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I. EDU 423: Teaching Modern Languages in the Secondary School Fall 2006 3 semester hours Time: T/R 3:05-4:20 Location: A-20 Instructor: Julie Glosson Office: A-27 Phone: 661-5030 Email: jglosson@uu.edu
II. The conceptual framework which supports the Teacher Education Program at Union University is "A teacher-student dynamic of sensitivity, reflection, and faith."
Participants in this course will participate in exploratory readings, discussions, and activities regarding Second Language Teacher Education (SLTE). The purpose of these activities is for each participant to become sensitive to his or her own experiences as a learner and teacher, and to use these experiences as the basis for the decision making that occurs in the classroom. Thus, this aspect of the course is designed to make the practice teachers consumers of methodology, enlightening them on the pitfalls of prescription and on the importance of context in any learning situation. Students will also explore various methods and theories as they relate to classroom management in Language Education.
Participants will explore individual experiences and beliefs through reflective activities, including journaling, descriptive observation, and personal epistemology development. Critical reflectivity is crucial in becoming a consumer of the vast amounts of pedagogical information you will be faced during your career.
As language teachers, you are agreeing to work with--and to some extent represent--a variety of faiths, some of which may be inconsistent with your own. One value of this course will be in recognizing Others and their right to their beliefs, and in doing so enhancing your own beliefs as well.
III. Textbooks required for this course: Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford UP. ISBN# 0-19-4355748 Wright, T. (2005). Classroom Management in Language Education. Palgrave Macmillan. ISBN# 1-4039-4089-4
IV. This course is designed to expose participants to ü Teacher exploration principles and practices ü Various language teaching methods and the linguistic rationales that support these methods ü Approaches to contextualizing various methods, with added emphasis on classroom management issues in language education Also, this course is designed to provide participants with ü Observation experiences in actual classrooms ü Direct communication links with teachers in the field ü Collaborations with peers through readings and class discussions ü An opportunity to develop a personal plan for classroom management ü Opportunities to practice instruction in the four communication modes ü A personal epistemology of language teaching
The Tennessee teacher licensure knowledge and skills that are addressed in this course include: I. Instructional/Professional A. Know various theories and methods of foreign language instruction and modify instruction as appropriate to language and student population B. Understand the developmental nature of language proficiency and measure student proficiency in various skills appropriate to the language being taught and the level of instruction C. Understand foreign language education as it relates to the objectives and characteristics of evolving curricular models, scheduling patterns, and physical setting D. Convey to many different audiences, including students, parents, administrators, business, and community, the importance of foreign language proficiency as it relates to local needs, interests, and career opportunities.
III. Language Analysis Know theories of first and second language acquisition and learning and apply that knowledge in teaching.
V. Course Topics The major topics that will be included in this course include: Exploratory practices Description vs. prescription Classroom Management Language Methods including, but not limited to: Audio-lingual method Community-language learning Communicative approach Natural approach Silent way Suggestopedia Total physical response Whole language
VI. Instructional Methods and Activities Methods and activities for instruction include both seminar and practicum based experiences.
· Practice-teacher-centered class discussions: Based on the assigned readings and practicum experiences; class activities both individual and collaborative (10%).
· In class presentations: These assignments will involve a student selection and review of various chapters/topics as they relate to classroom management, discipline, and language education in general. The student will then present the findings to the class along with notes/handouts as needed. (10%).
· A journal consisting of 2 components : For one component, participants will explore their beliefs about learning and teaching in a reflection journal, entries consisting of a variety of topics assigned in class. (10%) Another component will be an observation journal based on participation in the practicum, Descriptive in nature, this component will allow students to consider the application of various SLTE approaches. (10%)
• Personal epistemology assignment: This culminating assignment will use all components of this course in addition to personal experiences in order for the practice teacher to present an explanation of their her/his personal epistemology. Ten pages double spaced, 12 pt. font minimum. APA documentation. (20%)
• Methodology demonstration: For this assignment practice teachers will demonstrate a SLTE method, providing a specific context for the methodology. (10%)
• Practicum experience: This is an on-going part of the course in which the practice teacher is a researcher, through observation/participant observation and through developing an ongoing dialogue with the mentor teacher for the purposes of discovery and information gathering. (30%)
SPECIAL NOTE: ACTFL (American Association for Teachers of Foreign Language) will be held in Nashville November 15-18.
Also, Union University will be conducting the 18th Annual Foreign Language Teachers' Workshop on Saturday, Sept. 23. Practicum experience may be substituted for these events. This year's workshop is hosted here at Union. Students are strongly advised to make every effort to attend one or both of these events.
VII. Evaluation and Grade Assignment A. Traditional assessment a. class discussion 10% b. class presentations 10% c. journals 20% d. personal epistemology assignment 20% B. Performance assessment a. methodology demonstration 10% b. practicum /observations 30%
