Nancy Humbach, Assistant Professor home: 513/887-2266
301 McGuffey Hall, 529-6320 HumbacNA@MUOHIO.EDU
Office Hours T /R 11-12 ,2:00-3:30
Or by appointment
Required Texts: (Please note that we will use these
texts in EDT 334, second
semester.)
Curtain, Helene A. and Pesola, Carol Ann. Languages and
Children:
Making the Match. Longman. Second
Edition: 1993.
Shrum, Judith L. and Glisan, Eileen. Teacher’s Handbook:
Contextualized Language Instruction. Heinle and
Heinle
Second Ediion: Revised Expanded Edition, 2000
Ohio Foreign Language Model
ACTFL National Standards
You are required to sign up for the FLTEACH
listserv. Instructions will be given the first day in class.
It is assumed
that you will monitor this site on a reguar basis and use the
information gained therein in your lesson plans, classroom participation
and exams.
Attendance: Required. Please note that you must have an adequate number of courses completed in your target language to ensure that you will be able to student teach within one academic year following completion of the methods block. This course must be followed immediately with EDT 334 and the block, except in those cases where the student will enroll in another block and methods sequence (double major or two teaching fields).
This class is the first in a series of professional obligations. Your participation and work provide a basis for future recommendations for field experience, student teaching and employment. Attendance, therefore, is critical. There will be two (2) unexcused absences allowed for each student without penalty. After the initial two, two (2) additional with written excuses from appropriate authorities will be allowed but will represent a loss of points: three (3) points will be deducted from the final average for each absence. After four (4) unexcused absences, the student will be dropped from the course and will be required to wait until the following academic year for admittance into the methods sequence. Excused absences require a note from an attending physician or other official. Please refer to the pertinent section in The Miami Bulletin for the university’s policy on class attendance.
There will be a number of opportunities to learn more about the teaching profession and you are encouraged to participate. Foreign language conferences and seminars provide excellent opportunities to meet teachers in the field, build your network of contacts and also learn new techniques. You will have the opportunity to add extra credit for participation in these activities.
Assignments: All assignments are due on schedule. The instructor reserves the right to reject late assignments. Clinicals cannot be rescheduled because of a disruption to the program. Exams may only be made up with written permission from a physician or hospital. If you have a problem in complying, please discuss it with the instructor ahead of time. Should you need to be excused for a religious holiday or other cause, it must be cleared with the instructor as soon as possible. Class participation requires meaningful input, including information from your readings, and discussion related to the topic being discussed, with special emphasis on a demonstration or your having prepared the materials assigned for that day.
All written assignments must be computer generated, double- spaced with name and title of the assignment in the upper right hand corner. You are encouraged to use PowerPoint or a similar program to generate materials for your clinical presentations.
Grading Policy: Grades will be assigned according to the
following percentages:
| Written Assignments (total of 7) | 4%@ | 28% |
| Clinical Presentations (total of 3) | 10% @ | 30% |
| Class Participation | 7% | 7% |
| Mid-term exam | 15% | 15% |
| Final Exam | 20% | 20% |
8/22 Discussion of class format,
syllabus
Terms for FL Instruction
Why FL Education is an important career
Assignment for next class: Shrum/Glisan, Chapter 1
Curtain/Pesola, Key Concepts, xiii, and Chapter 2
Introduction, National Standards for FL Learning
8/24
Language Learning: How we learn-What we learn,
Understanding the Role of Contextualized Input, Output
And Interaction in Language Learning, SLA Research, Krashen,
Swain, Long, Vygotsky
Assignment for next class: Chapter 1, Curtain/Pesola
State Framework, Introduction, to page 11
Chapter 2, Shrum and Glisan
8/29 Psychological Bases for
Language Learning: Bloomfield, Chomsky, Krashen
Video-Second Language Acquisition in Children
What do we mean by proficiency?
Assignment for next class: In writing
Compare and Contrast the Strands (Ohio Model)
And the five Goals of the National Standards
8/31 ACTFL Proficiency Guidelines;
History of FL methods
National Standards Movement, Comparison of State Model
and
National Standards, What is Contextualization? Why is
Contextualization important
Assignment for next class: pp. 11-23, State Model
In Writing, next class: Case Study 2, P. 43-45,
Textbooks in
The IMC, King Library
9/5 Monday/Tuesday Exchange Day - No class
9/7 Continued from 9/2
Assignment for next class: Chapter 3, Shrum and Glisan.
Chapter 4, Curtain/Pesola
9/12 Developing and Language
program: Problems and Solutions
Assignment for next class: Discussion question 4, page
71,
Curtain/Pesola, in writing.
9/14 From Theory to Practice:
What Students Want/Need to Know
Learning to Apply Theory
Assignment for next class: Chapter 12, Curtain & Pesola
In Writing: Question 3, Page 281
National Standards: Communication
9/19 Organizing Content:
Planning Lessons: The Hunter Model
Assignment for next class:
Chapter 6, Curtain & Pesola
Chapters 4, 5, Shrum and Glisan
9/21 Video: Planning
for Instruction,
Lesson Plans, models, continued from 9/21
Assignment for next class: Chapter 6, Shrum and Glisan
9/26 Total Physical Response/TPR,
Teaching Vocabulary
TPR Demonstration, TPRS
Assignment for next class: Written Lesson Plan for
Vocabulary lesson
Chapter 7, Curtain/Pesola
9/28 Content-based/Content-enriched
Instruction (cont.)
10/3 Clinical Presentations/vocabulary-TPR/TPRS
10/5 Clinical Presentations
Assignment: National Standards, Connections and Comparisons
10/10 Linking with other disciplines:
Models for block scheduling,
ideas for working with other teachers.
10/12 Mid-Term Exam . Assignment
for next class: Chapter 7, Shrum/Glisan
10/17 Whole Language, Integrating
folk tales, myths as a way
to teach listening skills
Assignment for next class:
National Standards: Culture
10/19 Video: Teaching Language
Arts
Integrating Listening Skills
Assignment for next class: Find a folk tale or legend
in your target language. Summarize it in English or in
the target language. Limit 2 pages double-spaced. Counts
as part the culture clinical plan.
10/24 Listening Comprehension
Models
10/26 Clinical II-Listening
Comprehension
10/31 Clinicals
11/2 Clinicals
11/7 Clinicals
11/9 The Role of Culture in
Language Instruction:
What Culture: What do we teach? How do we teach
it?
Prepare: Chapter 8, Curtain/Pesola
Assignment fo next class: Writing: Question 4, P. 195,
Curtain/Pesola
11/14 Becoming aware of cultural
patterns.
Sources of materials
Adapting materials for your classroom
Assignment for next class: In writing, question 6 , P.
195, Curtain/Pesola
National Standards: Connections
11/16 Culture: Large
C vs. small c
Assignment: in Writing: Question 5, P. 195,
Curtain and Pesola
11/21 Culture Demonstrations
11/23 Thanksgiving!
11/28 Culture Clinicals
11/30 Culture Clincals
12/5 Culture Clinicals
12/7 Final thoughts
12/ Final EXAM ,. Tuesday,
December 12, 2000