Spring 2006
Teaching requires a synthesis of academic excellence, interpersonal effectiveness, cultural consciousness and personal insight that far surpasses what is required of any other profession. (From Lee S. Shulman et al. “A Report of the Re-Thinking Task Force,” prepared for the NBPTS, Columbus, OH, June 1995.)
Instructor: Renate A. Schulz
Office: Learning Services Bldg. 312
Office Phone: 621-7388
E-mail: schulzr@u.arizona.edu
Office Hours: Tue 1–3 pm.; Wdn 2–4 p.m. or on appointment
Meeting Time/Place: Thursdays 3:30 – 6:00 p.m. in Learning Services Bldg. 346
Listserv address: SLAT596b@listserv.arizona.edu
Course Objectives:
–Course participants will gain an overview of current issues and problems in foreign language teacher education.
–They will study in depth models of and approaches to teacher development (pre-service and inservice) and supervision.
— They will develop criteria for the evaluation of teaching and practice their use with authentic teaching samples.
— They will engage in reflective analysis and self evaluation, and become more aware of their own teaching styles and approaches.
— They will conduct classroom research, investigating one or more aspects of teacher behavior or teacher evaluation.
Procedures: The course will be conducted seminar style. This means that students and instructor share the responsibility in finding, discussing, analyzing, and synthesizing relevant information regarding the course topics.
The topics below will be explored using assigned readings, lectures, reports–all combined with extensive discussion–and small-group problem solving activities. Practical experience in teacher supervision/evaluation will be gained through observation of classroom instruction, and video critiques. Course participants will also engage collaboratively or individually in research projects which investigate issues related to FL/L2 teaching, teacher development, or the supervision and/or evaluation of teaching.
Required Books:
–Bailey, K. M., Curtis, A. & Nunan, D. (2001). Pursuing professional development . Boston: Heinle & Heinle.
–Bardovi-Harlig, K. & Hartford, B., eds. (1997). Beyond methods: Components of second language teacher education . New York: McGraw Hill.
–Additional required readings will be available in LSB 300 (German Studies Dept.) and through Eres (electronic reserves).
Recommended:
–DeCapua, A. & Wintergerst, A.C. (2004). Crossing Cultures in the Language Classroom . Ann Arbor: Univ. of Michigan Press.
–Rifkin, B. Ed. (2000). Mentoring foreign language teaching assistants, lecturers, and adjunct faculty. Boston: Heinle & Heinle.
Please note: Articles marked with an asterisk are not obligatory.
Tentative Topics:
| Date | Topcis |
| 1/12 | Orientation to Course14 questions to explore what we know about FL teaching and learning.Research in Teacher Education: Psychometric (quantitative); Interactional analysis; Discourse analysis; Ethnographic (qualitative); Action researchEstablishing a research agenda in L2/FL teacher development. |
| 1/19 | Please note that for this date only, the course will meet from 4:15 – 6:00 p.m.Guest Professor: Dr. Stephanie DuisbergCertification requirements for teaching FL/ESL in Arizona public schoolsPositioning FL as a “Core subject” – Implications of the demarginalizing of FL instruction in the schoolsThe Student-Centered Language Classroom: Meeting the Standards while creating communityEvaluator Bias based on Preferred MethodologiesPreparatory readings: Rilling, S., “Teacher Evaluation: It doesn’t have to hurt.” At www.asia-u.ac.jp/english/cele/articles/Rilling_Teacher_Eval.htm#topPufahl, I., Rhodes, N. C. & Christian, D. (2001) at www.cal.org/ericcll/digest0106pufahl.htmlCrandall, J. (1994). “Content-Centered Language Learning” at www.cal.org/ericcll/digest/cranda01.html |
