(a) an understanding of
the development of second language teaching methodology and current
best
practices (Principle 4, Instructional Strategies);
(b) a theoretical
background on second language learning and teaching and how it applies
to
instruction (Principle 2, Learner Development)
(c)
practice
with instructional approaches that assist language learners in
developing both
social and academic communicative competence (Principle 7, Planning
for
Instruction); and
(d) a field
experience in
which to analyze teaching, curriculum, and learning in the language
classroom
(Standard 3.c: Using Resources Effectively in ESL and Content
Instruction).
Course Objectives
1.Identify
and discuss theoretical principles and research in World Language learning
and teaching.
2.Analyze
current issues in language instruction as they apply to language learners,
including: proficiency; communicative competence; skills integration; content-theme-,
and task-based instruction; focus on form; and learning strategies instruction.
3.Identify
the characteristics and needs of WL learners.
4.Identify
and critique instructional materials designed for WL learners.
5.Practice
planning and microteaching demonstration language lessons.
6.Develop
a content-based thematic unit that fosters academic language development.
7.Keep
a journal of the field experience that relates observations to theoretical
principles.
8.Model
and present one of the methods that has had a significant influence on the
field of language teaching and learning.
9.Develop
skills in using technology in language teaching.
Required Texts
Brown, H. D. (2007). Teaching By Principles: An Interactive approach to language
pedagogy. 3rd Ed. Englewood Cliffs, NJ: Prentice Hall Regents.
Chamot, A.U., Barnhardt, S., El-Dinary, P., and Robbins, J. (1999). The Learning
Strategies Handbook White Plains, NY: Addison Wesley Longman.
Course Requirements
Attend all class sessions prepared for active participation in discussion
and group work. Read all assigned material for each class. One excused absence
for the course is allowed.
Method Acting Demonstration 15%
Micro Teaching Presentation 25%
Evaluations of Instructional Materials
(2 @ 5% ea) 10%
Demonstration of educational technology application 5%
Field Experience Journal 20%
Content-Based Thematic Unit 25%
Extra credit: Create a Learning Strategy Narrative 5%
Week
Date
Topic
Assignments
1
September 10
Introduction
Definitions
Course Overview and Requirements
Needs of Language Learners
National Standards for FL
2
September 17
Principles
and Theoretical Basis
Learner Variables and Characteristics
Notional-Functional vs. Grammatical Syllabus
Communicative Language Teaching
Metacognitive Model of Strategic Learning
Instructional Framework
TBP Ch. 2, 3,
4
LSH Ch. 1 - 3
3
September 24
Approaches, Methods,
Techniques
Principles of Teaching
Glossary of Terms Student Presentations: Methods Acting
Total Physical Response
TBP Ch. 5, 6
LSH Ch. 4, 5
4
October 1
Student Presentations:
Methods ActingSuggestopedia
Language for Academic Purposes
Academic Language Functions
Content-based Language Teaching
TBP Ch. 7
LSH Ch. 6, 7
5
October 15
Student Presentations:
Methods Acting Audiolingual Method; Community Language Learning
The CALLA Model
Instructional Sequence; Planning
Developing Thematic Units 1
TBP p. 128-136, &
Ch. 10;
LSH Ch. 8
6
October 22
Learning Strategy
Instruction
Developing Thematic Units 2
TBP Ch. 14
LSH Ch. 9
7
October 29
Learner-Centered
Instruction
Cooperative Learning
TBP Ch. 11, 12
8
November 5
Planning a Lesson Thematic Unit Workshop Criteria for
Evaluating Materials
Materials Exhibit
Supplemental CALLA
handout
LSH Ch. 10
TBP p. 136-147
9
November 19
Due: Micro
Teaching: Learning Strategies
Teaching/Assessing Listening Comprehension/Oral Communication Due: Content Based Thematic Units
TBP Ch. 16
10
November 26
Due: Micro-Teaching:
Cooperative Learning
Teaching and Assessing Speaking and Oral Communication
TBP Ch. 17
LSH 6,7 revisited
& supplemental readings
11
December 3
Due: Micro
Teaching: Listening Comprehension
Focus on Form
Teaching Grammar Due: Materials Evaluations
TBP Ch. 20
12
December 10
Due: Micro
Teaching: Speaking and Oral Communication Vocabulary Development Assessing Language
Due: Field Experience Journals
TBP 21,22
13
December 17
Due: Micro
Teaching
– Vocabulary/Grammar
Dual- Language and Language Immersion Approaches
Course Evaluations
Philosophy of the School of Education
The faculty of the School of Education
is committed to excellence in advancing educational theory and practice through
the initial and continuing development of reflective, dedicated and proficient
teachers, administrators and researchers. Graduates are equipped to meet
individual needs, to nurture the strengths and talents of those individuals,
and to initiate and provide leadership in classrooms, educational institutions,
and in the public policy arena. The mission of the SOE is derived from the
faculty's shared conviction that the fundamental task of schooling in America
is the advancement of the welfare of children. The faculty of the School
of Education wants our teacher education programs to be known for preparing
effective teachers who understand and model a commitment to excellence, equity,
community and diversity.
The School of Education faculty
and staff are committed to celebrating diversity and building a community
of learners. As we work in collaboration in and out of the classroom:
We
believe that respecting each other's differences and opinions leads to a
positive and open environment,
We
believe that open discourse promotes reflective and thoughtful educators,
We
believe that equitable treatment of each other is necessary for a positive,
sustained, and working community, and
We
believe that each and every member of the community can make a valuable contribution
to the community.
These beliefs in action provide for all students, staff, and faculty a safe,
productive, and positive educational community.
Academic Integrity
Standards of academic conduct are set forth in the University’s Academic
Integrity Code. By registering, you have acknowledged your awareness of the
code. You are obliged to become familiar with your responsibilities and rights
as defined by the code. Violations of the Academic Integrity Code will not
be taken lightly. Disciplinary actions will be taken should violations occur.
Please consult with me if you have any questions about acedemic violations
in general or as they relate to this course.
Late Assignments:
Students are strongly encouraged to turn in all assignments
on time. Points will be deducted from all assignments that are turned in
after the due date listed in this syllabus. Please note there is no penalty
for assignments turned in early.
Academic Support
If you experience difficulty in this course for any
reason, please don’t hesitate to consult with me. In addition to the
resources of the department, a wide range of services is available to support
you in your efforts to meet the course requirements.
Academic Support Center (x3360, MGC 243) offers study
skills workshops, individual instruction, tutor referrals, and services for
students with learning disabilities. Writing support is available in the
ASC Writing Lab or in the Writing Center, Battelle 228.
Counseling Center (x3500, MGC 214) offers counseling
and consultations regarding personal concerns, self-help information, and
connections to off-campus mental health resources.
Disability Support Services (x3315, MGC 206) offers
technical and practical support and assistance with accommodations for students
with physical, medical, or psychological disabilities.
If you qualify for accommodations because of a disability,
please notify me in a timely manner with a letter from the Academic Support
Center or Disability Support Services so that we can make arrangements to
address your needs.
American University School of Education, Teaching
and Health EDU-540 
