Component Type	Contact Hours
Lecture	5

Enrollment Component	Per Semester	Per Section	Multiple Sections?	Comments
Seminar	8	8	No	N/A

SIS Program Code	Program Title	Required or Elective?
16FLLBA	Foreign Languages and Literatures	Required

Catalog Description

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.

Justification for each revision:

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.

Does this course have a fee?

List amount and justification for fee:

Is this a GEP Course?

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:

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 1:
Obj. 1) Engage the human experience through the interpretation of culture.

Measure(s) for the above outcome(s): Describe the assessments that will be used to determine if students have achieved the outcome. Including a relevant example assignment/question/prompt is encouraged for clarity.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 2:
Obj. 2): Become aware of the act of interpretation itself as a critical form of knowing in the humanities.

List the Instructor's student learning outcomes that are relevant to the GEP Humanities Objective 3:
Obj. 3) Make academic arguments about the human experience using reasons and evidence for supporting those reasons that are appropriate to the humanities.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 1:
Obj. 1) Improve and refine mathematical problem-solving abilities.

List the Instructor's student learning outcomes that are relevant to the GEP Mathematical Sciences Objective 2:
Obj. 2) Develop logical reasoning skills.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 1:
Obj.O 1) Use the methods and processes of science in testing hypotheses, solving problems and making decisions

List the Instructor's student learning outcomes that are relevant to the GEP Natural Sciences Objective 2:
Obj. 2) Make inferences from and articulate, scientific concepts, principles, laws, and theories, and apply this knowledge to problem solving.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 1:
Obj. 1) Examine at least one of the following: human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 2:
Obj. 2) Demonstrate how social scientific methods may be applied to the study of human behavior, culture, mental processes, organizational processes, or institutional processes.

List the Instructor's student learning outcomes that are relevant to the GEP Social Sciences Objective 3:
Obj. 3) Use theories or concepts of the social sciences to analyze and explain theoretical and or real-world problems, including the underlying origins of such problems.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 1:
Obj. 1) Distinguish between the distinct approaches of two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 2:
Obj. 2) Identify and apply authentic connections between two or more disciplines.

List the Instructor's student learning outcomes that are relevant to the GEP Interdisciplinary Objective 3:
Obj. 3) Explore and synthesize the approaches or views of two or more disciplines.

To assist CUE in evaluating this course for inclusion on the Interdisciplinary Perspecitves list, please answer these additional questions.
1. Which disciplines will be synthesized, connected, and/or considered in this course?

2. How will the instructor present the material so that these disciplines are addressed in a way that allows the students "to integrate the multiple points of view into a cohesive understanding"?

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 1:
Obj. 1) Deepen their understanding of aesthetic, cultural, and historical dimensions of artistic traditions.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 2:
Obj. 2) Strengthen their ability to interpret and make critical judgements about the arts through the analysis of structure, form, and style of specific works.

List the Instructor's student learning outcomes that are relevant to the GEP Visual & Performing Arts Objective 3:
Obj. 3) Strengthen their ability to create, recreate, or evaluate art based upon techniques and standards appropriate to the genre.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 1:
Obj. 1) Acquire the fundamentals of health-related fitness, encompassing cardio-respiratory and cardiovascular endurance, muscular strength and endurance, muscular flexibility and body composition.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 2:
Obj. 2) Apply knowledge of the fundamentals of health-related fitness toward developing, maintaining, and sustaining an active and healthy lifestyle.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 3:
Obj. 3) Acquire or enhance the basic motor skills and skill-related competencies, concepts, and strategies used in physical activities and sport.

List the Instructor's student learning outcomes that are relevant to the GEP Health & Exercise Studies Objective 4:
Obj. 4) Gain a thorough working knowledge, appreciation, and understanding of the spirit and rules, history, safety, and etiquette of physical activities and sport.

Attach Additional GEP Information if applicable

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:

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 1:
Obj. 1) Identify and examine distinguishing characteristics, including ideas, values, images, cultural artifacts, economic structures, technological or scientific developments, and/or attitudes of people in a society or culture outside the United States.

Please complete at least 1 of the following student objectives.
List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 2:
Obj. 2) Compare these distinguishing characteristics between the non-U.S. society and at least one other society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 3:
Obj. 3) Explain how these distinguishing characteristics relate to their cultural and/or historical contexts in the non-U.S. society.

List the Instructor's student learning outcomes that are relevant to the GEP Global Knowledge Objective 4:
Obj. 4) Explain how these disinguishing characteristics change in response to internal and external pressures on the non-U.S. society.

Attach Additional GEP Information if applicable

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.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 1:
Obj. 1) Analyze how religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age identities are shaped by cultural and societal influences.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 2:
Obj. 2) Categorize and compare historical, social, political, and/or economic processes producing diversity, equality, and structured inequalities in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 3:
Obj. 3) Interpret and evaluate social actions by religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups affecting equality and social justice in the U.S.

List the Instructor's student learning outcomes that are relevant to the GEP U.S. Diversity Objective 4:
Obj. 4) Examine interactions between people from different religious, gender, ethnic, racial, class, sexual orientation, disability, and/or age groups in the U.S.

Attach Additional GEP Information if applicable

Requisites and Scheduling

What percentage of the seats offered will be open to all students?

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.

Consultation

College(s)	Contact Name	Statement Summary
College of Education	Michael Maher	ECI 423 - Methods course. Needs to go from 4 credits to 5 credits; will remain as a semester-long course.

Instructional Resources Statement

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.

Course Objectives/Goals

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, 21^st 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

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.

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

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.

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.

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.

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).

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

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.

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.

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

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

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

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

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.

Demonstrate personal growth in pedagogy and methods.

Student Evaluation Methods

Evaluation Method	Weighting/Points for Each	Details
Discussion	250 pts	Checklist (yellow sheet) of readings and class discussion preparation prompts.
Readings assignments	200 pts	Janus reading guide for each day
Forum_post	200 pts	Case Studies
Other	225 pts	Weekly observations in CT school, journals, Twitterchat, Wiki
Homework	700 pts	Various assignments to practice what has been learned in class
Written Assignment	400 pts	Various created tasks to demonstrate knowledge of methods for teaching and assessment
presentation	800 pts	Micro teaching
Short Paper	750 pts	Reflect and Revise on teaching
presentation	475 pts	Two demo lessons on techniques for teaching vocabulary and grammar
Final Exam	1000 pts	Final teaching demonstration

Topical Outline/Course Schedule

Topic	Time Devoted to Each Topic	Activity
Methods for teaching FL	1-2 class periods	Week 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

Syllabus

ECI 423 syllabus_2015 update 11_13_15.pdf

Additional Documentation

assignments table 2015.pdf
ECI 423_CALENDAR_2015.docx

Additional Comments

Justification for this request

History

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