Instructor:     Dr. Carine Feyten
                Foreign Language Education
                University of South Florida
                EDU 306H
                Tampa, FL  33620-5650
                Office:  (813) 974-3504    e-mail:
EDG 7931
theory and research
SPRING  1995


A doctoral-level seminar examining in depth the theory and research in
the field of Foreign Language Education.  Students will collaborate to
examine theories relevant to contemporary research issues in Foreign
Language Education.  Students will specifically examine major issues
in second language classroom research as well as issues involved in
second language teacher education.  This course is a follow up on the
seminar in second language acquisition theory and research offered in
the Fall.  By the end of the course, the students will have completed
their research studies planned and started in the Fall.  The course
will require extensive independent research, creative thought, and


Upon completion of this course students will:

1.  Have an understanding and perspective of the current theories,
models, and issues in second/foreign language classroom research.

2.  Have an understanding and perspective of the issues and approaches
involved in second language teacher education.
3.  Collect data to answer their research questions identified in the
previous seminar.

4.  Analyze the data of their research project.

5.  Write the findings and conclusions of their research project.

6.  Collaborate to write a paper of publishable quality and to present
this paper for an appropriate group of educators.

7.  Be able to critique their peer's work and use peer evaluations to
improve their own work.


Guntermann, G.  (1993).  Developing Language Teachers For a Changing
World.  The ACTFL Foreign Language Education Series.  National
Textbook Company, ILL.

Richards, J.C., & Nunan D.  (Eds.) (1990).  Second Language Teacher
Education.  Cambridge Language Teaching Library.  Cambridge University

Wallace, M.J.  (1991).  Training Foreign Language Teachers:  A
Reflective Approach.  Cambridge Teacher Training and Development.
Cambridge University Press.


The class will be conducted as a seminar with the instructor and
students sharing the leadership role.  It is therefore important that
each person accept the responsibility for being prepared and for
participating.  The course objectives will be met through meetings in
which students discuss, collaborate on, present, and evaluate course
products at various stages of development.  Students are encouraged to
collaborate on various projects i.e. presentation of research designs,
research projects, concept papers etc.


Successful completion of the following products and activities:

1.   Presentation of a chosen topic which relates to issues in second
language classroom research and/or second language teacher education.
The presenters will be responsible for leading the discussion and
training their peers on the topic as it applies to second language
classroom research/ second language teacher education.

2.   A full-fledged research paper of publishable quality describing
all aspects of the study and incorporating the suggestions made during
the peer evaluation process.  This paper should be between 25 and 35
pages (max) in length and should adhere to APA format.

3.   An acceptable critical evaluation of at least one other student's
research paper.

4.  A concise presentation of the paper/research to the class or other
appropriate group as specified by the instructor.  Handouts related to
the presentation should be included

5.  Presentation of the research study at a state, regional, national,
or international professional organization.

6.  Observation of peers' teaching.  (see Richards parts III and IV
for background information and part II as focus).  TBD


7.  Videotaping of students' own teaching performance and evaluation
of the videotaped teaching episode.  (see Richards chapter 9). TBD

8.   A journal including a) reflections and reactions to the readings
and class discussions, b) report on assigned chapter, c) reflections
and reactions to research project-problems, pitfalls, tips, etc.-, c)
language learning/teaching diary (optional).  (see Richards part V, pp


1.   Attendance, preparation, and participation in class discussions
based on assigned readings.

2.  To achieve an "A" in the course, all course products must be
completed satisfactorily and on time, the paper must be found
substantial, of publishable quality, and must be delivered to an
appropriate audience in an interesting manner.  The presentations
should involve the audience as much as possible and include the use of
visual aids.


*Developing Language Teachers for a Changing World:
Prospects for Progress (G)
*Issues, approaches, and agenda in teacher education (JR 1,2,3; W 1,2;
G 1)
*Teacher Education and Language Teacher Education: Constructivism and
Inquiry (G 2, 4)
*Investigating teachers and learners in the classroom (JR 4,5,6;W 5; G

*Self-observation in teacher development (JR 13,14,15; W 4)

*Second language education for minority and majority learners, the
profession (G 3, 5)

*Content and pedagogy (G 6, 7)

*Practicum( JR 7,8,9; W 2, 7)

*Teacher development, case studies (G 8; JR 16,17,18,19)