| 1/26 | Reports/discussion on readings: Schulz, R. (2000); Vélez-Rendon, G. (2002); *Crandall, J. (2000); *Oxford, R. L. (1998) in www.cal.org/ericcll/News/199809/main_article.html ;Review of “the state of the art” in FL teacher education. What are the issues?Presentation of research reports |
| 2/2 | Reports/discussion on readings: www.ncate.org (professional standards for FL and ESL teachers); www.intasc.org (Model Standards for Licensing Beginning Foreign Language Teachers); www.nbpts.org (World Languages Other than English: Standards for teachers of students ages 3 – 18+, and English as a New Language Standards for teachers of students ages 3 – 18+). Standards for Foreign Language Learning (1996); TESOL (1997). ESL standards for pre-K-12 students. Bardovi-Harlig & Hartford, chaps. 1 – 3.The move toward professional standards.Competencies of a good FL teacher—What should teachers know and be able to do? Implications for teacher development.Content of FL Teacher Education: Pre-Service and In-Service.Presentation of research reports |
| 2/9 | Due: Written versions of 3 classroom research reports.Reports/discussion on readings: Bardovi-Harlig & Hartford, chaps. 4 – 7.Teacher knowledge and competences, cont.Doing Teacher ResearchPresentation of research reports |
| 2/16 | Bardovi-Harlig & Hartford, chaps. 8 – 10.Content/ options/activities for teacher development. |
| 2/23 | Distribute research proposals on listserv by Monday, 2/20.Guest lecture: Dr. Claudia Kost, “Teacher Development, Supervision and Evaluation in a University Setting.”Presentation of Research or Syllabi Proposals: |
| 3/2 | Presentation of Research ProposalsReports/discussion on readings: Bailey, K. M.,Curtis, A. & Nunan, D. (2001) (chap. 1 – 6), pp. 1 – 116).Reflective Teaching; Self Awareness; Self ObservationMidterm Course Evaluations |
| 3/9 | Presentation of Research ProposalsReports/discussion on readings: Bailey, K. M., Curtis, A. & Nunan, D. (chap. 7-13, pp. 117-247). Peer Observation; Team Teaching; Mentoring, Teaching Portfolios. |
| 3/16 | Spring break – no class |
| 3/23 | Due: Classroom Observation ReportsReports/discussion on readings: Pennington, M.C. & Young, A.L. (1989); Wolf (1991); Zubizarreta (1994).The Evaluation of Teacher Effectiveness: Formative vs. SummativeCriteria for FL teacher evaluationStudent evaluationsPeer EvaluationsSelf EvaluationPortfolio approaches to teacher evaluation |
| 3/30 | Models/Processes of FL Teacher Education: Teaching as art, craft, science or reflective process involving intellectual assumptions, experiential practice and attitudinal change.Reports/discussion on readings: Gebhard (1990); Fanselow (1977); Allen, Fröhlich & Spada (1983). |
| 4/6 | DUE: Video-taped teaching sample.Reports/discussion on readings: Gaies, S. & Bowers, R. (1990); Costa A. & Garmston, R. (1994).Approaches to teacher supervisionMethods of observationThe teacher/supervisor conferenceGroup critique of video-taped teaching sample. |
| 4/13 | Reports/discussion on readings: Schulz, R. A. (2005); also read Guthrie, E. (2001); Bernhardt, E. B. (2001); and Chalupa, C. & Lair, A. (2001), all in Rifkin (2001).The Care and Feeding of the Basic Language DirectorTeacher Development on the Post-Secondary Level: The Teaching Assistant – Pre-Service Teacher Development |
| 4/20 | Reports/discussion on readings: De Capua A. & Wintergerst, A.C. (2004), chaps 1 and 2.Teacher Development on the Post-Secondary Level, cont.Faculty Development: Covert Teacher EducationTeacher development and the teaching of culture. |
| 4/27 | Reports/discussion on readings: De-Capua & Wintergerst, chaps. 4, 5, 6.Preparing teachers to teach culture, cont.Summary presentations of final results of research studies:Course evaluation |
| 5/5 | Due: Final Project |
Course Requirements and Evaluation:
Regular classroom attendance is expected. Any unexcused absence will lower your accumulated course points by 10 and may lower final grade. Please check with instructor for make-up assignment in case of excused absence.
