on Curves
If at any time during the semester you want an approximation of your grade, or if after the semester is over, you wish to know what grade you received, email the instructor at tmathews@weber.edu . Include your name and your student ID as well as a request for your grade.

Academic Honesty
It is expected that students will submit their own work. A complete description of cheating and plagiarism can be found in the WSU Student Code (Section IV, Part D, Paragraph 2). Plagiarism will result in failure on an assignment or in the course, depending on its severity. On the other hand, students are encouraged to collaborate on assignments and to have others read their work and give comments and suggestions before turning work in.

Emergency Closure
If for any reason the university is forced to close for an extended period of time, we will conduct our class via e-mail and through Weber online. Look for announcements on your Weber State email account and at canvas.weber.edu.

Students with Disabilities
When students seek accommodation in a regularly scheduled course, they have the responsibility to make such requests at the Center for Students with Disabilities (tel. 626-6413) before the beginning of the semester in which the accommodation is being requested. When a student fails to make such arrangements, interim accommodations can be made by the instructor, pending the determination of the request for a permanent accommodation.

Core Beliefs
Students are to determine, before the last day to drop courses without penalty, if any course requirements conflict with their core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a resolution from the instructor. This policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing and the student must deliver a copy of the request to the office of the department head. The student's request must articulate the burden the requirement would place on the student's beliefs.

Any disclosure by a student, orally or in writing, whether related to class assignments or not, that communicates the possibility of imminent danger to the student or others will be shared with appropriate authorities.
 
Translation and Dictionaries
The use of computer or internet translators (such as Google Translator or Spanish D!ct) will be considered plagiariasm. The use of a translator is almost always very obvious and will result in a failing grade on the assignment.
In this class, you are expected to submit your own work, written in Spanish. Do not write in English and then translate. The result will always be inferior.
Nevertheless, there are several good dictionaries online:
Spanish Academy Dictionary: http://www.rae.es/rae.html -- This is one of the most complete dictionaries of the Spanish language, including Spain and Latin America.
Word Reference (English/Spanish, etc.): http://wordreference.com -- This online resource will translate words between many languages. Especially helpful are the user comments which include discussions on the use and meaning of word and phrases.
     

Calendar

The dates indicated on this calendar show when each reading or other assignment is due. Reading should be done before coming to class. Assignments are due during class on the date indicated.

 

DATE

TOPIC 

ASSIGNMENT

1

Aug. 26 Is First Language Acquisition different from Second Language Acquisition?
Introduction to the course. Review of syllabus and assignments.
 

Aug. 28 A Brief History of Foreign Language Teaching Read 01 Richards, J. C., & Rodgers, T. S. (1986)

 

Aug. 30 (continued) History of FL Teaching  
 

2

Sept. 2 NO CLASS--Labor Day Holiday

Sept. 4 How are languages Learned? Read 02 Pinker, S. (1999)

Sept. 6 What is grammar? Read 03 Chomsky, N (1988)
 
3 Sept. 9 Discuss Essay 1

Essay 1:
Why do we teach L2 in our schools?

Sept. 11

Demonstration: Audiolingual Method

 

 

Sept. 13 Communicative Competence Read 04 Canale, M. & Swain, M. (1980)
 

4

Sept. 16 Bilingualism Read 05 Cummins, J., & Swain, M. (1986)  

Sept. 18 Discuss First Observation

First Observation due

 

Sept. 20 Demonstration: The Silent Way  
 

5

Sept. 23 Discuss Essay 2

Essay 2:
Is learning L2 the same as learning L1?

Sept. 25 Proficiency  

 

Sept. 27 The Oral Proficiency Interview  
 

6

Sept. 30 The National Standards Read Standards pp. 7-38

Oct. 2 (continued) Standards Read Standards pp. 39-52

 

Oct. 4 Communication: Skyler, Lindsey & Zulma  
 
  Oct. 5 UFLA Conference  
 

7

Oct. 7 Input and the Monitor Model Read 06 Krashen, S. D. (1995)

Oct. 9 (continued) Monitor Model Read 07 Krashen, S. D. (2008)

 

Oct. 11 Anxiety Read 08 Guiora, A. Z. (1972)
Read 09 Randall, K. (2007)
 

8

Oct. 14 Interlanguage and Fossilization
Read 10 Ellis, R. (1997 a)
Read 11 Ellis, R. (1997 b)
Oct. 16 Cultures: Makayla, Britta & Ben  

 

Oct. 18 NO CLASS--Fall Break
 

9

Oct. 21 Acculturation Theory Read 12 Schumann, J. H. (1978)
Read 13 Gardner, R. C. (2007)

Oct. 23 Discuss Essay 3 and Second Observation

Essay 3:
What is the role of grammar in a proficiency oriented classroom?

  Second Observation due

 

Oct. 25 Strategic Interaction Read 14 DiPietro, R. J. (1987)
 

10

Oct. 28 Share scenarios
Three scenarios due

Oct. 30 Connections: Bryan, Zulma & Makayla  

 

Nov. 1 The Silent Way Read 15 Gattegno, C. (1982)
 

11

Nov. 4 Suggestopedia Read 16 Lozanov, G. (1982)

Nov. 6 Comparisons: Britta, Bryan & Skyler  

 

Nov. 8 Total Physical Resonse Read 17 Asher, J. J. (1977)
 

12

Nov. 11 TPRS Read 18 Ray, B. (2006)
Read 19 Gaab, C. (2006)

Nov. 13 Communities: Ben & Lindsey  

 

Nov. 15 Discuss Essay 4

Essay 4:
Is negative affect good or bad?

 

13

Nov. 18 Teaching Culture  

Nov. 20 "

 

Nov. 22 Share Culture Assimilators, etc.

Culture lesson due
 

14

Nov. 25 Teaching Grammar Read 20 Van Patten, B. (1994).
Read 21 Van Patten, B. (1989).
(Optional) Read 22 VanPatten, B. (2010).

Nov. 27 Discuss Third Observation

Third Observation due

 

Nov. 29 NO CLASS--Thanksgiving Holiday  
 

15

Dec. 2 Lesson Plans  
  Dec. 4 Assessment and Testing  
  Dec. 6 (continued) Assessment  
       

 

Dec. 9 FINAL EXAM: Monday, 11:30-1:20