VIII. Course Schedule and Policies (This is tentative and is subject to change.)
Thursday Aug 31 Orientation: Introduction (Wright pp. 1-4)
Tuesday Sep 05 Ch. 1-2 (Wright) Thursday Sep 07 Ch. 3-4 (Wright)
Tuesday Sep 12 Ch. 5: (Wright) Concerns & Practices in Classroom Managment Thursday Sep 14 Ch. 6: (Wright) Managing Engagement: The Affective Dimension (need 2 days)
Tuesday Sep 19 Ch. 7: (Wright) Pedagogy, Models of Teaching Thursday Sep 21 Ch. 8: (Wright) Patterns of Participation: Managing Classroom Talk Lang. Dept Welcome Party at the Glosson's 6:00-8:00 pm
Tuesday Sep 26 Ch. 9: (Wright) Teachers' Knowledge Practicum begins (hopefully) Thursday Sep 28 Ch. 10: (Wright) Practices for Time & Space
Tuesday Oct 03 Ch. 11: (Wright) Managing Engagement Thursday Oct 05 Ch. 12: (Wright) Managing Classroom Participation
Tuesday Oct 10 Teaching methods: Larsen Freeman Text Thursday Oct 12 Demonstrations Begin: Grammar Translation
Tuesday Oct 17 Direct Approach/Direct Approach Demonstration Thursday Oct 19 FALL BREAK
Tuesday Oct 24 Audio-Lingual Method/ Audio-Lingual Method Demonstration Thursday Oct 26 Silent Way; Suggestopedia; Community Language Learning
Tuesday Oct 31 Demonstrations continued Thursday Nov 02 Nov. 2 Advising Extravaganza 3-5 pm for interested Lang. students
Tuesday Nov 07 Total Physical Response/ Communicative Approach Thursday Nov 09 TPR/ Communicative Approach Demonstrations 4:00 Required meeting for Future Language Teachers
Tuesday Nov 14 ACTFL Thursday Nov 16 Convention: Nashville
Tuesday Nov 21 Complete a rough draft of personal epistemology assignment Thursday Nov 23 THANKSGIVING HOLIDAYS
Tuesday Nov 28 Graduate Presentations Thursday Nov 30 Final Class Meeting: Discussions
Tuesday Dec 05 All Work due this week Thurssday Dec 07 Final Exam Discussions
JOIN US FOR THE LANGUAGE DEPARTMENT ANNUAL CHRISTMAS SOUP KITCHEN: DEC 11 12:00-2:00
Attendance: You should make every effort to attend class.
As the instructor, I am concerned with your success as a student at Union University. I will make appropriate accommodations to meet your documented needs in compliance within ADA guidelines. In addition, beyond the scope of ADA, there may be other accommodations that I would be willing to make given your individual situation or need. Please talk with me about your individual requests.
IX. Bibliography The knowledge bases that support the course content and procedures include but are not limited to:
Cookes, G. (1993). Action research for second language teachers: going beyond research. Applied Linguistics 14(2), 130-144. Cosh, J. (1999). Peer Observation: a reflective model. ELT Journal 53(1), 22-27. Fanselow, J. (1977). Beyond Rashomon: conceptualizing and describing the teaching act. TESOL Quarterly 10(1), 17-39). Fanselow, J. (1988). Let’s see: contrasting conversations about teaching. TESOL Quarterly 22(1), 113-130. Fanselow, J. (1997). Postcard realities. In C. P. Casanave & S. R. Schecter, (Eds.), On becoming a language educator. Mahwah, NJ: Lawrence Erlbaum. Freeman D. & Johnson K. (1998). Reconceptualizing the knowledge-base of teacher education. TESOL Quarterly, 32 (3), pp 397-417. Gebhard, J., Gaitan,S, & Oprandy, R. (1987). Beyond prescription: the student teacher as investigator. Foreign Language Annals 20(3), 227-232. Golombek, P. (1998). A study of language teacher’s personal practical knowledge. TESOL Quarterly, 32 (3), pp 447-461. Jarvis, K. (1992). Using diaries for teacher reflection on in-service courses. ELT Journal 46(2), 133-143). McDonough, J. (1994). A teacher looks at teachers’ diaries. ELT Journal 48(10), 57-65. Richards, J. (1987). The dilemma of teacher education in TESOL. TESOL Quarterly, 21 (2), pp 209-226. Richards J. and Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. Cambridge: Cambridge UP. Wallace M. J. (1998). Action research for language teachers. Cambridge: Cambridge UP. Wallace, M .J. (1991). Training foreign language teachers. Cambridge: Cambridge UP.
TEXTS TO CONSIDER CLASSROOM MANAGEMENT:
Teaching and the Art of Successful Classroom Management by Harvey Kraut
Assertive Discipline by Lee and Marlene Canter
VII. Evaluation and Grade Assignment A. Traditional assessment a. class discussion 10% b. journals 20% Observation journal: Total of 10 based on practicum/classroom experiences Reflection journal: Assigned from time to time as a result of classroom activities. <recap below> c. personal epistemology assignment 20% d.book review 10% B. Performance assessment a. methodology demonstration 10% b. practicum /observations 30%
423 revised syllabus 11/2
Tuesday Nov 02 Book Reviews Thursday Nov 04 Read Shrum & Glissan, Chps.1,2
Tuesday Nov 09 Read Shrum & Glissan, , Ch.3 (Content Planning) Thursday Nov 11 Read Shrum & Glissan Chps Ch. 4 (Elementary School)Ch. 5 (Middle School)
Tuesday Nov 16 Read Shrum & Glissan, Chps.6,7 (Interpretive Skills, Grammar) Thursday Nov 18 Read Shrum & Glissan, Chps. 8,9 (Oral and Written Skills)
Tuesday Nov 23 Complete a rough draft of personal epistemology assignment Thursday Nov 25 THANKSGIVING HOLIDAYS
Tuesday Nov 30 Read Shrum & Glissan, Ch. 10 (Student Diversity) Ch. 11, (Assessment) Thursday Dec 02 Final Class Meeting: Discussions
Tuesday Dec 07 All Work due this week Thursday Dec 09 Final Exam Discussions
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