Dr. Patricia Seaver
Shrum, Judith and Eileen W. Glisan. 1994. Teacher's Handbook:
Contextualized Language Instruction. Heinle and Heinle.
State Education Department. 1986. Modern Languages for
Communication: New York State Syllabus.
Wong, Harry and Rosemary Tripi Wong. 1991. The First
of School: How to be an Effective Teacher. Wong Publications.
On reserve in Milne Library:
Klippel, Friederike. 1984. Keep Talking: Communicative
Activities for Language Teaching. Cambridge University
Omaggio, Alice. 1994. Teaching Language in Context:
Oriented Instruction. Heinle and Heinle.
Rivers, Wilga. 1988. Teaching French: A Practical
National Textbook Company.
Rivers, Wilga. 1989. Teaching Spanish: A Practical Guide.
Course Objectives: To introduce the student to the theories
underlying current pedagogical approaches to foreign language
instruction and current issues and polemics; to assist the student in
collecting, creating and adapting instructional materials appropriate
to junior high and senior high school foreign language courses; to
assist the student in preparing and implementing individual lesson
plans, long-range planning, testing, text book evaluation, the use of
technology and classroom management; to prepare the student for a
successful student teaching experience.
Attendance and active participation are expected of all students.
A written explanation must be submitted for each absence.
Required reading is indicated in the syllabus. Required reading
not available in Milne Library will be supplied to the students.
Students will develop 30 learning objectives and an instructional
activity appropriate to each, to be handed in 3 weekly on 4x6
notecards beginning February 3.
Each student will develop 9 lesson plans appropriate for Checkpoints
A, B, and C of the New York State Syllabus . Each student will
develop a long-range unit plan which will incorporate one of the
lesson plans previously described. Lesson plans due February 15, 22,
March 2, 8, 15, 29, April 5,12, 19. Unit plan due April 26.
Each student will develop and teach 3 mini-lessons, one to focus
on grammar, one to focus on vocabulary and one to focus on culture.
Each student will write a critical review of one chapter of "Learn to
Speak Spanish" (CD-ROM), "Learn to Speak French"(CD-ROM) or "Encontre
a Philippe" (laserdisc). Due April 17.
Students will develop a resource file of instructional materials
appropriate to both junior high school and senior high school foreign
language courses. Evaluation will be based on variety, quality,
quantity, and appropriateness. Due April 21.
Students will attend a professional foreign language meeting or
conference and will submit a written report. Students will subscribe
to the listserv FLTEACH and submit a summary of one thread. Students
are encouraged to join at least one professional organization. Due
There will be quizzes given periodically on assigned reading material
and class discussions. The final exam will be given on Tuesday,
May16, 3:30-6:30 p.m.
Students will take the Modern Language Association Achievement
Examination in the target language April 7-10 and will record a poem
in the target language, due April 12. Deficiencies in the student's
proficiency in the target language must be remediated before the
student is recommended for student teaching.
Quizzes & Final Exam 25%
TF/S: Rivers, Wilga. Teaching French/Spanish: A Practical
TLIC: Omaggio, Alice. Teaching Language in Context
CLI: Shrum, Judith and Eileen Glisan. Contextualized Language Instruction
ACTFL Proficiency Guidelines
The Four Language Skills
Terminology for the FL Teacher
Required reading:Background reading:
ACTFL Proficiency Guidelines, CLI 284-291; TLIC 10-22;
Jan. 30-Feb. 3
II. Methodologies of the 20th Century: An Overview
Direct Method and Modern Adaptations
Less Frequently Used Methods
The "Natural" Approach & Krashen's Monitor Model
The Proficiency Movement
Required reading:Background Reading
CLI 314-17; TLIC 22-36; CLI Chapter 1
III. Principles of Course Design
Combination Grammar and Functional Syllabi
Syllabus Design in a Communicative Approach
The Natural Approach
New York State Syllabus
The New York State Syllabus: Modern Languages for Communication
CLI Chapter 2, CLI 293-5, 298, 299
IV. Planning Instruction/Organizing Content
Setting Goals for Proficiency
Elements of instruction
Designing the Course Syllabus
Materials Selection and Creation
Textbook and Materials Selection
Development of lesson plans/unit plans
Incorporating critical thinking skills
Required Reading: Background Reading:
CLI Chapter 3; TLIC Chapter 10, 407-423
V. The Role of Explicit Grammar Instruction
Whole Language Approach
Deductive or Inductive?
