Required Texts:     1. How Languages are Learned, 3rd Ed.; P. Lightbown & N. Spada
                                 2. Teaching Language in Context, 3rd Ed., A. Omaggio Hadley
                                 3. Modern Languages for Communication (NYSS)
                                 4.  Learning Standards for Languages Other than English (LOTE)

Recommended Text:

1. Standards for Foreign Language Learning in the 21st Century, 1999; na; Lawrence, KS: Allen Press, Inc.
2. Languages and Children: Making the Match, 3rd Ed., H. Curtain & C. Dahlberg

Required Technical  Competence:

1. Get electronic mail account for class/personal use
2. Complete technology module as indicated by class assignments
3. Make a PPT presentation

Objectives:

1. To acquire a basic understanding of the foreign language teaching/learning process as we currently understand it
2. To learn about, discuss, and practice effective techniques for teaching and evaluating foreign language students in middle and secondary schools
3. To familiarize students w/resources available to enhance FL teaching/learning
4. To familiarize students w/the NY State Syllabus and the National Standards for Foreign Language Learning
5. To provide an introduction to technology pertinent to the FL classroom; to have hands-on practice using these technologies and integrating them in FL lessons
6. To assist the FL preservice teacher in development of a personal FL teaching philosophy that will drive her/his career

Course Catalog Description:
(A) Methods of teaching foreign languages at the middle/junior high and high school levels through discussion, demonstrations, lectures, and peer teaching. Prerequisites: PSY101; PSY232 or 332; PSY 331 or 432; AED 323; AED391; 24 hours of study in the language at 300-level or above. Student must receive a grade of B or better in this course as one requirement of eligibility of student teaching.

Course Explanation:

This block course meets three days a week for discussion, demonstrations, lectures, and peer teaching. The longer sessions on Wednesdays enable us to have lab sessions, guest lectures and demonstrations, and peer teaching/videotaping. Requirements include peer-teaching lessons, development of files of supplementary materials for the FL classroom, critiques of professional journal articles, technology competencies (including email, Internet, PowerPoint), and extensive unit and individual lesson plans to be submitted for evaluation by the instructor. You will be assigned to a local school where you will complete fifteen hours of in-school observation; this is the final segment of the 100-hour requirement for SED, which is mandatory for teacher certification.

Course Expectations and Attendance:

Students are expected to come prepared, having read and studied the assigned readings, for class on a daily basis and to complete all work on time. Late work is unacceptable unless justified by a doctor's excuse or prior discussion with me. In addition to regular class meetings, students are also required to attend at least one professional meeting during the semester. Possibilities for fulfilling this requirement will be discussed during the course.

Conceptual Framework and Learning Outcomes:

All activities and assignments for this course are aligned with the themes of the Conceptual Framework and are designed to achieve the 13 learning outcomes stated for SUNY Cortland Teacher Education candidates.  Conceptual Framework notations are indicated by CF and the learning outcomes are designated by LOs and listed by number.  Please refer to the SUNY Cortland Teacher Education brochure. 

Evaluation:	1. Class attendance and participation	20%
	2. Peer teaching and lesson plans	20%
	3. Files of supplementary materials	10%
	4. Technology assignments	15%
	5. Written Unit Plan	15%
	6. Professional reading & presentation	05%
	7. Observation hours & critique	05%
	8.  Final Exam	10%

 

Tentative Schedule:

