Professor:  Dr. Susan Knight
Office:   316 Pearce Hall   (phone: 774-5399)
Office Hours:  Monday and Wednesdays 10:00 – 11:00 and by appointment
Class Hours:  Mondays and Wednesdays 2-3:30
EMAIL:  knigh1sm@cmich.edu
WWW:   http://www.chsbs.cmich.edu/Susan_Knight
 

COURSE DESCRIPTION:
 Techniques for teaching and testing foreign language skills; planning lessons and units; selecting texts, cultural materials and teaching aids.  Practical experience through mini-teaching situations.

PREREQUISITES:
 1. Successful completion of required language courses
 2. Language Proficiency Test
 3. Permission of instructor

REQUIRED TEXTS:
1. Shrum, Judith & Eileen Glisan.  Teacher's Handbook. Boston, MA:  Heinle & Heinle, 2000
 http://thandbook.heinle.com/   (worldsite/ scott)

2. Standards for Foreign Language Learning in the 21st Century.  National Standards in Foreign Language Education Project.  Lawrence, KS:  Allen Press, 1999.

  3. One secondary-school foreign language textbook (available from Professor)
  or
  Curtain, H. and C. Pesola.  Languages and Children:  Making the Match.  2nd ed.  White Plains, N.Y.:  Longman, 1994.  (For elementary minors only.  Required text for 421)

 OPTIONAL TEXTS  :
1. Curtain, Helena Anderson, and Carol Ann Pesola.  Languages and Children--Making the Match: Foreign Language Instruction in the Elementary School.  White Plains, N.Y.:  Longman, 2003.
2.  Hadley, Alice Omaggio.  Teaching Language in Context. 2nd Ed.  Boston, MA:  Heinle &  Heinle, 2000.
3.  Harper, J, M. Lively, & M. Williams.  The Coming of Age of the Profession:  Issues and Emerging Ideas for the Teaching of Foreign Languages.  Boston: Heinle & Heinle, 1998.
4.  Heusinkveld, P.R. (1997). Pathways to culture: Readings on teaching culture in the foreign language class. Yarmouth, ME: Intercultural Press.
5.  Lee, James & B. VanPatten.  Making Communicative Language Teaching Happen.  N.Y.: McGraw Hill, 1995
 

VII. OBJECTIVES FOR STUDENTS:  (Reflected in the CLEAR Model of C.M.U.)
 (Concept and knowledge driven/ LEArner  centered/Reflective practice in diverse roles and settings )
 
 1. To be able to discuss and apply the underlying findings in second language acquisition research to the teaching/learning process in foreign language education. (C LEA)

2.       To demonstrate effective techniques for teaching and evaluating foreign language students of
 differing  abilities in middle and secondary schools. (C LEA R)

 3. To plan and implement instruction reflective of student needs (LEA)

 4. To become familiar with and use a variety of multimedia and other resources to enhance foreign language teaching, learning, and assessment. (C LEA)

 5. To become knowledgeable about national and state standards for foreign languages and demonstrate that knowledge by incorporating these standards into planning and teaching. (C LEA)

 6. To engage in experiences that allow for reflection, self-assessment and improvement of teaching that lead to examination of attitudes and beliefs related to foreign language instruction (LEA R)

 7. To formulate personal philosophy of foreign language teaching and learning in terms of the theoretical base and write that as part of a portfolio. (C LEA R)

 8. To demonstrate an increasing involvement in the profession as a whole by reading professional journals, attending and participating in state and national conferences, etc. (C R)
 

EVALUATION:

 TEST         100 points
 QUIZZES         60
 MICRO TEACHINGS/PLANS/REFLECTIONS (3)  290
 FL RESOURCE FILE        50
 WARMUP         15
 CULTURAL ARTIFACT       15
 PROFESSIONAL /READINGS       20
 PROFESSIONAL INVOLVEMENT/PARTICIPATION    20
 ASSIGNMENTS        40
 
  ---------------------------------------------------------------------------------------------------
 TOTAL              600 POINTS

GRADING SCALE:
 95 - 100% = A
 90 -  94% = A-
 87 -  89% = B+
 83 -  86% = B
 80 -  82% = B-
 77 -  79% = C+
 73 -  76% = C
 70 -  72% = C-
 67 -  69% = D+
 63 -  66% = D
 60 -  62% = D-
  0 -  59% = E

ATTENDANCE.  For each unexcused class missed, 15 points will be deducted; for each tardy, 2 points.

• CMU provides students with disabilities reasonable accommodation to participate in educational programs, activities or services.  Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact me as early as possible.)

• Cheating will not be tolerated.  Please read the Policy on Academic Integrity
http://academicsenate.cmich.edu/Policy/Academic_Integrity_Policy_for_Off-campus_Students.pdf
or
http://academicsenate.cmich.edu/noncurric.htm