Course requirements :
I. Written reflections on readings (e.g., a log of key terms/definitions, reactive comments, and/or question[s], research implications on each reading assignment), prepared for date reading is assigned. Reflections are to serve as take-off points for discussion. They may or may not be collected. Students will be called on at random to lead discussions. Please tell instructor before class if, for any reason, you were not able to complete reading assignment. 200 points.
II. Critical review of three (3) reports on classroom research. The reviews should be maximally two pages in length, single-spaced. Students need to sign up on one of the dates below for a short oral report and critique (max. 10 minutes) of one of the research articles read. Please note: To avoid duplication, students need to get approval from instructor, for research report selected for oral presentation. FIRST COME FIRST SERVED! 200 points.
Due dates: Oral presentation/discussion 1/26, 2/2, or 2/9; written version due 2/9.
III. Two (2) classroom observation reports, using two different observational formats or procedures. One observation should use a more qualitative, descriptive approach, one a more quantitative, evaluative approach (see Day 1990). Instructors may be GATs, regular university faculty, or high school teachers. A list of cooperating high school teachers is available. Collaborative development of criteria and procedures, involving teacher and observer, is encouraged. 200 points. Due: 3/23
IV. Video-taped sample of your own teaching (minimum length: 30 minutes) with lesson plan and explanatory commentary and reflective critique. Video camera available through SLAT. Please reserve in advance.
Note: With advance notice, you may be able to get lesson professionally video-taped by University Teaching Center. 200 points. Due: 4/6
V. Please select one of the following options. Individual or collaborative work will be accepted. Please do not staple or bind assignments . Submit in folder or under paper clip.
a) Empirical research project dealing with a question relevant to teaching, classroom interaction, teacher education, supervision or evaluation. Quantitative and/ or qualitative approaches to research may be used. Course participants who choose to work on a group project should include a short statement describing/identifying their individual contribution to the project. A short (approx. 1-2 page) research proposal summary, listing research question(s)/hypotheses, rationale for study, and describing proposed research design, procedures, subjects, and data collection instruments or methods needs to be posted on the SLAT596b listserv by Monday, 2/20 .
Oral presentations and discussion of research proposal in class 2/23 and 3/2 . A final, double-spaced research report, including an abstract due on 5/5 .
The abstract should summarize the What? Why? Where? Who? How? When? And So What? Of your study (Freeman, 1998, p. 51 and p. 122). Due date can be adjusted, if criterion measures include results of final course exams. 200 points.
Note: If you do not yet have a thorough introduction to SLA research methods, I recommend you read Chapelle, C. A. & Duff, P. A., eds. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly , 37, 157- 178.
OR
b) Develop a detailed, annotated syllabus with annotated bibliography for a one-semester, 3-credit hour pre-service teacher development course (graduate or undergraduate), focusing on teachers of your chosen target language and a topic of your choice. Please see Guidelines for Preparation of Syllabus. 200 points.
Description of Class Conduct and Grading Policies and Procedures:
Integrity is expected of every student in all academic work. The guiding principle of academic integrity is that a student’s submitted work must be the student’s own. Students engaging in academic dishonesty diminish their education and bring discredit to the academic community. Students shall not violate the Code of Academic Integrity and shall avoid situations likely to c ompromise academic integrity. Students shall observe the provisions of the Code. For the complete text of the Code, refer to http://catalog.arizona.edu/policies/994/acacode.htm .
Note: Students may not submit identical papers/assignments to fulfill course requirements in more than one course. If you are working on a similar paper/project in another class, you must get instructors’ approval.
Students with Disabilities: If you anticipate the need for reasonable accommodations to meet the requirements of this course, you must register with the Disability Resource Center and request that the DRC send me official notification of your accommodation needs as soon as possible. Please plan to meet with me by appointment or during office hours to discuss accommodations and how my course requirements and activities may impact your ability to fully participate.
