Issues in FL Acquisition and Teaching
Fall 1997
Mondays 4:00 – 6:30 p.m. in ML 214
Instructor:
Renate A. Schulz
Office: ML 590
Office hours: M, W, Th 2:00 – 3:00 p.m. or by appointment
Phone: 621-7388
e-mail: schulzr@u.arizona.edu
Course Objectives:
This course is intended for current and prospective teachers of French or German as foreign languages to adults or adolescents. It aims at developing the following areas of knowledge and competencies: Students will
become familiar with theoretical foundations of second/foreign language acquisition and a range of practical implications/applications of SLA theories for communicative language teaching;
become familiar with important professional resources (journals, print sources, organizations, and language learning technologies);
be able to find relevant professional and instructional resources on the Internet
gain knowledge of traditional and nontraditional teaching methods;
develop an initial awareness of individual learner factors, such as learning style and strategies, attitudes and belief systems, motivation, language anxiety and how these factors may impact on language learning;
develop critical insights about and a repertoire of activities for conducting interactive language practice using the four skills: listening comprehension and speaking, and reading comprehension and writing;
develop skills in providing appropriate feedback to learners;
develop insights and skills in teaching cultural content as well as other content areas in the foreign language;
develop skills in lesson planning and materials evaluation.
Instructional Materials:
Required:
Cohen, A. D. 1990. Language Learning: Insights for Learners, Teachers, and Researchers. Boston: Heinle & Heinle.
Larsen-Freeman, D. 1986. Techniques and Principles in Language Teaching. Oxford: Oxford University Press.
Lee, J. F. and VanPatten, B. 1995. Making Communicative Language Teaching Happen. New York: McGraw Hill.
Recommended:
Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press.
Oller, J. W., ed. 1993. Methods that Work: Ideas for Literacy and Language Teachers, sec. ed. Boston: Heinle & Heinle.
Additional readings will be made available in ML 571 and on the Internet.
Tentative Topics and Assignments:
8/25 Introductions
Course Orientation
Professional Resources
From SLA Theories to Teaching Practice
9/1 LABOR DAY – NO CLASS
Saturday, Sept. 6 – Optional, but highly recommended: 13th Annual Second Language Teachers’ Symposium, Student Union, U of A
9/8 Due: Statement of Beliefs regarding How Foreign Languages are Learned and how They Should Be Taught
Readings: Larsen-Freeman, chaps. 2, 3, 4
Learner Variables in Foreign Language Learning
The Myth of Method and Mastery: Grammar Translation, Direct Method, ALM
9/15 Readings: Larsen-Freeman, chaps. 5, 6, 7, 8
The Myth of Method and Mastery: Silent Way, Suggestopedia, CLL, TPR
Demo: TPR and Audio-Motor Unit
9/22 Readings: Larsen-Freeman, chap. 9; Lee/VanPatten, chaps. 1, 2, 3, 4
Communicative Approaches to Foreign/Second Language Teaching
Demo:
Saturday, September 27 – Optional, but highly recommended: Arizona Language Association (AZLA) and Arizona AATF meeting, Tucson, Arizona International Campus
9/29 Readings: Cohen, chaps. 2, 3, 7
Teaching and learning vocabulary
Demo:
Saturday, Oct. 4 – Optional, but highly recommended for prospective German teachers, Arizona AATG in Tucson
10/6 Due: Classroom Observation Reports
Readings: Lee/Van Patten, chaps. 5, 6, 7
Teaching and Learning Grammar
Demo:
10/13 Readings: Kramsch, chaps. 2, 3; Lee/VanPatten, chaps. 8, 9; Cohen, chap. 4;
Gaining proficiency in the spoken language
Review for midterm exam
Demo:
10/20 Midterm Exam
Gaining proficiency in the spoken language, cont.
10/27 Readings: Lee/VanPatten, chap. 10, Cohen, chap. 5
Comprehending Written Language
Demo:
11/3 Due: Annotated Bibliography of 10 Entries
Readings: Lee/VanPatten, chaps. 11, 12; Cohen, chaps. 6, 8
Developing the Writing Skills
Demo:
11/10 Readings: Lee/Van Patten, chap. 13
Planning the communicative language lesson
Evaluating Materials for communicative language instruction
11/17 Due: Video-Tape of Teaching Demo with Lesson Plan
Readings: Oller, chaps. 14, 15; Kramsch, chaps. 4, 5
Content-Based Instruction: Teaching Culture and Literature
11/24 Readings: Kramsch, chaps. 6, 7
Teaching Culture, cont.
Demo:
12/1 Due: Annotated List of Internet Resources
Readings: Oller, chap. 29; additional readings TBA
Teaching foreign languages to learners with learning difficulties
Technology and second/foreign language teaching and testing
12/8 Due: Philosophy Statement or Diary on FL Learning and Teaching
Due for 579 students: Term Paper
Technology, cont.
Review for final exam
course evaluation
Final Examination: Monday, Dec. 15, 2:00 – 4:00 p.m.
Course Requirements and Evaluation for German 479:
Regular classroom attendance and participation.
Midterm Exam (15%)
Final Exam (15%)
Pre/post course statement of Beliefs/Philosophy on “How are foreign languages learned? What factors contribute to successful adult/adolescent foreign language learning? What pedagogical principles can be derived from your convictions (i.e., how “should” foreign languages be taught?). Please note that the first version of your statement is due on September 8. The final version is due on December 8. If you prefer to fulfill this assignment in journal or diary fashion (i.e., you elaborate or amend your original beliefs weekly, as you reflect on readings, discussions, your teaching experience, etc.), you are encouraged to do so. You will be evaluated on your ability to critically reflect on and synthesize readings and discussions into a personal philosophy of foreign language learning and teaching. (15%)
3 classroom observation reports of foreign language classes taught by “experienced” (i.e., not first semester) teachers. You may want to observe a language class whose language you do not speak. If appropriate, use one of the available evaluation forms. It is recommended that you obtain permission for and give advance notice to the cooperating teacher of your intended visit. (10%)
Video-taped teaching demonstration with lesson plan (team teaching encouraged). Student(s) will plan and teach a 15-20 minute segment to be videotaped by a team member. Each student will submit his or her video-clip together with an annotated lesson plan and a self-critique of the teaching performance. (15%)
Classroom demonstration of a technique selected from J.W. Oller, ed. Methods that Work. Collaborative presentation (up to 3 students) encouraged. (10%)
Annotated bibliography (summary/reaction) of five (5) recent (1985+) professional articles/chapters of your choice dealing with FL education. The bibliography should include at least one article from Die Unterrichtspraxis (for German teachers) or French Review (for French teachers) or Hispania (for Spanish teachers), Foreign Language Annals, Modern Language Journal, TESOL Quarterly and/ or TESOL Journal. Each entry should be typed, double-spaced and no longer than 1 page. Please provide full bibliographical information on each entry, using either MLA or APA style format. (10%)
Annotated list of Internet Resources for Foreign Language Teachers. (10%) Collaboration is highly encouraged! (Identify collaborators)
Course Requirements and Evaluation for German 579 / French 579:
In addition to all requirements listed under German 479, graduate students enrolled for German 579 and French 579 must submit an in-depth research paper on an important issue of foreign language teaching. Typed, double-spaced, min. 8 pages (not including references). Bibliography should list at least 12 reference sources. Students will give a 8-10 minute oral presentation in class, summarizing their findings. (Time limit strictly enforced!)
Some suggested topics: Language learning styles and strategies; content-based language teaching; teaching culture; using portfolios in language instruction; promoting foreign language learning; language learning “disabilities”, teaching foreign languages with the Internet, etc.