* = readings, assignments

Jan. 11 Introduction, overview of texts, schedule, professional organizations,
        student desiderata and reports, program planning.
                Prospects for Progress  * G Intro (Feyten)

Jan. 18 Issues and approaches in teacher education
                * W 1,2 (Feyten) ; JR 1,2,3 ; G 1
                Progress report on research studies

Jan. 25 Constructivism and Inquiry in Teacher Education
                * G 2, 4
                Research studies progress report

Feb. 01 Investigating teachers and learners in the classroom
                * JR 4,5,6; W 5; G 4

Feb. 08 Self-observation in teacher development
                * JR 13, 14, 15; W 4
                Update on peer observations/self evaluations

Feb. 15 SLE for minority and majority learners, the profession
                * G 3, 5
                Update on observations

Feb. 22 Worksession

Mar. 01 Worksession

Mar. 10 Content and pedagogy
                * G 6, 7
                Update on research studies.
                * turn in observations

Mar. 15 Springbreak

Mar. 22 Practicum
                * JR 7, 8, 9; W 2, 7
                turn in paper drafts and evaluate peer papers
                view videos of teaching performances

Mar. 29 Worksession
Apr. 07 Teacher development, case studies
                * G 8;  JR 16,17,18,19

Apr. 12 Presentation of research papers.
                Turn in peer evaluations and final papers

Apr. 19 Presentation of research papers.



F L E  4 3 70

Instructor: Dr. Carine Feyten                   Location:  HMS 208
            Foreign Language Education          Days: Mondays
            University of South Florida         Time: 5:00-7:50
            EDU 306H
            Tampa, Fl  33620
            Office:       (813) 974-3504

PURPOSE:This course is intended to better prepare you for your
internship and to alleviate some of the stress and fear by providing
you with a structured pre-internship experience while meeting
regularly in a university class.   Participation in a school
environment is one of the richest experiences prospective teachers can
have in a methods course.  Seniors will have the opportunity to see
students and teachers in action and will be able to apply what they
have learned in their foreign language methods courses during this
pre-internship experience.

OBJECTIVES: 1.  To provide structured observations of actual classroom

2.  To help students understand the implications of their actions and
decisions in the foreign language classroom (Domains 2-6).

3.  To provide additional experience in planning and developing course
work (lessons, units) for teaching foreign languages (Domains 1-6).

4.  To enable students to apply their knowledge of foreign language
teaching methodology in tutorial instruction.

5.  To enable students to apply their knowledge of foreign language
teaching methodology in small group instruction.

6.  To enable students to apply their knowledge of foreign language
teaching methodology in total class instruction.

7.  To enable students to perform a case study on an individual

8.  To explore current problems and issues affecting teachers of
foreign languages.

9.  To become proficient in the utilization of professional literature
in their teaching.

10. To discuss and develop their own unique style of teaching.

11. To prepare the student for internship.

12. To examine and develop effective procedures for record-keeping and
improving classroom management.


Posner, G.J.  (1993).  Field experience:  Methods of reflective
Teaching.  Third Edition.  White Plains, New York:  Longman

Reading packet at Pro-Copy. (RP)


1.  Class Participation.  All students will be expected to have read
the required readings and to participate in class discussions.  (35

2.  School Participation. :  36 hours    (to include regular
education, special ed., and FLES.  Schools identified with help of
     A.  Observations  (10 pts)
     B.  Tutorial  (10 pts)
     C.  Small Group Instruction  (20 pts)
     D.  Total Group Instruction  (40 pts)
     E.  Case Study of an Individual  (20 pts)

3.  Pair work on assigned topic covered in class.  Project will
include research, oral report and a typed report to be turned in.
Further information will be given in class.  (Topics to be centered
around:  current problems and issues affecting teachers of F.L.;
Things student teachers of F.L. should know, portfolio assessment,
etc)  (25 pts)

4.  Group workon the five parts of Posner's book.  Each member of the
group will be responsible for a synopsis-reaction handout for the rest
of the group on a chapter from each part of the book.  This student
will also be the discussion leader on that chapter. These handouts and
chapters will be discussed during our class meetings.  Each individual
will therefore read one chapter per part, but have the information and
benefit from the discussion of all of the chapters through group work.
(25 pts- 5pts per chapter)

5.  Textbook evaluations to be done in language groups.  Three current
textbooks will need to be evaluated using information from the reading
packet as a guide.  (15 pts)

