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 Days
of School: How to be an Effective Teacher.  Wong Publications.

On reserve in Milne Library:

Klippel, Friederike.  1984.  Keep Talking:  Communicative Fluency
Activities for Language Teaching.  Cambridge University

Omaggio, Alice. 1994.  Teaching Language in Context:  Proficiency
Oriented Instruction.  Heinle and Heinle.

Rivers, Wilga.  1988.  Teaching French:  A Practical Guide.
National Textbook Company.

Rivers, Wilga.  1989.  Teaching Spanish: A Practical Guide. National
Textbook Company.


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.

Course Requirements:

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
April 28.

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.


Participation/Assignments/Projects               75%
Quizzes & Final Exam                             25%

                               COURSE OUTLINE

TF/S: Rivers, Wilga.  Teaching French/Spanish:  A Practical Guide
TLIC: Omaggio, Alice.  Teaching Language in Context
CLI: Shrum, Judith and Eileen Glisan. Contextualized Language Instruction

Jan.  25-27
I.  Introduction/Background
Defining Proficiency
ACTFL Proficiency Guidelines
The Four Language Skills
Terminology for the FL Teacher
Professional Organizations

Required reading:Background reading:
ACTFL Proficiency Guidelines, CLI 284-291; TLIC  10-22;
CLI 346-52

Jan.  30-Feb. 3
II.  Methodologies of the 20th Century:  An Overview
Grammar-Translation Method
Audio-Lingual Method
Cognitive Approaches
Direct Method and Modern Adaptations
Less Frequently Used Methods
Communicative Approaches:
       The "Natural" Approach & Krashen's Monitor Model
       The Proficiency Movement

Required reading:Background Reading
CLI 314-17; TLIC  22-36; CLI Chapter 1

 Feb. 6-10
III.  Principles of Course Design
Grammar-Driven Syllabi
 Functional/Notional Syllabi
Combination Grammar and Functional Syllabi
Syllabus Design in a Communicative Approach
      Proficiency-Oriented Instruction
      The Natural Approach
 New York State Syllabus

Required reading:
The New York State Syllabus:  Modern Languages for Communication
CLI  Chapter 2, CLI 293-5, 298, 299

 Feb. 13-17
IV.  Planning Instruction/Organizing Content
Setting Goals for Proficiency
Elements of instruction
Designing the Course Syllabus
Materials Selection and Creation
     Authentic Materials
     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

 Feb. 20-22
V.  The Role of Explicit Grammar Instruction
   Proficiency-Oriented Instruction
   "Natural" Approach
   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.

 Feb. 24
VI.  The Comprehension Process
The Role of Context
The Role of Background Knowledge
    Schema Theory
 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
   Comprehensible Input
   Total Physical Response
   Teacher Talk
   Authentic Sources

Required reading:Background reading: CLI:  Chapter 7; Rivers TF/S
Chapter 3 CLI 312-13
Terrell, Tracy et. al.  Dos mundos/Deux mondes,
Instructor's Manual: An Outline of Second Language Acquisition Theory.

March 6-8
VIII.  Teaching the Receptive Skills-II:  Reading
 The Interactive Reading Model
 Authentic Documents
 Dictionary Use

Required Reading:Background reading:
CLI Chapter 7; Rivers T F/S Chapters 6 & 7  or TLIC Chapter 4, 149-172

March 10-13
IX.  Developing the Productive Skills:  Oral Proficiency
Role of Comprehensible Input
Interactive Speaking
Teaching Pronunciation

Required reading:Background reading:
CLI Chapter 8; TLIC chapter 5, 175-217
CLI 318-20; TF/S Chapter 5, 140-68/140-168

March 15-17
X.  Developing the Productive Skills:  Writing
        Writing as Process and Product
          Peer Editing
         Essay Correction

Required Reading:Background Reading:
CLI Chapter 9; TLIC Chapter 6, 221-269
CLI 321-30; TF/S  Chapters 8 & 9

March 27-31
XI.  Strategies and Techniques
How To Teach Dialogs
How to Teach Short stories
How to Teach Vocabulary
 Instructional activities and ideas
Communicative activities
Cooperative learning activities
Creative and communicative homework
Modern technology

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.

April 3-5
XII.  Teaching for Cultural Understanding
Models and Frameworks
Selecting Content
Building Empathy
Use of Realia

Required Reading:  Background reading:
CLI 292; TLIC Chapter 9, 357-402; CLI 342-46

April 7-10
Modern Language Association Achievement Examination

April 12-17
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
Authentic Assessment

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.

April 19-26
XIV.    Classroom Management Techniques
     Getting (and Staying) Organized
                      Record Keeping
Maintaining a Positive Learning Environment
Motivating Learning
Handling Student Diversity

Required Reading: Kopper, Karen. 1989.   Techniques and Strategies for
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

Recommended Reading:

Dodson, James.  1981.  Dare to Discipline.  Milne HQ769 .D58 1981

Emmer, Edmund et al.  Classroom Management for Secondary Teachers.
Prentice Hall.

Emmer, Edmund and Julie Sanford.  1988.  Understanding Classroom
Management.  Milne LB1027 .28 .S26 1988

Kopper, Karen.  Classroom Management Techniques Without Tears.  Photocopy.
Wong 83-193, 197-267

April 28-May 8
XV.  Professional Development
Preparation for student teaching
Professional preparation
Current issues in foreign language education
New directions:
    Input Processing
              Content-Based Instruction
Technology in FL Instruction

Required reading: ACTFL.  ACTFL Provisional Program Guidelines for
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
CLI 335-41

Recommended reading:
Wong 271-311

May 16 3:30-6:30 Final Examination