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Viewing: ECI 423 : Methods for Teaching Modern Foreign Languages K-12

Last approved: Tue, 23 Feb 2016 09:08:54 GMT

Last edit: Fri, 19 Feb 2016 21:27:51 GMT

Change Type
ECI (Curriculum and Instruction)
423
007137
Dual-Level Course
No
Cross-listed Course
No
Methods for Teaching Modern Foreign Languages K-12
Meth Mat Teach FL
College of Education
Curriculum, Instruction & Counselor (13ECI)
Term Offering
Fall Only
Offered Every Year
Fall 2016
Previously taught as Special Topics?
No
 
Course Delivery
Face-to-Face (On Campus)

Grading Method
Letter Grade Only
5
16
Contact Hours
(Per Week)
Component TypeContact Hours
Lecture5
Course Attribute(s)
Capstone

If your course includes any of the following competencies, check all that apply.
University Competencies

Course Is Repeatable for Credit
No
 
 
Karen Tharrington
Lecturer

Open when course_delivery = campus OR course_delivery = blended OR course_delivery = flip
Enrollment ComponentPer SemesterPer SectionMultiple Sections?Comments
Seminar88NoN/A
Open when course_delivery = distance OR course_delivery = online OR course_delivery = remote
Restriction: Open to FLL Education majors or by permission
Is the course required or an elective for a Curriculum?
Yes
SIS Program CodeProgram TitleRequired or Elective?
16FLLBAForeign Languages and LiteraturesRequired
Methodology and pedagogy of teaching Foreign Languages grades K-12 with an emphasis on lesson and unit planning, second language acquisition, diversity, national and state standards, materials, assessment, proficiency oriented teaching, and demonstrations/practice teaching in micro-lessons. This course provides opportunities for prospective Foreign Language teachers to integrate knowledge of their language with effective materials, strategies, and methods of instruction to prepare students for K-12 Foreign Language teaching. The course has a required fieldwork component in local K-12 schools, and students are responsible for their own transportation to and from the schools.

This course was revised in 2010 to meet the requirements of the state of NC.  The course moved from a 7 week 5 CR course to a 4 CR semester-long course.  After five years of teaching under the new curricula, the instructor is finding that more contact time is needed to fully prepare students for their practicum in the spring.  FLL ED students do not receive much FLL methods or pedagogy in their College of Ed courses until this semester, and the material to cover exceeds the current contact hours.  Therefore, an additional credit is being added to the course.


No

Is this a GEP Course?
No
GEP Categories

Humanities Open when gep_category = HUM
Each course in the Humanities category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Mathematical Sciences Open when gep_category = MATH
Each course in the Mathematial Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Natural Sciences Open when gep_category = NATSCI
Each course in the Natural Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

Social Sciences Open when gep_category = SOCSCI
Each course in the Social Sciences category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Interdisciplinary Perspectives Open when gep_category = INTERDISC
Each course in the Interdisciplinary Perspectives category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Visual & Performing Arts Open when gep_category = VPA
Each course in the Visual and Performing Arts category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
 

 
 

Health and Exercise Studies Open when gep_category = HES
Each course in the Health and Exercise Studies category of the General Education Program will provide instruction and guidance that help students to:
 
 

 
 

 
 

 
 

 
&
 

 
 

 
 

 
 

Global Knowledge Open when gep_category = GLOBAL
Each course in the Global Knowledge category of the General Education Program will provide instruction and guidance that help students to achieve objective #1 plus at least one of objectives 2, 3, and 4:
 
 

 
 

 
Please complete at least 1 of the following student objectives.
 

 
 

 
 

 
 

 
 

 
 

US Diversity Open when gep_category = USDIV
Each course in the US Diversity category of the General Education Program will provide instruction and guidance that help students to achieve at least 2 of the following objectives:
Please complete at least 2 of the following student objectives.
 
 

 
 

 
 

 
 

 
 

 
 

 
 

 
 

Requisites and Scheduling
 
a. If seats are restricted, describe the restrictions being applied.
 

 
b. Is this restriction listed in the course catalog description for the course?
 

 
List all course pre-requisites, co-requisites, and restrictive statements (ex: Jr standing; Chemistry majors only). If none, state none.
 