6.  Electronic mail correspondence with instructor, peers, or students
in school

SCHOOL PARTICIPATION - further information

OBSERVATIONS:  What kind of discipline procedures have you observed
and how do the students respond?  What works?  What doessn't work?
How does the teacher know if learning is taking place?  (see handout
in reading packet- include in  portfolio)

TUTORIAL:  Explain the situation and what you did to "assist" the
learner.  (in portfolio - however long you need)

SMALL GROUP INSTRUCTION:  Same as tutorial but with a group of

TOTAL GROUP INSTRUCTION:  Submit a detailed lesson plan and a prose
discussion about your success, failure, and questions you might have
in regards to the lesson.  Write the lesson plan for your peers and
the discussion for me.  Include in your portfolio.

CASE STUDY OF AN INDIVIDUAL:  Study students for a day or interview
them in regards to "what constitute their 'workweek and what fills up
their weekend hours.  Compare and contrast their days, arriving at
generalizations and implications for teaching whenever possible.  (in
portfolio 1-3 pages).


Your performance in this class will be assessed using the technique of
portfolio assessment.  Your portfolio will at least include the
following elements:

1.  A reflective journal or log which will be kept throughout the
course and exchanged with the instructor at every meeting.

2.  notes and reactions to readings and class discussions

3.  school participation (see above for specifics) with personal
reflections included at each entry.

4.  reflection on group strategies observed/not observed

5.  reaction on videos viewed in class

6.  textbook evaluations

7.  Posner group work

8.  Evidence of e-mail correspondence



1/9             Introduction, group assignment, school assignment,

1/16            M.L.K. holiday

1/23            Observation techniques, reflective tchg.  RP # 1
                metacognition, L.P.-video               Posner I

1/30            GUEST SPEAKER
                Posner II

2/06            Classroom management-video              Posner III
                Observations begin                      RP #2
                Guest speaker (?)
2/13            observations

2/20            things stdts. of FL should know         Posner IV
                group work- cooperative lrng.           RP #3
2/27            observations

3/06            record keeping -grading - alternative assessment
                GUEST SPEAKER

3/13            SPRING BREAK

3/20            multicultural classrooms and cross-cultural
                understanding                           RP#4

3/27            observations

4/03            observations

4/10            FPMS domains and POP                    Posner V
                Textbook evaluations                    POP: concepts and

4/17            Listening training
                Textbook evaluations finish     --PAST INTERNS
4/24            Wrap up- Final Exam Week
                Synopsis and Analysis

F L E  6665
FALL  1995

Instructor:  Dr. Carine Feyten
Location:  EDU202B
Foreign Language Education                      Days:         Mondays
University of South Florida                     Time:        6:00-8:50
EDU 306H
Tampa, Fl  33620-5650
Office:       (813) 974-3504
Office Hours:  M-T  3:00-5:00 p.m.

This course is designed for the experienced classroom teacher orfor
people with a background in foreign language methods who want updated
information on programs and methodology regarding the teaching of
foreign languages.  The focus is on a proficiency-oriented approach
and its implications in the classroom.

AIMS OF THE COURSE: 1.  To gain perspective concerning the variety of
methods and objectives for teaching Foreign Languages.

2.  To examine linguistic, psychological, and pedagogical theories and
practices in Second Language Acquisition.

3.  To develop awareness of current educational needs and personal
strengths and objectives to meet these needs.

4.  To identify, select, adapt and invent strategies for enhancing
individual effectiveness in today's proficiency-oriented classroom.

5.  To develop awareness and become acquainted with the new media for
foreign languages.

6.  To discuss current research in the teaching of Foreign Languages
with colleages.


Padilla, A., Fairchild, H., Valadez, C.  (Ed.).  (1990).  Foreign
Language Education.  Newbury Park, CA:  Sage Publications.

Reading Packet.

One full-length text of your choice (see assignments).

Ten current journal articles of your choice (see assignments).


1.  Participate in discussion sessions based on required readings from
the text and handouts (this requires advance preparation, often in
writing).  Be sure to read the chapters before the discussion dates!

2.  Share activities, teach a mini-lesson as a result of outside
reading, observe teaching practices and engage in them, compose
personal writing, review research articles, and focus on various
trends in Foreign Language Education.

3.  Participate in class activities which will include, but will not
be limited to, such things as lectures, demonstrations, discussions,
group work, and question and answer periods.


