FORL 4026 – Methods/Materials – Teaching Foreign Language:9-12
 
Dr. Julia E. B. Hanley
Tuesday – 4:30 p.m. - 7:00 p.m.

332 Aderhold Learning Center

Office: 850 General Classroom Building, Georgia State University

Office phone: (404) 651-2265 – email: mcljeh@langate.gsu.edu

Home email: jehanley@comcast.net

Office hours: Tuesday – 3:30 – 4:30 p.m. and by appointment

1. Required Texts: Teaching Language in Context,3rd Edition

Alice Omaggio Hadley, Heinle & Heinle Press, 2001, www.heinle.com

2. Classroom Management for Secondary Teachers,4th Edition

Emmer et al., Allyn and Bacon ,1997 , www.abacon.com

3. Standards for Foreign Language Learning in the 21st Century, 1999, www.actfl.org

4.  Recommended text: Teacher’s Handbook, Shrum & Glisan, 2000

 
Mission Statement of the College of Education: Creating Effective Contexts for Learning.
 
INTASC principles addressed in this course, www.ccsso.org/intasc
  1. The teacher understands central concepts, tools of inquiry, and structures of the discipline (s) he teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
  1. The teacher understands how adolescents learn and develop and can provide learning opportunities that support their intellectual, social and personal development.
  1. The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.
  1. The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving and performance skills.
  1. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
  1. The teacher uses knowledge of effective verbal, nonverbal and media communication techniques to foster active inquiry, collaboration and supportive interaction in the classroom.
  1. The teacher plans instruction based upon knowledge of subject matter, students, the community and curriculum goals.
  1. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
  1. The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
  1. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.
Course Goal: The student will become familiar with the characteristics of the adolescent learner, with the theory and methodology of teaching a foreign language at the secondary (9-12) level, and with representative classroom materials and curricula. The student will be able to apply such knowledge to unit and lesson planning, with an emphasis on integrating technology when appropriate.

Objectives: The student will:

  1. Demonstrate a knowledge of the theories and standards which form the basis of foreign language teaching at the secondary level (9-12).
  2. Describe student characteristics at various age levels and plan appropriate lessons accordingly.
  3. Plan a unit of instruction and daily lessons that are appropriate to student cognitive and language proficiency levels.
  4. Research block scheduling in the secondary school (9-12 classroom observation and write-up).Cherice Montgomery has a website with a wealth of information and ideas for block scheduling: http://members.cox.net/chericemontgomery/index.html
  5. Select and/or make materials that maximize lesson presentation.
  6. Read and discuss good principles of classroom management.
  7. Plan lessons that address foreign language skills: listening, speaking, reading, viewing, and writing. www.doe.k12.ga.us (Georgia Dept. of Education) (Incorporate National Standards and ISTE Standards, www.ISTE.ORG
  8. Self-assess planning and teaching skills.

Students are expected to attend all class sessions; (No more than two excused absences permitted). If a student is absent, all make-up work for the missed class is due by the next class session. Each session will begin promptly at 4:30 p.m. Please turn off cell phones and beepers when entering the classroom.

Participants in the course will be asked to:
1) Read the assigned text for each class period and come prepared to discuss important concepts and definitions in class (quizzes may be unannounced).

2) Prepare micro-teaches, complete with daily lesson plan, visual materials, handouts, and technology, when appropriate.

3) Develop a unit plan, complete with three days of lesson plans (block lesson plan may be included as one of the lesson plans) and appropriate

visuals as final project for a 9-12 class.

4) Videotape one microteach and self-assess in LARC.

5) Subscribe to FL TEACH (subscribe to the digest). You will be asked to integrate some of the materials and resources from this web site into one of your micro-teaches or unit plan, http: web.cortland.edu/flteach/

6) Contribute to a Web-Ct on-line discussion that will supplement in-class discussions on course readings and assignments.

7) Self-assess planning and teaching on a regular basis.

8) Complete the on-line workbook questions and print a copy for class discussions.

9) Complete regular quizzes (creation of a course syllabus), mid-term and final exam.
 

Evaluation of final grade:

a. Regular class attendance, preparation and participation in the on-line workbook and discussion of readings (20%).

b. Lesson plans, microteaches, integration of technology (20%)

c. Written quizzes, course syllabus and block research (20%)

d. Unit Plan, assessment of videotaped micro-teach (20%)

e. Mid-term and final exam (20%)

Aug. 24 – Course introduction – Omaggio – Chapter 4 (Review)

Classroom Management – Chapter 2 –“Choosing Rules and Procedures”
First day lesson plan – Dr. Hanley

Aug. 31 - Omaggio - Chapter 5 – “A Proficiency-Oriented Approach to Listening & Reading” (Interpretive Mode)

Classroom Management – Chapter 4 – “Getting Off to a Good Start”
(1) First Day Lesson Plan Micro-Teaches - Students

Sept. 7 - Omaggio, Chapter 5 (Continued)

Discussion of Technology (Chapter 12 – Shrum & Glisan)
E-mail, www.doe.k12.ga.us , review of National Standards, ISTE Standards www.ISTE.ORG ; Listening Comprehension Drill – Dr. Hanley

Sept 14 - Omaggio, Chapter 6, “Developing Oral Proficiency”

(Interpersonal and Presentational Mode)
Continuation of National Standards, ISTE Standards
Shrum & Glisan – Chapter 12 – (Continued)
(2) Listening Comprehension Micro Teaches - Students

Sept. 21 - Omaggio, Chapter 6 (Continued)

Classroom Management – Chapter 5, “Planning and Conducting Instruction”
Reading Comprehension – Dr. Hanley

Sept. 28 - Omaggio – Chapter 6 – (Continued)

Classroom Management – Chapter 5
(3) Reading Comprehension Micro Teaches - Students

Oct. 5 - Mid-Term Exam – Omaggio – Chapters 4, 5, & 6

Classroom Management – Chapters 2, 4, & 5

Oct. 12 - Omaggio - Chapter 7, “Becoming Proficient in Writing”

(Interpersonal & Presentational Mode)
Introduction to Système-D and other writing software programs
Foreign Language Lab - LARC

Oct. 19 - Omaggio - Chapter 7 (continued)

Classroom Management - Chapter 6, “Managing Cooperative Learning Groups”
(4) Writing Micro Teaches – Students

Oct. 26 - Omaggio - Chapter 8

“Teaching for Cultural Understanding”
Classroom Management - Chapter 7, “Maintaining Appropriate Student Behavior”
Culture - Dr. Hanley

Nov. 2- Omaggio – Chapter 8 – (continued)

(5) Culture Micro Teaches – Students
Block Scheduling Project Due

Nov. 9 - Omaggio – Chapter 9, “Classroom Testing”

Teaching for Oral Proficiency – Dr. Hanley
Classroom Management – Chapter 8, “Communication Skills for Teaching”

Nov. 16 - Omaggio – Chapter 9 (continued)

(6) Teaching for Oral Proficiency - Micro Teaches – Students

Nov. 23 - Omaggio – Epilogue:  Planning Instruction for the Proficiency-Oriented

Classroom: Some Practical Guidelines
 

Nov. 30 – Unit Plan Presentations

Dec. 7 – Unit Plan Presentations and Final Exam Review

Dec. 14 – Final Exam (5:00 p.m.) Omaggio 7, 8, & 9

Classroom Management – Chapters 6, 7, & 8