“Advanced Methods in Foreign/Second Language Education:”
K-12 Learner Guidelines, Standards, and Communication Skills

Line Number:  88554
Regents Center
Tuesdays, 4:10 - 7:00 p.m.
August 27 - December 10, 2002

Instructor:     Dr. Paul A. García
      426 J. R. Pearson Hall
    Telephone:  816-523-1939 or 785-864-7047
    Office Hours: By Appointment
    E-mail:  pagarcia@ku.edu
 

Descriptor:  “K-12 Learner Guidelines, Standards, and Communication Skills”
 
   An overview of research and curriculum-related activities and strategies in the topic area.  Students will examine methods and techniques of teaching language for communicative proficiency.  Featured are matters of assessment and materials development based upon standards and learner performance      guidelines. Appropriate teaching strategies will be considered. This course, as approved by School of Education faculty, meets one or more of the standards for accreditation (NCATE) and program approval (KSDE) as stated below.  Students successfully completing this course will be prepared to meet the competencies associated with the licensure standards herein addressed.

Required Texts:
 
 Item #1: Author:   National Foreign Language Standards Project
   Title:  Standards for Foreign Language Learning
   Publisher: Lawrence, Kansas, Allen Press, 1999, 2nd Edition
   Note:  If you are an ESL Teacher/Major, then purchase:
     ESL Standards for Pre-K - 12 Students
     (Available at bookstore)
 Item #2: Author: Oxford, Rebecca
   Title:  Language Learning Strategies
   Publisher: Boston:  Heinle and Heinle (ITC), 1990 et seq.

 Item #3: Authors: Lee, James  & Bill Van Patten
   Title:  Making Communicative Language Teaching Happen
   Publisher: NY:  McGraw-Hill, 1995

 Item #4: Author: American Council on the Teaching of Foreign Languages
   Title:  ACTFL Performance Guidelines for K-12 Learners     Publisher: Yonkers, NY:  ACTFL
 

Course Goals & Outcomes:

  Students familiar with a variety of approaches to modern language teaching will consider the national standards frameworks as organizing principles for utilizing effective instructional strategies.  They will develop skills in curriculum development tasks such as the use of culturally-authentic materials and performance-based assessment as they create units and lessons that promote successful language learning for students.
 

Endorsement-Related Outcomes--State Board Regulations:
 
  In order to provide a school atmosphere that is positive in attitude and accepting of other languages and cultures, this course satisfies the following Kansas endorsement regulations:

  SBR 91-1-85:  Bilingual/Multicultural Education
  SBR 91-1-92:  English as a Second Language
  SBR 91-1-101a: Foreign Language, Middle
  SBR 91-1-101b: Foreign or Classical Languages, Secondary
 

Course Requirements:    TWO copies of each submitted item are required.  Due Dates:

 1. Readings from texts and/or supplementary materials     Aug.-Dec.
 2. Oral Presentations/demonstrations:  chapters from texts; songs, games* Aug.-Dec.
 3. Two reaction papers (each 7-9 pages) from scholarly journals or books  Oct. 8
   (individual) on such topics as thematic units, culture, partner   Dec. 3
   activities, standards
 4. Presentation of an assessment item with rubrics (partner activity)  Nov. 12

 5. One Thematic Unit (10-12 lessons) as group project (2-3 students).   Dec. 10

   The unit is to include each of the below items:
   a. One Content-based/content-enriched lesson, small-group)
   b. One culturally-authentic song, didacticized
   c. One game, didacticized
   d. One Internet-based lesson
   e. Explanation/rationale for how the lessons consider the National Standards
   f. Daily development of language and culture skills, incl. remediation tips
   g. Integration of materials previously learned

 *  Oral Presentation summaries are to be submitted in hard-copy (paper) form.  Two copies of each item are required.  In addition, one electronic submission of the thematic unit is required.
 A cover page will identify presenter, date, topic.  Paper copies or summaries of oral presentations are   requested for each class member.  These should also have cover page information, but do not need a cover page.    The date for the Sponge/Game/Song activities is September 24.
 
 
 
 

Note:  Please advise me if you require additional accomodations.
 
 

Class Meetings & Tentative Schedule of Activities
(The schedule below may be amended during the semester.)

Session #: Meeting:  Topics:            Reading & Presentation:

 1 Aug. 27 Introduction; Course Requirements;  -----        Standards as Content; Themes

 2 Sept. 3  Standards, Sources & Resources for  Standards, pp. 1-100;
    Achieving the 5 Cs    Oxford, Ch. 1

 3 Sept. 10  Continued     Standards, continued;
                     Oxford, Ch. 2-3

 4 Sept. 17 Standards and Strategies   Oxford, Ch. 4-5

 5 Sept. 24 Sponges, Games, Cultural Songs  Sponge/Game/Song items

 6 Oct. 1  Instruction and Communication  Oxford, Ch. 6, Appendices;
           Lee-Van Patten, Ch. 1-4
 
 7 Oct. 8  Continued     Lee-Van Patten, 5-6;
          Reaction Paper #1 due
               8 Oct. 15  Continued     Lee-Van Patten, 8, 10, 11;
          K-12 Learner Guidelines

