FL 4400 • Spring 2013 11:30 - 12:20 MWF • EH 104

METHODS FOR TEACHING FOREIGN LANGUAGES

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
   

Prerequisites

 
  FL 3220: Phonetics and Phonology. (For French, German or Spanish). Students must have completed this course with a C or better, or be enrolled now.
  FL 4340: Second Language Acquisition. Must be completed with a C or better.
  ACTFL Oral Proficiency Interview. Record of an OPI, administered by Langauge Testing International, must be presented to the instructor and noted in Cattracks. The national standard proficiency is Advanced Low.
  PRAXIS II: Exam of foreign language content for teacher licensure.
  (Please note that this course (FL 4400), the OPI at Advanced Low or higher and the Praxis II are required by the Utah State Office of Education for all licences World Language Teachers.
 

Objectives

Outcomes

  Throughout this class, students will:
  • Apply current trends in foreign language education (acquisition theory, proficiency and the national standards) to classroom techniques and activities Peer teaching, lesson plans, class discussions, textbook review, comments on observations, and unit plan.
  • Become acquianted with and practice several methods used in the classroom to teach foreign languages
  Observe and evaluate peers and professionals as they teach languages
  Create and teach a series of lessons in order to practice L2 teaching techniques
  Create and evaluate materials for teaching and assessing foreign languages
   

Text

 
  Shrum, J. L., & Glisan, E. W. (2010) Teacher's Handbook: Contextualized Language Instruction (4th Ed.). Boston: Heinle and Heinle.
(Available in the WSU Bookstore or online from many vendors).

Homework and Evaluation

 
 
• Homework (reading, discussions, "case studies" and "episodes") 15%
• Peer teaching (5x) including critiques 25%
• Lesson plans (3x) 15%
• Unit plan (10 days) 20%
• Text book review 10%
• Classroom observations (3x) 15%

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
Lesson plans, the unit plan and book review are some other assignments are set up in CANVAS and should be uploaded there. The icon for CANVAS is indicated in the calendar.
• All other 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.

• Lesson Plans:
All lesson plans, weather to be handed in alone, as part of the unit plan, or accomanying your peer teaching, must include a behavioral objective, a list of materials (as well as evidence of the actual materials themselves) a timeline of activities and a statement on assessment. An outline for lesson plans is here.
• Peer Teaching and Reflection:
There will be five short lessons that you will prepare and teach for the class. The outline for lesson plans is here. This is NOT an opportunity to tell us what you would do in a real class, but rather, to teach your lesson with you classmates as "students." Each Peer Lesson will be timed strickly to last eight (8) minutes -- no more, no less. The lesson plan and relection on your teaching and that of at least one peer teacher are due on CANVAS the day following the last lesson presented in class.
• 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.
Textbook Review:
You will choose a textbook (several are available in the department) and do a review which must include a description of the way it handles the following elements: grammar, the national standards, assessment, authenticity, diversity and usability (for a group of eclectic teachers). You may wish to use the checklist on p. 65 of our book.
Unit Plan:
You will prepare a "unit plan" to cover ten (10) days of class in a secondary school (you may choose the topic and the level, as well as a textbook as a supplement, if you desire). Each day's lesson must include (a) objectives (b) a list of materials, and (c) a list of activities. These materials and activities must actually exist or be created by you. In an analysis or commentary (either at the start or end of the unit plan) you will include a discussion of your incorporation of the following:
• the national standards
• the four skills
• use of authentic materials
• assessment
• diversity
• technology
• recycling of concepts

 

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 assignments listed are to be completed before the day on which they appear here.
For example, Chapter 1, pp. 1-6, must be read before coming to class on Jan. 9.
 

