Professor: Katrien Christie
Tel: 831-2183 (office)
Office: 410 Smith Hall
E-mail: katrien@udel.edu
Hours: T, R 10:30-11:30 and by appointment
Textbooks:
Curtain, H. and C. Pesola. (1994). Languages and children: Making the
match. Longman. (required)
Shrum, J. and E. Glisan. (2000)Teacher’s handbook: Contextualized language
instruction. Heinle & Heinle. (required)
Gilzow, D. and L. Branaman (2000). Lessons learned: Model early foreign
language programs. Delta Systems Co. (optional)
Course description:
This course covers current methodology and history of foreign language
teaching in the elementary and middle schools, including topics such as
national standards, communicative competence, the whole language approach
and the integration of content and culture. The use of alternative assessment
tools and of modern technology, especially the WWW, will also be discussed.
There will be a combination of theoretical issues (e.g. language development)
and practical activities (e.g. developing classroom activities).
Conceptual Framework:
The course implements the University of Delaware's Conceptual Framework,
which was developed by a multi-college
committee to define the approaches generally used in the university's
teacher education programs. The Framework is
based on the conviction that good teaching requires constant trial
and error, thought, revision, and reflection. For that
reason, a primary goal in this course is not merely to convey content,
but to help students develop and practice the
skills they will need for a career of vital, innovative teaching. These
skills begin with personal reflection aimed at
improving practice, but they also include using scholarly resources
as well as forming partnerships with parents,
teachers, and the larger community as a means of defining and resolving
problems. Students should read the entire
Conceptual Framework document, which appears at the back of this syllabus
before proceeding to the following
summary of its application to 429/629.
Reflective practitioner: All readings, activities, and projects encourage
students to think through problems and
approaches to teaching. Often, specific step-by-step models are provided.
At other times, general tools are provided
and students are encouraged to find their own systematic way to solve
problems. The textbooks present material in a
way that invites reflection and problem-solving. The activities that
accompany the chapters require thoughtful
consideration. The classroom observations, class discussions, small
group work, the "discuss and reflect" and "teach
and reflect" assignments all encourage students to become reflective
practitioners.
Scholar: In accord with the general goal of becoming reflective practitioners,
students are encouraged to consider ways
of using existing research-based information as a means of determining
what more they need to learn and how best to
learn it. Students are required to include in this effort not only
traditional scholarly texts but also appropriate Internet
sites and community resources. This work is not undertaken as a separate,
isolated assignment; rather, it is part of the
routine development of motivational activities, lesson plans, multiple
assessments, and other instructional materials the
students are writing in the course. Accordingly, students are required
to indicate, in written assignments (especially in
the "discuss and reflect" assignments) how they are applying this research-based
information to the material they are
proposing to use with their (future) students. Finally, students are
challenged to move beyond the traditional image of
scholarship as an individual pursuit and to experience the acquisition
of knowledge as a collaborative, community effort.
Problem-Solver: The concept of problem-solving is inseparable from the
goals of reflectiveness and scholarship defined
above. For that reason, the classroom observation reports, class discussions,
activities and teaching presentation are
routinely framed in terms of analyzing what problems need to be solved,
what information or material is necessary to
solve them, and how that information or material may be acquired. This
approach is applied to such topics as the
development of motivational activities for diverse learners; the incorporation
of national standards into lesson planning;
and the development of principled stands on issues of importance to
the profession.
Partner: Students are encouraged to develop both the skills and the
attitudes necessary to foster routine, comfortable
partnerships -formal and informal- with pupils, parents, and colleagues.
To that end, students routinely work in small
groups during class and collectively research and report on relevant
issues in group projects such as the "discuss and
reflect" assignments.
The overarching goals of this course are the development of: -- a retrievable
and usable knowledge base in Foreign
Language Pedagogy geared specifically towards the elementary/middle
school; -- effective problem-solving and
higher-order thinking skills; -- self-directed learning skills; --
skills and attitudes needed for effective collaboration with
colleagues.
Expectations and policies:
The participants are expected to read all assignments before each meeting,
be prepared to give a critical assessment of
the readings, and to participate actively in the discussions and the
practical projects. All projects that are assigned and
done outside class are to be written on a computer and must be double-spaced
and include all appropriate (typed)
accents in the foreign language. Students should also very carefully
proofread all the assignments before handing them
in so that they accurately represent the language and culture they
(will) teach. Students are highly encouraged to work
in teams to prepare for class and for many assignments. This is done
to develop and promote collaboration which is of
great benefit to learners of all types and which is useful to teachers
in the field. All students are required to have an
active e-mail account in order to receive messages from the instructor
and engage in small discussions. Students are
also encouraged to meet with the instructor during office hours to
talk about individual concerns. As committed
professionals, students are expected to attend all classes. Since the
course is labor intensive and numerous
assignments will be required on a regular basis, late work will receive
a grade of 0. Exceptions may be made in unusual
circumstances. The course grade will be based on the following criteria:
429 629
Attendance, preparation and participation 5%
Attendance, preparation and participation 5%
Model program presentation 5%
Position paper 10%
Lesson demonstration and report 10%
Lesson demonstration and report 10%
Discuss and reflect (2 assignments @ 5% each) 10%
Discuss and reflect (1 assignment) 5%
Observation and report 10%
Observation and report 10%
Program portfolio 20%
Program portfolio 20%
Exam 1 20%
Exam 1 20%
Exam 2 20%
Exam 2 20%
Attendance, preparation and participation:
As committed professionals, students are expected to attend all classes.
Read the assigned material before class, be
prepared to answer questions and participate in group or class discussions.