Your performance in this class will be assessed using the technique of
portfolio assessment.  Your portfolio will include at least the
following elements:

For a grade of "C", all students must do the following:

1.  Keep a "learning journal" to be handed in weekly.  This journal
will report on your reading, teaching, and thinking as a result of
this class.  It is suggested that you spend a minimum of 20 minutes of
writing time in your journal.  Each student is expected to keep up
with the weekly reading requirements of class and reflect on these
readings in the journal.

2.  Select a book dealing with a current trend in FLE or with a topic
of  interest to you related to the class (to be approved by the
instructor ahead of time).  Write a review of this book and present
the findings to the class.  The written review needs to be handed in
to your fellow colleagues one week prior to your presentation.

3.  Present to the class a mini-lesson which you developed and
implemented in your own classroom as a result of your outside reading.

4.  Prepare an annotated bibliography of ten articles in the field of
foreign language education.  Select a minimum of five articles from
the following topics:  bilingualism, content-based instruction,
evaluation, metacognition and learning strategies, the multicultural
classroom, research in second language acquisition, technology in the
FL classroom.

Other suggested topics:  the role of the classroom, caretaker speech,
the language learner, listening, reading, speaking, writing, culture,

The articles should not have been written before 1985.  The
bibliography should be prepared in APA style, the topic should be
indicated at the top of the index card.  Index cards 5"x 8" are

For a grade of "B", all students must complete 1-4 and the following:

5.  Read an additional 10 journal articles.

6.  Prepare an oral presentation in small groups on a topic a) that
complements a chapter in the textbook, <OR>, b) on a session that you
attended at this year's FFLA/ACTFL convention, <OR>, c) of special
interest to you.

For a grade of "A", all students must complete 1-6 and one of the

7.  Prepare a research paper with practical classroom application for
possible publication.  Present this paper in seminar with handouts and
helpful suggestions.  (This presentation can replace the presentation
in #6,c above.)  Peer collaboration and creativity are encouraged.

8.  Develop your own project related to a specific school or
classroom.  Needs to be approved as soon as possible.
Note:  Detailed guidelines , examples, and helpful hints will be
provided during class time which will enhance success for all
activities.  Suggestions will be made to individuals and
bibliographies will be supplied.  Class attendance is essential.


All activities will be graded on a satisfactory/unsatisfactory basis.
If they are deemed unsatisfactory, you will be provided an opportunity
to improve them.  In order to receive a specific letter grade, you
need to complete all assignments required for that grade
satisfactorily.  Class participation is an essential element of the
grading process as well.

Due dates and assignments for presentations will be set as we organize
our resources.

Aug. 28         Introduction, overview of texts, schedule,
                professional organizations, student desiderata and reports.
                Pretest.  What is a successful  learning moment?

Sept. 04        LABOR DAY

Sept. 11        Political and historical perspectives.  Trends in Foreign
                Language Education.  Final schedule of topics and
                RP#1; Pad. part 1
Sept. 18        Technology.
                GUEST SPEAKER

Sept. 25        The use of video in the language class.
Oct.  02        Research perspectives in immersion and foreign language
                education:  Language learning strategies, metacognition,
                information process.  Presentation.
                RP#3; Pad. ch. 3,4

Oct. 09         FFLA
                group work- question/answer night     [FFLA convention:
                Oct. 12-14]

Oct. 16         Immersion education.  Bilingualism.
                RP #4; Pad. part 3 (esp. 7-10-11)
Oct. 23         Content-based instruction and foreign language education.
                FFLA presentations.
                turn in first 10 articles; Pad. part 4 (except 14)

Oct. 30         Content-based instruction cont'd.  Multicultural classrooms.
                RP #5
Nov.  06        Multicultural classrooms cont'd.
                presentations.  Video: Valuing Diversity

Nov. 13         Demographics, cross-cultural communication, learning styles in
                a multicultural classroom.
                Making schools more inclusive.
                RP #5

Nov. 20         ACTFL convention (Nov. 15-20)

Nov. 27         Testing/evaluation--Portfolio assessment
                Pad. ch. 5, 6; RP #6
Dec. 04         Presentations of research papers, idea files, projects  ("A"
                turn in last 10 articles
Dec. 11         Wrapping up
                Exam week.