The Accuracy Issue
Development of Communicative Competence
Language-learner Language and Fossilization
Error Correction Techniques
Do's and Don'ts of Teaching Grammar
Required Reading/Background Reading
CLI Chapter 6; TLIC, Chapter 7, 273-304.
CLI 304-11; TF/S 54-57.
TF/S Chapter 4, 106-139.
VI. The Comprehension Process
The Role of Context
The Role of Background Knowledge
Advance Organizers and Script Activators
Recommended Reading:Background reading:
Wong 3-77; TLIC 91-117
February 27-March 3
VII. Teaching the Receptive Skills-I: Listening Comprehension
Total Physical Response
Required reading:Background reading: CLI: Chapter 7; Rivers
Chapter 3 CLI 312-13
Terrell, Tracy et. al. Dos mundos/Deux mondes,
Instructor's Manual: An Outline of Second Language Acquisition Theory.
VIII. Teaching the Receptive Skills-II: Reading
The Interactive Reading Model
Required Reading:Background reading:
CLI Chapter 7; Rivers T F/S Chapters 6 & 7 or TLIC Chapter 4, 149-172
IX. Developing the Productive Skills: Oral Proficiency
Role of Comprehensible Input
Required reading:Background reading:
CLI Chapter 8; TLIC chapter 5, 175-217
CLI 318-20; TF/S Chapter 5, 140-68/140-168
X. Developing the Productive Skills: Writing
Writing as Process and Product
Required Reading:Background Reading:
CLI Chapter 9; TLIC Chapter 6, 221-269
CLI 321-30; TF/S Chapters 8 & 9
XI. Strategies and Techniques
How To Teach Dialogs
How to Teach Short stories
How to Teach Vocabulary
Instructional activities and ideas
Cooperative learning activities
Creative and communicative homework
Required reading:Background Reading:
CLI Chapter 5; Rivers TF/S F23-43; S24-43.
Terrell, Tracy et. al. Dos mundos or Deux mondes, Instructor's Manual,
An Outline of Second Language Acquisition Theory.
XII. Teaching for Cultural Understanding
Models and Frameworks
Use of Realia
Required Reading: Background reading:
CLI 292; TLIC Chapter 9, 357-402; CLI 342-46
Modern Language Association Achievement Examination
XIII. Evaluation and Assessment
Standardized Achievement & Proficiency Exams
New York State Oral Proficiency Exam: Checkpoint A
New York State Regents' Examinations: Checkpoint B
Creating Classroom Tests
Required Reading: Background reading:
CLI Chapter 11; TLIC Chapter 8, 309-354
CLI 332-334; TLIC 450-7(Fr); 458-60 (Sp)
New York State Proficiency and TF/S Chapter 10
Regents Examinations: Instructor's Manuals.
XIV. Classroom Management Techniques
Getting (and Staying) Organized
Maintaining a Positive Learning Environment
Handling Student Diversity
Required Reading: Kopper, Karen. 1989. Techniques and
Successful Classroom Management: Observations from the Trenches in
From Ideas to Action: An Agenda for the 90's, NYSAFLT Annual Meeting
Series, No. 6, Arnulfo Ramirez, ed.
Levine, Virginia. 1990. Meeting the Challenge:
How to Reach the
Disinterested Student. In Dorothy Rissel, ed. Every Student-Every
Day, NYSAFLT Annual Meeting Series, no. 7.
CLI Chapter 10; CLI 333
Dodson, James. 1981. Dare to Discipline. Milne HQ769 .D58 1981
Emmer, Edmund et al. Classroom Management for Secondary Teachers.
Emmer, Edmund and Julie Sanford. 1988. Understanding
Management. Milne LB1027 .28 .S26 1988
Kopper, Karen. Classroom Management Techniques Without Tears.
Wong 83-193, 197-267
April 28-May 8
XV. Professional Development
Preparation for student teaching
Current issues in foreign language education
Technology in FL Instruction
Required reading: ACTFL. ACTFL Provisional Program Guidelines
Foreign Language Teacher Education.
AATF. Teaching of French: A Syllabus of Competence.
Task Force on Teacher Preparation. 1991. Investing in
the Future of
Foreign Language Teaching: A Design for Teacher Preparation.
Language Association Bulletin, 42:5, 1-9.
Student Teacher Expectations. Photocopy.
CLI Chapter 12
CLI pp. 279-83 Performance Standards for Foreign Language Teachers
May 16 3:30-6:30 Final Examination