Model program presentation (for undergraduates):
Students will discuss one of the model FLES programs in Gilzow and
Branaman in a maximum 10-minute presentation
to the class. Programs will be assigned to pairs of students at the
beginning of the semester. One or two presentations
per class will be scheduled, with presentations beginning in the second
or third week of the semester. After all
presentations, a round table discussion of all programs will be held.
Position paper (for graduates):
Students will, after discussion with the instructor, select a FLES-related
topic/issue for a maximum 7-page (plus 1 page
for references) position paper. In your paper you should review and
reflect on research papers in your chosen topic, as
well as state and defend your own position on the issue. Topic and
at least two references to research papers due on
October 18, outline of main ideas (bullet format) due on November 1,
final paper due November 27.
Lesson demonstration and report:
All students will, in groups of three, demonstrate a 30-minute FLES
lesson to the class. You are free to choose the
language, level and topic of the lesson. The lesson should be organized
according to the principles of communicative
competence and should be carried out in the (same) target language.
Alternative arrangements will be made for
students who don’t have a foreign language. You will need to prepare
a detailed lesson plan according to the guidelines
discussed in class, and distribute copies to all students and instructor.
You will also need to make and use all necessary
materials, props and manipulatives. The rest of the class will assume
the role of elementary school children and
participate appropriately J . All lessons will be videotaped for the
purpose of self-evaluation and reflection. The report
will consist of reflection on your own group’s performance as well
as on the other lessons (1 to 2 paragraphs per
lesson). It may be prepared individually or as a group.
Discuss and reflect:
Two projects will be assigned to discuss and reflect on in a maximum
3-page paper each, the first based on a video, the
second a case study from the Teacher’s Handbook. Students may work
individually or in pairs on these assignments.
Graduate students will only do the first assignment.
Observation and report:
All students will observe a FLES class for a minimum of 6 visits (of
40 minutes minimum) and write a report detailing
their observations and reflections (see handout). Scheduling will be
arranged through the Clinical Studies Office.
Observations will start as soon as possible. Notice you need to have
a PPD test done prior to observation, which can be
done at the Health Center (see the policy at http://www.udel.edu/teachered/).
The report must be handed in no later
than one week after the end of the class observations.
Program portfolio:
Over the course of the semester, assemble a portfolio in which you
develop a FL program (any type) for elementary or
middle school. As a minimum, the portfolio will contain:
a color brochure: introducing the program
to your target group (what, where, when, why, …),
the curriculum: program goals, teaching practices
and unit descriptions (for one year),
2 detailed lesson plans for different units
with built-in assessments and visuals,
3 technology-related activities (e.g. WWW,
CD-Roms).
This is your chance to be creative and apply what you learn in class
to a practical project which may be useful in your
future career! The textbooks are good resources to look for ideas.
If applicable to your program, refer to the National
Standards, especially in your lesson plans. It is the your responsibility
to hand in the portfolio for a progress check at
least four times over the semester at more or less evenly distributed
intervals. The complete portfolio will be handed in
no later than 3:00 p.m., December 6.
Exams:
A first exam is scheduled for October 11, a second exam for December
4. Collaborative review/preparation activities
will be organized to help prepare you for these tests.
Schedule of classes:
Tuesday
Thursday
Aug. 28-30
Introduction
Why FLES?
Rationale for FLES/Learning from the past
Reading: Ch.1 and 2 – LC
Sep. 4-6
Program models
Reading: Ch.3-
LC
Standards for FL learning and contextualized FL
teaching Reading: Ch.2 – TH
Sep. 11-13
Theoretical
foundations
Reading: Ch.4
- LC
Theoretical foundations Reading: Ch.4 - LC, and
recommended for graduate Ss also Ch.1 - TH
Sep. 18-20
Creating an
environment for communication: the role
of L,S, R, W;
Reading: Ch.6 - LC
Creating an environment for communication: the role
of L,S, R, W; Reading: Ch.6 - LC, and
recommended for graduate Ss also Ch.6 – TH
Sep. 25-27
Planning the
FLES curriculum
Reading: Ch.9
- LC
Discuss and
reflect n.1 due
Planning the FLES curriculum Reading: Ch.9 - LC,
and recommended for graduate Ss also Ch.3 - TH
Oct. 2-4
Immersion programs
Reading: Ch.5
- LC
Immersion programs
Reading: Ch.5 – LC
Oct. 9-11
The elementary
and middle school FL curriculum:
Review Reading:
Chs.4 & 5 – TH
EXAM 1
Oct.16-18
Creating classroom
activities
Reading: Ch.14
– LC
Creating classroom activities
Reading: Ch.14 – LC
Oct. 23-25
Drawing on the
whole curriculum
Reading: Ch.7
- LC + App. D (Part 1)
Drawing on the whole curriculum
Reading: Ch.7 - LC + App. D (Part 1)
Oct. 30-Nov. 1
Using technology
Reading: Ch.6
in M. Met (on reserve)
Discuss and
reflect n.2 due (undergraduate Ss)
Using technology
Reading: Ch.12 – TH
Nov. 6-8
Experiencing
culture
Reading: Ch.8
- LC + App. D (Part II)
Model lessons
Experiencing culture
Reading: Ch.8 - LC + App. D (Part II)
Model lessons
Nov. 13-15
Assessment
Reading: Ch.10
– LC
Model lessons
Assessment Reading: Ch.10 - LC, and
recommended for graduate Ss also Ch.11 - TH
Model lessons
Nov. 20
Student diversity:
learning styles and strategies,
learning disabilities,
etc. Reading: Ch.10 – TH
Model lessons
report due
Nov. 27-29
Is foreign language
education for all learners? (Ch.3
in M. Met (on
reserve)
Position paper
due (graduate Ss)
Final discussion: TBD
Review
Dec. 4
EXAM 2
Program portfolio due
LC = Languages and Children TH = Teacher’s Handbook