 9 Oct. 22  Continued     Lee-Van Patten, 7, 9, 12;
          K-12 Learner Guidelines

 10 Oct. 29  Continued     Lee-Van Patten, 13 & concl.;
          K-12 Learner Guidelines
 
 11 Nov. 5  Assessing Students: Initiatives   Lee-Van Patten, continued from Minnesota, Oregon, ACTFL  K-12 Learner Guidelines     and IPAs

 12 Nov. 12 Continued; Presentations of Assessments Presentations due

 13 Nov. 19 Group Work on Units

 14 Nov. 26 Group Work on Units
 
 15 Dec. 3  Issues of Learner Disabilities    Reaction Paper #2 due

 16 Dec. 10 Presentations of Thematic Units  Thematic Units due

Course Requirement Values:
   1. Readings, Text, Article, Lesson Presentations   28%
   2. 2 Reaction Papers      32
   3. Songs, Game, Sponge Activities     8
   4. Assessment Presentation      8
   5. Thematic Unit will all sections (see above list)             24
                    100%

Teaching & Leadership 818
Fall 2002

Format for Reaction Papers

1. A suggested format to follow for your reaction papers is as below.  This is a suggested format, and may be changed to suit your needs.
 

 Cover Page:  Your Name,
 Teaching & Leadership 818, Date
 Bibliographical Information on the arti-
 cle, Reaction Paper Number (#1 or #2)

 Page 1:  Introductory
 Paragraph or paragraphs, with information regarding the contents or thesis of the article.

 Pages 2-6:  Your detailed description of the contents or thesis and your point of view regarding the importance of this piece for methods of
 language instruction or of the profession.

 Page 7-8:   Summary/Conclusion
 

2. Reaction papers must be from refereed journals, such as FL Annals, Modern Language Journal, TESOL Quarterly, etc., or from books (chapters or
 sections)

3. Please write in English, so that other students and colleagues may read your work if they care to.

4. Please submit two copies of your work.
 
 
 
 
 
 
 

Some Guidelines on Thematic Unit Work

1.  It will be important to choose your partners (groups of two or three) for this work,     as will be discussed.
 

2.  The unit is worth 24% of the grade, as noted in the syllabus.
 

3.  Review the requirements of the thematic units.   The information below is taken from the course syllabus:

  One Thematic Unit (10-12 lessons) as group project (2-3).        The unit is to include each of the below items:
   a. One Content-based/content-enriched lesson, small-group)
   b. One culturally-authentic song, didacticized
   c. One game, didacticized ( = made into a teaching activity/lesson)
   d. One Internet-based lesson
   e. Explanation/rationale for how the lessons include National Standards multiple intelligences and learner strategies
   f. Daily development of language and culture skills, incl. remediation
   g. Integration of materials previously learned
   h. Adaptation and suitability for English language learners
 

4.  With regard to the number of copies, the second copy will be kept on reserve for     others to review and possibly copy for potential use.  Team members should each keep a    copy for themselves.  If practicable, the unit should be submitted in a looseleaf binder or    other, similar receptacle.  The electronic submission will be compiled onto a CD,    and each class participant will receive a copy of all the units electronically.      (Blank CDs cost approximately $1.25 per disc.)
 
 

5.  In order to provide each class member with a synopsis or summary of the individual thematic unit, I would like to request that each team     put together a 2-3 page item for distribution to all of us.  The synopsis of the thematic unit should contain information necessary for the reader to have a very     good idea about what your team proposes to accomplish within the scope of the unit.  You might consider the summary an introduction to the unit, the objectives,     etc., as you deem appropriate.
 

6.  Don’t forget:  be sure that your unit contains specific citations as to the National Standards, Strategies, and Multiple Intelligences that you have addressed.  Please do this throughout the entire unit, at appropriate  places, or when you state the individual  lesson objectives.  It is also important that  both direct and indirect  strategies, large-group and small-group (partner) work be present in the thematic unit.  (Again, presume that each lesson is about 30-45 minutes in length.)

7.  The following page (sample) will be a form that each student  completes during the presentation of each thematic unit by the groups in May, and submits to
  me at the end of class.

SAMPLE  FEEDBACK/EVALUATION FORM TO BE DISTRIBUTED
 
 

Thematic Unit Topic:   Name of Topic to be placed here

Presenters:    Names of Presenters will be placed here

 Directions: Use a “1 to 5” scale, with “5” being “excellent” and “1” being “not applicable” or “unsatisfactory.”  Do not use “1/2 points;” do not circle     more than one number.
 

1. The presentation was clear and  5 4 3 2 1
 informative.  I understood the objectives.

2. It was evident that the presenters met  5 4 3 2 1
 and addressed all the requirements
 for the thematic unit.

3. Did the thematic unit, as presented,  5 4 3 2 1
 make appropriate use of multiple
 intelligences?

4. Did the thematic unit, as presented,  5 4 3 2 1
 make appropriate use of the learning
 strategies discussed by  Oxford?

5. Which specific learning strategies did
 you see being used or discussed?  Give
 details, using reverse of sheet as needed.

