EDT 333  Methods of Teaching Foreign Languages
Fall Semester, 2000-2001

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.  Teacherís 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 universityís 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% 
 
 
ASSIGNMENTS:  Readings are to be completed by the class day for which they are listed.  Written assignments are due on the class day indicated.

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