The
purpose of this field experience is to observe and reflect on practicing
language teachers and classrooms over an extended period of time. You should
observe a variety of classes and levels, interacting with teachers and their
students as suggested by the host teacher.
Keep a detailed record
of your observations and use it to write a reflective journal about the
experience, addressing the topics stated below. Your journal should be about 12
pages in length. Please refer to the attached rubric for the criteria that will
be used to evaluate your journal. This assignment counts for 10% (10 points) of
your final grade.
1)
Make
a chart that describes the WL program, including levels, length of classes,
classes per week, types of instruction (e.g., language-based WL, content-based
WL, other). Provide enough detail to give a clear picture of the school's WL
program. (1 point)Describe and critique the instructional approach of one WL
teacher, including qsmethodology, use of ACTFL Standards, teaching style, teacher
beliefs, and teacher effectiveness. Do not identify the teacher by name (you
may invent a name). (2 points)
(2)
Describe an WL student's cultural background and how it might affect his/her
language learning. Discuss the stu2) dent's proficiency level, personal approach
to language learning, including learning strategies, attitudes, self-efficacy,
and motivation. Comment on the student's strengths and needs. Do not use
the student's real name. (2 points)
3) Make
a chart that describes and critiques the instructional materials adopted
for different levels of WL. Examine both teacher guides and student materials
and indicate their appropriateness for: exemplifying ACTFL standards, language
proficiency level, age, cultural sensitivity, suggestions for differentiating
instruction, activities for different learning styles/intelligences, learning
strategy instruction, fit with type of curriculum (i.e., language-based,
content-based, other). (3 points)
4)
Make
a chart that describes the assessment procedures used for initial placement,
promotion to the next language level, and exit from WL program. Include
standardized tests and authentic assessments. Evaluate each assessment for:
adherence to ACTFL standards, fairness, and usefulness to the teacher. (2
points)
5)
Based
on your classroom and school observations, and what you have learned about
language, culture, and WL methodology, describe your philosophy of
teaching World Language learners. (1 point)
Field
Experience Journal
Evaluation
Rubric
| Field Exp. Jnl.
Target |
Acceptable |
Unacceptable |
|
1. Chart describing WL program includes all 4 types of information
listed in assignment and provides a detailed picture of the school's WL
program.
2. Description of WL teacher's instructional approach includes all 5
types of information listed in assignment and the critique provides deep
reflection supported by 2 or more examples of the teacher's approach.
3. Description of student's cultural background is accurate and
unbiased; approach to language learning includes 7 types of information
listed in assignment and provides 2-3 specific examples of student's
strengths and needs.
4. Chart of instructional materials includes all 8 types of
information listed in assignment; chart describes and critiques the
instructional materials adopted for different levels of WL.
6. Chart of assessment procedures includes all 3 types of information
listed in the assignment and all 3 evaluation topics.
7. Personal philosophy of teaching English language learners is
deeply reflective and draws on observation experiences and prior knowledge
about language and learning.
|
1. Chart describing WL program includes all 4 types of information
listed in assignment and provides some detail of the school's WL program.
2. Description of WL teacher's instructional approach includes 4
types of information listed in assignment and the critique provides a general
impression supported by only 1 example of the teacher's approach.
3. Description of student's cultural background is accurate and
unbiased; approach to language learning includes 5-6 types of information
listed in assignment and provides 1-2 general examples of student's strengths
and needs.
4. Description of mainstream content-area teacher includes 3 of the 4
types of information listed in assignment and the critique provides a general
impression supported by only 1 example of the teacher's strengths and needs.
5. Chart of instructional materials includes 7 types of information
listed in assignment; chart describes and critiques the instructional
materials adopted for different levels of WL.
6. Chart of assessment procedures includes 2 types of information
listed in the assignment and 2 evaluation topics.
7.
Personal philosophy of teaching English
language learners is somewhat reflective and draws on observation
experiences, but does not integrate prior knowledge about language and
learning. |
1. Chart describing WL program includes fewer than 4 types of
information listed in assignment and provides few details of the school's WL
program.
2. Description of WL teacher's instructional approach includes fewer
than 4 types of information listed in assignment and the critique provides
vague impressions not supported by examples of the teacher's approach.
3. Description of student's cultural background is stereotypic or
biased; approach to language learning includes fewer than types of
information listed in assignment and provides very general comments about
student's strengths and needs with no examples.
4. Description of mainstream content-area teacher includes 1-2 of the
4 types of information listed in assignment and the critique provides vague
impressions not supported by examples of the teacher's strengths and needs.
5. Chart of instructional materials includes 6 or fewer of the types
of information listed in assignment; chart describes but does not critique
the instructional materials adopted for different levels of WL.
6. Chart of assessment procedures includes only 1 of the 3 types of
information listed in the assignment and does not address the evaluation
topics.
7.
Personal philosophy of teaching English
language learners is superficial and unrelated to observation experiences and
prior knowledge about language and learning. |