PRETEST:  Current Trends in Foreign Language Education

This pretest will give us an idea of what prior knowledge we hold in
common.  It will not "count" but it can be used as "baseline data" in
order to evaluate how much is learned during this semester.  Like all
tests, it samples your knowledge and by no means presents a full
assessment. DIRECTIONS:  Number each item and leave blanks where
necessary.  Guesses and scraps or hints of information are acceptable,
but an "I don't know" in some cases may be the best response.  Do your
best to share what you know now.  USE YOUR OWN PAPER BUT ATTACH THIS

I.  What does the word "proficiency-oriented approach" mean to you?
How does it differ from methods such as the natural approach or the
direct method?  What does this approach entail as far as goals, ways
of teaching, etc.?

II.  Identify as many of the following as you can.  Have you heard of
him or her?  Have you read anything they have written?  Do you know of
their work even if you haven't read it?

1.   Stephen Krashen    7.   James Asher          13.  Burt & Dulay
2.   Tracy Terrell      8.   James Cummins        14.  Ned Seelye
3.   Noam Chomsky       9.   Sandra Savignon      15.  Michael Long
4.   Alice Omaggio      10.  Harris Winitz        16.  P. Eddy
5.   Gladys Lipton      11.  Wilga Rivers         17.  R. Masciantonio
6.   Helena Curtain     12.  M.A. Snow            18.  G. Lozanov
                                                  19.  M. Berlitz

III.  Define the following as succintly as you can.  If you have a
vague notion, tell me about it.  If you have heard of the term but
cannot define it, say so.

20.  ALM                                29.  information processing
21.  content-based instruction          30.  immersion
22.  metacognition                      31.  FLEX
23.  error correction                   32.  FLES
24.  grammar translation                33.  suggestopaedia
25.  Natural Approach                   34.  caretaker speech
26.  TPR                                35.  delayed oral response
27.  ACTFL proficiency guidelines       36.  achievement test
28.  proficiency test                   37.  whole language

IV.  Name the following  journals:  FFLAN, ACTFL annals, MLJ

V.  What is proficiency and how does it differ from fluency?

NAME:____________________               PHONE:_______________

SCHOOL:___________________             PHONE:_________________

FLE 6665
Fall 1994

1.  ACTFL (1994).  ACTFL Newsletter, Spring 1994, Volume VI, Number 3

2.  ACTFL  (1992).  Standards for Foreign Language Education.  ACTFL Newsletter.

3.  ACTFL  1989 ACTFL National Priorities Conference, Summaries of
Priority Proceedings. ACTFL Newsletter

4.  Drucker, P.

5. ASCD Update vol.34, nr.2, Feb. 1992

7.  Garrett, Nina.  (1991).  Technology in the service of language
learning: Trends and Issues.  The Modern Language Journal, 75, i:

8.  Orban, Clara, & A. Musick Mc Lean.  (1990).  A working model fo
the videocamera use in the foreign language classroom.  The French
Review, vol. 63, no. 4, pp 653-663.

9.  Quisenberry, James D.  (1982).  Some characteristics of effective
practice in second language acquisition.  Foreign Language Annals, 15,
No. 1: 47-51.

10.  Regan-Baker Maureen.  (1993).  Stradivariuses or plastic fiddles?
Northeast Conference Newsletter, vol 35, pp 20-22.

11.  Chamot, Anna, U., & O'Malley, J. Michael.  (1989).  The cognitive
Academic Language Learning Approach.  In Rigg, P., & Allen, V. (Eds.)
When They Don't All Speak English; Integrating the ESL Student into
the Regular Classroom, (pp. 108-125).  National Council of  Teachers
of English.

12. Snow, C.  (1992).  Perspectives on Second-Language Development:
Implications for bilingual education.  Educational Researcher.  vol.
21, no. 2, pp 16-19

13.  Hoffman, Edwina. (1991).  Multilingual/Multicultural issues in a
changing Florida.  Informal presentation.

14. Briggs, S.  (1991).  The multilingual/multicultural classroom.
Kappa Delta Pi Record.  Fall issue.

15. Ravitch, Diane.  (1990).  Diversity and democracy; Multicultural
education in America.  The American Educator.  Spring issue, 16-48.

16. Wink, Joan, & Towell Janet. (1993).  Teacher Research in a
Linguistically Diverse Classroom.  ERIC/CLL News Bulletin, ERIC
Clearinghouse on Languages and Linguistics. vol. 17, no. 1, pp1, 6,7.

17.  ASCD Update, Oct. 1994.  Making Schools more Inclusive.