Date

Topic or Activity

Assignment

1 7 Jan. Introductions  
  9 Jan. Preliminary Chapter Read pp. 1-6
  11 Jan. Ch. 1: The Role of Context
Discuss Vocabulary Lesson
Prepare p. 7 Task 1, 2, or 3. Review pp. 11-35
 
2 14 Jan. Peer Teaching 1: Vocabulary  
  16 Jan. continued Begin planning for observation due on Feb. 6
Begin planning for classroom observation due on Feb. 8
  18 Jan. Ch. 2: Context and the Standards Review pp. 46-56
Read pp. 57-65
Vocabulary lesson and reflection due
 
3 21 Jan. Martin Luther King Jr. Holiday--NO CLASS
  23 Jan. Share Learning Scenarios Prepare p. 65-66 Episode 1
(Learning Scenario)
  25 Jan. Guest Teacher: Prof. John Trimble
Task Based Instruction
 
 
4 28 Jan. Ch. 3: Organizing Content
Read pp. 73-78 and 92-100
  30 Jan. Guest Teacher: Prof. Marta Tecedor
Integrated Performance Assessments
 
  1 Feb. Guest Teacher: Prof. Sheri Anderson
Teaching Grammar (the PACE model)
 
 
5 4 Feb.. Ch. 4: The Optimal Age for Acquisition Read pp. 108-120
  6 Feb. Share observation of L1 acquisition Report on L1 observation
  8 Feb. Discussion of classroom observations Classroom observation 1 due
 
6 11 Feb. Ch. 11: Assessment Read pp. 394-418
Read pp. 418-440
  13 Feb. Guest Speaker: Greg Compton  
  15 Feb. Peer Teaching 2: Integrated Performance Assessment Plan based on Episode Three p. 442
 
7 18 Feb. Presidents' Day--NO CLASS  
  20 Feb. continued  
  22 Feb.

Ch. 8: Interpersonal Skills

 

Read pp. 245-288
Lesson plan and reflection due
(Integrated Performance Assessment)
 
8 25 Feb. Peer Teaching 3: Information Gap Plan based on Episode One pp. 288-289 (1) or (2)
  27 Feb. continued  
  1 Mar. Ch. 7: Teaching Grammar Read pp. 216-237
Lesson plan and reflection due
(Information Gap Activity)
 
  4-8 Mar. Spring Break--NO CLASS
 
9 11 Mar. Guest Speaker: Ralph Vander Heide  
  13 Mar. Discussion  
  15 Mar. Peer Teaching 4: PACE Story-Based Plan based on Episode Two pp. 238-39
 
10 18 Mar. Continued  
  20 Mar. Ch. 12: Using Technology Read pp. 449-473
 Lesson plan and reflection due
(PACE)
  22 Mar. Peer Teaching 5: Video Plan using a snippet of authentic video
 
11 25 Mar. Continued  
  27 Mar. Sharing of Webquest lessons Plan using a snippet of authentic video

Lesson: Webquest due
  29 Mar. National Debate Tournament--NO CLASS
 
12 1 Apr. Ch. 5: Integrating Culture pp. 145-158
pp. 158-169
Classroom observation 2 due
  3 Apr. Share Case Study One
Use Utah World Langauges Core Curriculum
Prepare p. 171-174 Case Study One
Write up your scenario to discuss in class and hand in.
  5 Apr. Southwest Conference on Language Teaching--NO CLASS
 
13 8 Apr. Ch. 6: Teaching Reading pp. 191-206
  10 Apr. Guest Speaker: Bonnie Flint (I)  
  12 Apr. Guest Speaker: Bonnie Flint (II)  
 
14 15 Apr. Share reading lessons Prepare a novice lesson using an authentic "text"

Prepare an intermediate lesson using an authentic "text"
  17 Apr. Ch. 10: Diversity pp. 348-382
  19 Apr. Discussion of classroom observations Classroom observation 3 due
 
  22 Apr. Disscussion of text books Text book evaluation due: see instructions above
  There will be no final exam. Your textbook evaluation and unit plan will count as culminating experiences.
Unit Plan due by 12:00 NOON on Tuesday, April 23. See instructions above