Bibliography
Allen, P., Fröhlich, M., & Spada, N. (1983). The communicative orientation of language teaching: An observation scheme. In J. Handscombe, R. Orem, & B. P. Taylor (Eds.), On TESOL ‘83: The question of control . Washington: TESOL, pp. 231-252.
Bailey, K. M., Curtis, A., & Nunan, D., eds. (2001). Pursuing Professional Development. Boston: Heinle & Heinle.
Benseler D. P., & Cronjaeger, C. (1990). The preparation and support of graduate teaching assistants in foreign languages: A bibliography. In S. S. Magnan (Ed.). Challenges in the 1990s for college foreign language programs . Boston: Heinle & Heinle.
Bell, D.M.(2003). Method and postmethod: Are they really so incompatible? TESOL Quarterly, 37 , 325-336.
Chapelle, C. A., & Duff, P.A. (2003). Some guidelines for conducting quantitative and qualitative research in TESOL. TESOL Quarterly, 37 , 157-178.
Costa, A. & Garmston, R. (1994). Cognitive Coaching: A foundation for renaissance schools. Massachusetts: Christopher-Gordon Publishers.
Crandall, J. (2000). Language teacher education. Annual Review of Applied Linguistics, 20, 34-55.
Day, R.R. (1990). Teacher observation in second language teacher education. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp.43-61). Cambridge: Cambridge University Press.
Fanselow, J. F. (1977). Beyond RASHOMON – Conceptualizing and describing the teaching act. TESOL Quarterly , 11, 17-39.
Freeman, D. (1998). Doing teacher research . Boston: Heinle & Heinle.
Gaies, S. & Bowers, R., (1990). Clinical supervision of language teaching: the supervisor as trainer and educator. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp.167-181). Cambridge: Cambridge University Press.
Gebhard, J.G. (1990). Models of supervision: Choices. In J.C. Richards & D. Nunan (Eds.), Second language teacher education (pp.156-166). Cambridge: Cambridge University Press.
Kinginger, C. (2001). Sociocultural Approaches to teaching and teachers’ research. In R. Z. Lavine (Ed.), Beyond the boundaries: Changing contexts in language learning (pp. 201-225). Boston: McGraw Hill.
NBPTS (2001). World languages other than English: Standards for teachers of students ages 3 – 18+. and NBPTS (1998). English as a new language standards for teachers of students ages 3 – 18+ . National Board for Professional Teaching Standards.
Nunan, D. (1992 ). Research methods in language learning. Cambridge Univ. Press, pp. 184-210.
Pennington, M. C. & Young, A. L. (1989). Approaches to faculty evaluation for ESL. TESOL Quarterly , 23, 619-646.
Richards, J. C. & Nunan, D., eds. (1990). Second language teacher education . Cambridge: Cambridge University Press.
Rifkin, B., ed. (2001). Mentoring foreign language teaching assistants, lecturers, and adjunct faculty. Boston: Heinle & Heinle.
Schulz, R. A. (2000). Foreign language teacher development: MLJ perspectives-—916-1999. Modern Language Journal , 84, 495-522.
Schulz, R. A. (2005). The role of basic language program director: Results of a survey. ADFL Bulletin 36, 2, 32 – 39.
Standards for Foreign Language Learning in the 21 st Century (1999). National Standards in Foreign Language Education Project. Lawrence, KS: Allen Press.
TESOL (1997). ESL Standards for pre-K-12 students. Alexandria, VA: TESOL.
VanPatten, B. (2003). From input to output . Boston: McGraw Hill.
V é les-Rendon, G. (2002). Second language teacher education: A review of the literature. Foreign Language Annals, 35 , 457-467.
Wallace, M. J. (1991). Teacher education: Some current models. In Training foreign language teachers: A reflective approach . Cambridge University, 2 – 17.
Watson-Gegeo, K. A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22 , 575-592.
Wolf, K. (October 1991). The schoolteacher’s portfolio: Issues in design, implementation, and evaluation. Phi Delta Kappan , 129-136.
Zubizarreta, J. (December 1994). Teaching portfolios and the beginning teacher. Phi Delta Kappan , 323-326.