23 January	Course Introduction   Beliefs about Foreign Language Learning
24 January	Beliefs about Foreign Language Learning; How Languages are Learned;  SLA   Lightbown & Spada, Chapters 1 & 2
25 January	Individual Learner Characteristics; Interlanguage;   Lightbown & Spada, Chapters 3 & 4
30 January	Classroom SLA;  Lightbown & Spada, Chapters 5  & 6
31 January	FLTEACH, technology module, etc.   ICC Language Lab, OM 223
1 February	Documents:  NY State Syllabus; LOTE document
6 February	Standards video 1; work w/incorporating Standards into lessons   *Objective #1, turn in quiz [TM]
7 February	Lesson Plans, long-range and short-term;  Prepare for 1st peer teaching
8 February	Proficiency: What is it?  Omaggio, Chapter 1
13 February	Documents (continued):  National Standards; Standards video 2
14 February	*Peer Teaching: 1st recording
15 February	Classroom practices library
20 February	Methodologies;  Omaggio, Chapter 3  *Electronic mail assignment due   [TM]  *E-mail peer teaching comments due
21 February	Job Search, Placement File Information   Career Services, VH B-05
22 February	Contextualization;  Omaggio, Chapter 4  Discussion of 1st peer teaching  E-mail peer teaching comments due
27 February	Authentic materials; Omaggio, pp. 140, 144, 179, 188-192, 206-207
28 February	Incorporating culture; Omaggio, Chapter 8
1 March	Teaching Listening and Reading;  Omaggio, Chapter 5
6 March	Teaching Listening and Reading (continued);  Omaggio, Chapter 5  Interactive Reading and Listening model (Shrum & Glisan)
7 March	*Peer Teaching:  2nd  recording
8 March	Classroom practices library
13-15 March	Spring break
20 March	TBA
21 March	*Professional reading presentations & critiques due
22 March	Classroom practices library  *E-mail peer teaching comments due
27 March	ESL Module  *Electronic Discussion Groups assignment [TM]
28 March	Classroom Testing in Context;  Omaggio, Chapter 9
29 March	Authentic assessment (Classroom practices library)   Discussion of 2nd peer teaching  * ERIC Digest article due  [TM]
3 April	Teaching speaking; Communicative Activities;  Omaggio, Chapter 6   *WWW Part one, assignments #1 & #2 due  [TM]
4 April	S & G consultation   *FTP activity due  [TM]
5 April	Inductive Grammar: PACE model  Unit Plan topic and outline due
10 April	Interviewing/Job Search   Role Plays and Scenarios
11 April	*Peer Teaching: 3rd recording
12 April	NECTFL
17 April	Classroom Management and Assertive Discipline  *WWW Part Two,  assignments #1 & 2 due [TM]
18 April	Real voices from the classroom: Student teachers  *E-mail peer teaching comments due
19 April	The Role of the Teacher; Teaching Is a Profession
24 April	Classroom practices library
25 April	*Peer Teaching:  4th  recording
26 April	Classroom practices library
1 May	Guest speaker: activities in the L2 classroom  *Supplementary Materials File due
2 May	Unit Plan draft and consultation *E-mail peer teaching comments due
3 May	Beliefs about Foreign Language Learning (Reprise)  Role plays (continued)  *Observation hours critique due
8 May	Loose Ends  Review; Administrivia  *Unit Plan due

Final Exam – Tuesday, May 15 th from 10:30 a.m. – 12:30 p.m.

Student Disability Services

SUNY Cortland is committed to upholding and maintaining all aspects of the federal Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Rehabilitation Act of 1973.

SUNY Cortland is committed to upholding and maintaining all aspects of the Americans with Disabilities Act of 1990 ( ADA) and Section 504 of the Rehabilitation Act of 1973. If you are a student with a disability and wish to request accommodations, please contact the Office of Disability Services located in B-1 Van Hoesen Hall or call (607) 753-2066 for an appointment. Any information regarding your disability will remain confidential. Because many accommodations require early planning, requests for accommodations should be made as early as possible. Any requests for accommodations will be reviewed in a timely manner to determine their appropriateness to this setting.

Academic Integrity

Please refer to the code of student conduct for SUNY Cortland's policy on academic integrity: College Handbook, Chapter 340, Academic Integrity. Also online at:

http://www.cortland.edu/handbook/handbook.pdf

A copy of this policy is also posted on the bulletin board next to the ICC language lab.

Electronic Mail Account and WWW Activities

You are required to have an electronic mail account and to use it! If you do not use your Cortland email address, you need to provide the email address that you do use. Please give your email address to the professor on the first day of class. Several mini-assignments must be submitted via e-mail to the instructor. In addition, some assignments and/or information will only be given to you over e-mail and not in class. Please feel free to communicate with the instructor on email about questions and problems concerning the class and/or future student teaching. You may also make appointments via email to see me.

