A doctoral-level seminar examining in depth the theory and research
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
AIMS OF THE COURSE:
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
involved in second language teacher education.
3. Collect data to answer their research questions identified in the
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
this paper for an appropriate group of educators.
7. Be able to critique their peer's work and use peer evaluations
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
Education. Cambridge Language Teaching Library. Cambridge University
Wallace, M.J. (1991). Training Foreign Language Teachers:
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
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
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
4. A concise presentation of the paper/research to the class
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,
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
CRITERIA FOR EVALUATION OF STUDENT PERFORMANCE:
1. Attendance, preparation, and participation in class
based on assigned readings.
2. To achieve an "A" in the course, all course products must
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
TOPICS AND WORKING SCHEDULE:
*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;
*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
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
PRACTICUM IN FOREIGN LANGUAGE
S Y L L A B U S
Instructor: Dr. Carine Feyten
Location: HMS 208
Foreign Language Education Days: Mondays
University of South Florida Time: 5:00-7:50
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
OBJECTIVES: 1. To provide structured observations of actual
2. To help students understand the implications of their actions
decisions in the foreign language classroom (Domains 2-6).
3. To provide additional experience in planning and developing
work (lessons, units) for teaching foreign languages (Domains 1-6).
4. To enable students to apply their knowledge of foreign
teaching methodology in tutorial instruction.
5. To enable students to apply their knowledge of foreign
teaching methodology in small group instruction.
6. To enable students to apply their knowledge of foreign
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
9. To become proficient in the utilization of professional
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
improving classroom management.
REQUIRED TEXT AND READINGS:
Posner, G.J. (1993). Field experience: Methods
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
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.
textbooks will need to be evaluated using information from the reading
packet as a guide. (15 pts)
6. Electronic mail correspondence with instructor, peers,
SCHOOL PARTICIPATION - further information
OBSERVATIONS: What kind of discipline procedures have you
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"
learner. (in portfolio - however long you need)
SMALL GROUP INSTRUCTION: Same as tutorial but with a group
TOTAL GROUP INSTRUCTION: Submit a detailed lesson plan and
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
portfolio assessment. Your portfolio will at least include the
1. A reflective journal or log which will be kept throughout
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
CLASS SCEDULE, TOPICS, AND READINGS
Introduction, group assignment, school assignment,
1/16 M.L.K. holiday
Observation techniques, reflective tchg. RP # 1
metacognition, L.P.-video Posner I
Observations begin RP #2
Guest speaker (?)
things stdts. of FL should know
group work- cooperative lrng. RP #3
record keeping -grading - alternative assessment
3/13 SPRING BREAK
multicultural classrooms and cross-cultural
FPMS domains and POP
Textbook evaluations POP: concepts and
Textbook evaluations finish --PAST INTERNS
4/24 Wrap up- Final Exam Week
Synopsis and Analysis
F L E 6665
CURRENT TRENDS IN TEACHING FOREIGN LANGUAGES:
"PLANNING FOR PROFICIENCY"
S Y L L A B U S
Instructor: Dr. Carine Feyten
Foreign Language Education Days: Mondays
University of South Florida Time: 6:00-8:50
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
methods and objectives for teaching Foreign Languages.
2. To examine linguistic, psychological, and pedagogical theories
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
6. To discuss current research in the teaching of Foreign
REQUIRED TEXT AND READINGS:
Padilla, A., Fairchild, H., Valadez, C. (Ed.). (1990).
Language Education. Newbury Park, CA: Sage Publications.
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
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
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
portfolio assessment. Your portfolio will include at least the
For a grade of "C", all students must do the following:
1. Keep a "learning journal" to be handed in weekly.
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
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
implemented in your own classroom as a result of your outside reading.
4. Prepare an annotated bibliography of ten articles in the
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
Other suggested topics: the role of the classroom, caretaker
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
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
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
CLASS SCHEDULE, TOPICS, AND READINGS:
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.
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. 16 Immersion
RP #4; Pad. part 3 (esp. 7-10-11)
Oct. 23 Content-based instruction and foreign language education.
turn in first 10 articles; Pad. part 4 (except 14)
Oct. 30 Content-based
instruction cont'd. Multicultural classrooms.
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.
Nov. 20 ACTFL convention (Nov. 15-20)
Nov. 27 Testing/evaluation--Portfolio
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
PRETEST: Current Trends in Foreign Language Education
This pretest will give us an idea of what prior knowledge we hold
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
SHEET TO THE TOP.
I. What does the word "proficiency-oriented approach" mean
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.
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?
READING PACKET BIBLIOGRAPHY
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,
Priority Proceedings. ACTFL Newsletter
4. Drucker, P.
5. ASCD Update vol.34, nr.2, Feb. 1992
7. Garrett, Nina. (1991). Technology in the service
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
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).
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
12. Snow, C. (1992). Perspectives on Second-Language
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
Kappa Delta Pi Record. Fall issue.
15. Ravitch, Diane. (1990). Diversity and democracy;
education in America. The American Educator. Spring issue, 16-48.
16. Wink, Joan, & Towell Janet. (1993). Teacher Research
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.