6. Did the thematic unit, as presented,  5 4 3 2 1
 make it clear that the National FL
 Standards played an important role
 in the formulation of the unit and its
 various activities?

7. The unit, as presented or with minor  5 4 3 2 1
 modifications appropriate to age-level,
 would be used by you for your students.

8. What suggestions (deletions/additions) would you make to improve the unit?
 
 
 

9. Please add any additional comments that reflect your reaction to this unit:
 
 
 

Guidelines for Class on Sponges, Games, & Songs
 
 

1. Please note that the purpose of the class will be for each of us to present one activity that falls into each category of “Sponge” (or “Bell-ringer”), “Game” or “Song” to share (total of three), activities that are either teacher-created or commercially-prepared.
 

2. Let me first define the term “sponge” for those who are not familiar with its usage.  This is a very brief activity, usually of no more than 2-3 minutes’ duration (if that much) which is geared to “soak up” that last part of the class when you are “waiting for the bell to ring,” as it were, and you and/or your group need a quick “up-beat” note to end the class rather than simply let the class time melt away.  Hence the term “bell-ringer” is also in vogue.  Sponges can be used at any time during the class, of course, at the beginning, during the transition phase (as you get the equipment and materials ready for the next, larger activity), and at the end of class.  See the attached sheets as well.
 

3. Now, let us “standardize” how and what we are going to present to one another.

 A. How: The oral presentation may be either a description of the activity or its  “try-out” using the class as pupils--the choice is yours.  What:  your choice of one
  or more of these, depending on clas time.  Can it be culturally-authentic?  Yes!  Can it not be culturally-authentic?  Yes!  (Which do you prefer....?)
 

 B. The oral presentation will be followed by the handout you create (20 copies needed) for the group, which you will distribute after your presentation.  It will be a 1-2 page handout that accompanies your remakrs.  The hand-out should contain useful information, such as the following (this is not exhaustive, you may add more  information as you determine):
 
  1. Your Name
  2. Name of Activity: (such as “Sponge Activity on Colors”)
  3. Brief (75-100 words) Description of Activity:
  4. List of Materials Needed (if teacher-made), such as:  3 overheads, etc.
  5. Name of Company--Address, Telephone Number, etc., if item is
   commercially-prepared, such as:
        Teacher’s Discovery
       2741 Paldan Dr., Auburn Hills, MI 48326
       1-800-832-2437, Fax:  248-370-7212
  6. Procedure for Teacher to Follow to Implement the Activity
  7. What might be taught by using this activity?  (its function--support, segue)
  8. How might this item be followed up with other activities?
  9. How and which standards are touched upon by this activity?
 

 C. After each presentation, we will have time for 1-2 questions for clarification, etc.

Teaching and Leadership 818
Dr. Paul A. García
 
 

Sponge Activities

Characteristics of effective sponges:

 They are short, they provide practice, and have very little or no new material.  Students should be able to do the activity on their own, and have immediate
 responses.  An mnenomic device to remember the characteristics:

  S Short, intense, vivid activities providing
  P Practice of learned material students can do
  O On their own which accomodates
  N New arrivals or early finishers by keeping the
  G Group involved and by being designed to
  E Elicit immediate responses.
 

Types of Sponges:
 

  1. say to yourself
     4 characteristics of a hero, and be ready to share
     3 things you want your mom to do for you tomorrow

  2. say to a neighbor
     alternate naming objects in a room
     5 things you did yesterday

  3. say in chorus
     say the alphabet forwards, then backwards
     recite a poem
     count by fives from 405 to 500
     count by fives from 600 to 500 backwards

  4. write a brief response
     3 things you would say about the weather in July
     5 South American capital cities
     6 cities in Europe

  5. signal  “Using your fingers, show me the number of
     responses you can think of to “Ça va?”
     items you can buy in the vegetable section
     colors you can see in the two posters by the door
 
              (Source:  NE Conf. Newsletter 28, September, 1990, and own (minor) additions)
 
 
 
 

Consider asking yourself these questions about your teaching practices

(an incomplete “Baker’s Dozen” for reflection)
 
 

1.  “Are my students using the language in class or am I?”  (aka “Who’s practicing English, French, German, or Spanish?”)
 

2.  “T o what extent?”
 

3.  “How does my work relate to the National Standards?”
 

4.  “What kinds of assessments do I employ to determine a student’s progress?
 

5.  “Is my teacher voice or teacher presence improving?”
 

6.  “Am I falling back on what research says happens--I am teaching the way I was taught in Grades 7-12?”
 

7.  “How do I reflect on what went right and what did not in my class?”
 

8.  “How is my management system doing--what might be improved?”
 

9.  “Am I--and are the students--on task for the entire class period--and how would I define that term to a daily visitor?”
 

10.  “To what extent do I actively engage the students in a variety of learning styles during a single classroom session?”
 

11.  “Do I teach learning strategies?”  “How?”  “Why?”  “Why not?”
 

12.  “What reactions do I have from feedback from a colleague?”
 

13.  “What two or three important aspects of my work do I need to let KU or the professional development department know that they need to help teachers      with more?”