You will also be required to complete several assignments in a technology for FL teachers module located on the WWW.  These assignments and their due dates are indicated in the syllabus by their specific name and the designation [TM] (technology module).  The URL for this module is:

 http://www.cortland.edu/flteach/methods/

In order to meet NY SED regulations on teaching ESL/LEP students, you will be required to complete an online module that deals with issues involving this student population. The ESL Module is located at:

 http://www.cortland.edu/flteach/ESL/
 

Professional Reading & presentation: Due March 21st

You must select a recent article (within the last 5 years) from the recommended list of foreign language or ESL professional journals below, read it, write a critique of it, and give a PowerPoint presentation on the salient points of the article in class. The critique should be a 1.5-2 page discussion (double-spaced, typed, with 12-point font and 1 inch margins) of the salient points of the article and your reaction to it vis-à-vis teaching and learning in the FL classroom. This presentation should last no more than 8-10 minutes. Please feel free to read from other journals, but clear them with me first. The article should be about one of the following topics:

 *second language learning theory (SLA)
 *instructional techniques in the FL or ESL classroom

Journals recommended:

Foreign Language Annals   Hispania   The French Review   TESOL Quarterly

ADFL Bulletin   Modern Language Journal   Language Learning

Each critique must begin with bibliographic information on the article in APA format. You will also need to email me ( not as an attachment) the bibliographic information, accompanied by a brief abstract (in your own words – NOT the one accompanying the article), for all articles.

Supplementary Materials File: Due May 1st

You will prepare six additional supplementary materials for any six topics of the New York State Syllabus.  Organize your materials by topic and, on a 3 x 5 index card attached to the item, indicate how you will use the materials in a classroom activity, the language and grade level for the activity, and the national Standards addressed by each activity. These materials may be student-produced (by you) and/or commercially-produced. Course materials and handouts from me and/or other students (from their peer teaching lessons) should NOT be included in this file.

Possible ideas to include:

1. Visual aids for vocabulary, grammar, etc.
2. Question & answer cards for small groups
3. Flash cards/Cue cards for vocabulary
4. Songs -> lyrics, tapes, records
5. Poems;  Proverbs
6. Cultural realia -> maps, brochures, menus, stamps, foreign currency, etc.
7. Games;  Puzzles
8. Communicative activities (include instructions)
9. Listening comprehension tapes
10. Newspapers;  Magazines (or pictures from magazines, mounted)
11. Overhead transparencies
12. Props (e.g., puppets)
13. Posters
14. Etc.

Peer Teaching

General Instructions for all peer teaching assignments:

1. Prepare and hand in a written lesson plan that would permit someone else to do essentially the same thing you were planning to do.  Instructions should be written out for each activity and the complete set of questions, sentences, etc. (excluding materials in the textbook ) should be included. Keep a copy for yourself and give one copy to me.

2.   Provide instructional objectives for each activity.  What are students supposed to be able to do by the end of the lesson?  What is the purpose of each activity?

3. Indicate which national Standards are being targeted by your lesson plan.

4. Indicate skills and prerequisite knowledge that you assume students have up to this point.

5. Make sure that visuals and overhead transparencies are large and clear enough for everyone to see.

6. Develop your own consistent and clear set of gestures to elicit whole class, partial class, and individual student responses.

7. You will be evaluated on how well your plan is organized and how well you implement your written lesson plan.

8. Assume that students know only those structures and vocabulary up to and including the lesson you are working on.

9. Your written work must be neatly written or typed and carefully proofread!

10. All peer-teaching sessions must conform to the time limits and guidelines given.

#1.  Vocabulary Peer-Teaching Assignment

1. Using 5-10 words from a secondary textbook or from a particular theme, plan a 10 minute lesson plan that includes the following:
  a. Present the new vocabulary words to your students.
  b. Reinforce their understanding of the vocabulary words through both group and individual practice.
  c. Evaluate their understanding of the vocabulary words via an assessment tool.
  d. Include an additional communicative activity that could be used the following day for reentry of the vocabulary words into that day's lesson.

2. Base your presentation on the chapter of the secondary textbook in which the words are located or a context relating to the theme you have chosen.  Remember that the vocabulary is being taught to help students succeed in using these words in communication.  Visualize the context that will follow the introduction of the words.