 
List any discipline specific background or skills that a student is expected to have prior to taking this course. If none, state none. (ex: ability to analyze historical text; prepare a lesson plan)
 

Additional Information
Complete the following 3 questions or attach a syllabus that includes this information. If a 400-level or dual level course, a syllabus is required.
 
Title and author of any required text or publications.
 

 
Major topics to be covered and required readings including laboratory and studio topics.
 

 
List any required field trips, out of class activities, and/or guest speakers.
 

College(s)Contact NameStatement Summary
College of EducationMichael MaherECI 423 - Methods course. Needs to go from 4 credits to 5 credits; will remain as a semester-long course.
No additional resources. Current faculty member (Karen Tharrington) teaches the course and will continue to teach the course with non-employee Rebecca Carr. The adjustment to credit hours reflects the additional material necessary to prepare pre-service teachers for the teaching environment.

The Foreign Language Education program (French and Spanish, initial license, undergraduate) has undergone substantial review and revision based on the new NC Professional Teaching Standards,  21st Century knowledge, skills, and dispositions, and extensive collaborative review with practitioners and faculty from the College of Humanities and Social Sciences  to create a revised teacher education program that prepares foreign language teachers for k-12 classrooms.


Course Objectives: to prepare students to become knowledgeable practitioners with regard to the following teacher standards:


1.  Teachers demonstrate target language competency commensurate with their role as a second language model by functioning effectively in interpersonal, interpretive and presentational modes using listening, speaking, reading and writing.

2.  Teachers demonstrate understanding of the basic linguistic components of the target language.

3.  Teachers demonstrate familiarity with multiple cultures represented by the target language as they relate to products, practices and perspectives.

4.  Teachers demonstrate insight into how the target languages and cultures compare to the students' language(s) and culture(s).

5.  Teachers demonstrate familiarity with current theories in second language acquisition, human cognitive development and brain research.

6.  Teachers create and manage a classroom environment conducive to second language learning.

7.  Teachers employ multiple strategies to engage students actively and effectively in learning the target language and cultures.

8.  Teachers identify, select, adapt and use a wide variety of instructional resources and technology to enhance student learning and to provide access to the target language and cultures.

9.  Teachers understand the sequential nature of the second language curriculum and articulate the instructional program accordingly.

10.  Teachers link the skills and knowledge between the broader curriculum and second language instruction.

11.  Teachers implement assessment strategies that address all second language modalities (listening, speaking, reading and writing) and culture in order to measure student achievement and proficiency.

12.  Teachers affirm that second language learning is appropriate for all students regardless of ability, language, background, race, ethnicity, gender, religion and other cultural factors.

13.  Teachers recognize the unique contributions of heritage learners and adapt curriculum and instruction to meet their needs.

14.  Teachers maintain and enhance linguistic and cultural skills beyond the classroom.

15.  Teachers understand and communicate the value of learning language other than English to students, parents, colleagues, administrators, and the community at large.


Student Learning Outcomes

  1. Recognize major research, developments, and trends in the history of modern foreign language teaching in the U.S. and N.C., together with the objectives of such teaching and methods used to achieve them.

     

  2. Integrate national and state level standards, assessment, and Common Core with second language teaching.

     

  3. Articulate a rationale for promoting the study and teaching of second language in the public schools K-12 which could be used in addressing various groups, e.g., students, parents, school administrators, policy makers, etc.

     

  4. Demonstrate ways to organize and manage the classroom to create an optimum affective setting/environment for active/communicative/risk-taking language learning for the entire class and for each individual including students with special needs, diverse learners, heritage learners, students with different learning styles and multiple intelligences and multi-level classes.

     

  5. Describe and compare the ways in which children, adolescents, and adults learn or acquire a first and second language and then apply their understanding of the same by designing appropriate lesson plans for different age levels, linguistic abilities and diverse learners.

     

  6. Using the Essential Standards from the Public Schools of North Carolina and/or a second language textbook, write and micro- teach effective lesson plans which include (a) student performance objectives, (b) provide for individual, special needs, or diversity, (c) integrate the L1 (first language) and L2 (second language) curricula and (d) effectively incorporate all of Bloom’s taxonomic levels including critical thinking skills and problem solving in teaching the target language and culture(s).