3. Submit one copy of your lesson plan.  Due February 14th

#2. Culture Peer-Teaching Assignment

1. Although we endeavor to include culture in our daily lessons in the form of products or practices, we frequently neglect to include the perspectives that are directly related. Plan a cultural lesson in which you present a product or practice of the TL and then include the perspective of this product or practice – the “why.”  Refer to the examples from the National Standards materials for ideas for your lesson.    Please check out your idea ahead of time with me.

2. Be sure to make this a participatory lesson, using activities that involve the students (in other words, no straight lecture!)

3. Devise a method of assessment to check comprehension and administer same.

4. Your peer teaching should last no longer than 10 minutes.

5. Submit one copy of your lesson plan. Due March 7th

 #3. Authentic Materials Lesson:  Reading or Listening (Shrum & Glisan model)

1. Using authentic materials can be a challenging but rewarding activity for our students as well as for ourselves.  Plan a lesson in which you use authentic reading or listening texts as the primary tools of instruction.   Do not use a textbook for this lesson!  Please check out your idea ahead of time with me.

2. The objective for this lesson could be virtually anything, ranging from grammatical to cultural information.  The main point, however, is to show students they can use authentic materials successfully to gain information they may need or want.

3. Pay close attention to the different stages of the model and label them in your lesson plan.

4. Devise a method of assessment to check comprehension and administer same.

5. Your peer teaching should last no longer than 10 minutes.

6. Submit one copy of your lesson plan. Due April 11th

#4. Inductive Grammar Peer-Teaching Assignment (PACE model)

1. Pick a single grammar point as your primary focus.

2. Prepare a written lesson plan that would permit anyone else to do essentially what you planned to do with your students.

3. Make sure that you provide visual support!  Make sure that your visuals are attractive and visible to students in the back row.

4. Using the PACE model presented in class, present the grammar point using an inductive approach.  Pay close attention to the steps of the model and label them in your lesson plan.

5. Assume that students know only those structures and vocabulary items that occur in lessons prior to the lesson in which your grammar point occurs.

6. Your peer teaching should last no longer than 10 minutes.

7. Submit one copy of your lesson plan.  Due April 25th

Field Observation Requirement: Due May 3rd

With the fifteen hours of required field observation in this course, you will complete your SED mandatory 100-hours of observation in the public schools. You should already have completed paperwork to assist the Office of Field Placements (Valerie Jones) in selecting a school where you may complete your observation hours. Please keep a journal of your experiences during the observation placement, as you will be required to turn in a critique on May 3rd of what you have observed throughout the semester. The critique should take the following format: identify three best teaching practices that your host teacher uses. Explain why you feel they are “best practices” and how you think you will incorporate them into your own classroom. Also identify two areas of concern, explain them, and make constructive suggestions as to how you might improve on these practices in your own classroom. Your critique should be between 2-3 pages, double-spaced, typed, with 12-point font and 1 inch margins.

Unit Lesson Plan: Due Due May 8th; Topic and outline due April 5th*; Consultation day May 2nd**

Develop a unit and submit a broad lesson plan for completion of that unit.  You may use a secondary textbook as a reference if you wish.  Indicate how you will approach presentation of the unit, which points you will focus on and your rationale for inclusion of those points, manner of presentation of each point, activities relating to those points, length of time spent on parts of the unit.
 In addition, pick a three-day segment within that unit and submit detailed lesson plans for those points covered during that time period.  Include objectives, Standards addressed, relation to previous lesson, presentation and practice, and closure activities for each point.  Include a self-evaluative component as well.
Submit a copy of the examination/evaluation tools you will use to assess student performance throughout the lessons and at the end of the unit (i.e., a unit exam).
 In your unit, be sure to address the skills of listening, reading, speaking, and writing.  Also include culture wherever possible.  Pay particular attention to the national Standards, and be sure to address all goal areas as equally as possible.

*On April 5th, you will need to submit your Unit Plan topic and an outline of the unit.  Please feel free to consult with me prior to this for help with this.  My suggestion would be to begin thinking about your Unit Plan at the beginning of the semester and plan each Peer Teaching activity to coincide with the topic.  This will result in much more cohesive work throughout the semester and will undoubtedly save you some time toward the end when you are pulling the Unit Plan together.

**On May 2nd, you will need to meet with me for 20+/- minutes to go over a draft of your unit plan. This will be the final opportunity for consultation with me on this project.