     

  7. Demonstrate and model a variety of effective techniques for teaching and evaluating (a) the language skills of listening, speaking (interpersonal, interpretive, presentational), reading including literature and writing; (b) cultural understanding using products, practices and perspectives; and (c) vocabulary in K-12 within a communicative context including the “innovative methods”; (d) communicative competence

     

  8. Demonstrate the ability to select, design, and evaluate/test/measure/assess

    • instructional materials appropriate to the teaching of communication modes and culture according to the abilities, needs, learning styles, and interests of K-12 students at different levels.

    • student performance in terms of stated objectives and to assess achievement, and proficiency using a variety of assessment instruments including portfolios.



  9. Select, evaluate, and demonstrate appropriate use of instructional media and technologies including Internet, Web 2.0, video, and audio-visual equipment and materials as well as authentic realia, manipulatives, print and non-print materials in teaching the target language and culture.

     

  10. Identify opportunities for students to practice the target language outside the L2 classroom using “Connections” and “Communities."

     

  11. Demonstrate effective feedback techniques including handling of errors, positive reinforcement and delayed response.

     

  12. Recognize the basic methodology underlying particular textbooks and therefore accurately evaluate them in relation to specific teaching and learning objectives.

     

  13. Locate and make use of the major journals, organizations, and sources of materials in foreign language education.

     

  14. Demonstrate qualities of a reflective practitioner by articulating a personal eclectic method which incorporates aspects of most of the methods and approaches studied including the “innovative” methods.

     

  15. Demonstrate personal growth in pedagogy and methods.


Evaluation MethodWeighting/Points for EachDetails
Discussion250 ptsChecklist (yellow sheet) of readings and class discussion preparation prompts.
Readings assignments200 ptsJanus reading guide for each day
Forum_post200 ptsCase Studies
Other225 ptsWeekly observations in CT school, journals, Twitterchat, Wiki
Homework700 ptsVarious assignments to practice what has been learned in class
Written Assignment400 ptsVarious created tasks to demonstrate knowledge of methods for teaching and assessment
presentation800 ptsMicro teaching
Short Paper750 ptsReflect and Revise on teaching
presentation475 ptsTwo demo lessons on techniques for teaching vocabulary and grammar
Final Exam1000 ptsFinal teaching demonstration
TopicTime Devoted to Each TopicActivity
Methods for teaching FL1-2 class periodsWeek Topics Readings Assignments/DUE
1 Discussion: Why teach? Second Language Acquisition Theories and connections to practice Teachers Handbook p. 354-355; coursepack; online

Teachers Handbook pp 11-45; LC 1-7 and 14-17; Innovative Methods and Approaches worksheet
2 Introduction to National Standards; Effective Teaching Practices TH Ch2; LC Ch16
Coursepack; online Learning Scenarios
3 Lesson and Unit Planning TH Ch3; LC Ch6; coursepack; online Lesson and Unit plan objectives, outlines
4 Communication Standard TH; LC;
Coursepack; online Listening Skill LP
Speaking Skill LP
5 Communication Standard TH Ch.8; LC Ch.3 Reading Skill LP
Writing Skill LP
6 Connections and Comparisons Standard; Content-Based learning TH Ch4 and 5; LC Ch5; coursepack; online
TH Ch.4; LC Ch1 and 1-23; Ch10 FLES LP
7 Culture Standard TH Ch.9; LC Ch.4 & 5; coursepack; online Culture LP
8 Oral Proficiency; Teaching the Sound System; Community Standard Moodle OP assessments Pronunciation activities
9 Teaching Grammar (PACE) TH; coursepack; online Grammar LP
10 Teaching Vocabulary (5 Step Method) Vocabulary LP
11 Motivational Games and Techniques (TPR) LC Ch.4 Motivational game
12 Formative and Summative Assessment TH Ch. 11; LC Ch.7; coursepack; online Formal Assessment
IPA
13 Teaching with Technology Moodle Technology LP
14 Diversity: Special Needs and Heritage Learners TH Ch10; coursepack; online Special Needs LP
Heritage Learner LP
15 Classroom Management Moodle Classroom Management Plan
FINALS FINAL Micro-Lesson

*see also calendar document

mmmartin (Tue, 10 Nov 2015 18:56:01 GMT): Rollback: See Mary for updates - Syllabus needs to match CIM. Review attendance. Review grading scale. Load work assignments in CIM.
Key: 2059