Request for New Course
E ASTERN M ICHIGAN U NIVERSITY
D
IVISION OF
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CADEMIC
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FFAIRS
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CHOOL
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C ONTACT P ERSON :
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ANGUAGES
A NNE N ERENZ
C ONTACT P HONE : 487-0130
R EQUESTED S TART D ATE : T ERM F ALL
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C ONTACT E MAIL :
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RTS AND
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CIENCES
ANERENZ @ EMICH .
EDU
2012
For the last 25 years, the three-credit secondary world language methods course FLAN 611 Theory and Methods of Modern Language
Instruction has been taught as a large group lecture and a series of small group practicum sessions.
• During the lecture, teacher candidates learn the concepts, theories and approaches to teaching a world language using standards-based, modified immersion methodologies.
• During the small group practicum sessions, teacher candidates teach weekly mini-lessons under the guidance of the methods professor; the micro-teaching portion of the course allows candidates to plan, present, and analyze lessons they have designed and to perfect the skills they will need to be successful during student teaching and in their future careers as world language teachers.
The National Council on the Accreditation of Teacher Education (NCATE) as well as the American Council on the Teaching of Foreign
Languages (ACTFL) both recognize the powerful impact of a teacher development model that combines the efficiency of the large group lecture with more faculty-intensive hands-on, mentored small group practice sessions. The fact that nearly all of our teacher candidates are employed as full-time language teachers within a semester of certification and that several have won state-level teaching awards attests to the long-standing tradition of excellence provided by the lecture – recitation model.
However, because all of the students enrolled in the large group lecture can not be accommodated in a single small group session, several small group sessions have been scheduled each week, totaling three or more hours of faculty contact time in addition to the large group lecture.
Under the traditional model, students paid for one 3-credit methods class (FLAN 611); however, six or more faculty contact hours were required to deliver that course (FLAN 611).
Beginning in Fall 2011, the Dean’s Office in the College of Arts and Sciences 1) declared the 3-credit FLAN 611 lecture-practicum model to be financially unsustainable and 2) suggested that a new three-credit co-requisite micro-teaching practicum course (FLAN 541) be created.
This proposal describes the co-requisite micro-teaching practicum course (FLAN 541), a course that will continue to provide world language teacher candidates with much-needed opportunities to develop the essential language skills and professional teaching behaviors they will need to design, deliver and sustain world language programs in secondary settings.
Note: Because the required credit load for student teaching is being reduced from 12 to 9 credits, adding this new 3-credit practicum course does not increase the overall credit load required for post-baccalaureate secondary certification in a world language.
1. Subject Code and Course Number: FLAN 541
2 . Course Title: Practicum in World Language Instruction - Secondary
3. Credit Hours: 3
4. Repeatable for Credit? Yes_______ No__X__
5. Catalog Description (Limit to approximately 50 words.):
If “Yes”, how many total credits may be earned?_______
Students apply concepts and theories learned in FLAN 611 to teach varied lesson designs in mentored, weekly small group micro-teaching sessions. Co-requite with FLAN 611
6. Method of Delivery (Check all that apply.)
Miller, New Course
Sept. 09

New Course Form a. Standard (lecture/lab) X
On Campus b. Fully Online
X Off Campus c. Hybrid/ Web Enhanced
7. Grading Mode: Normal (A-E) X Credit/No Credit
8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.)
Phase I courses in the Teacher Preparation Program
Or Department Permission for M.A. or Certificate candidates
9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject
Code, Number and Title.)
None
10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course. (List by Subject Code, Number and
Title.)
FLAN 611: Theory and Methods of Modern Language Instruction
11 . Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent course has already been taken. (List by Subject Code, Number and Title)
None
12. Course Restrictions: a. Restriction by College. Is admission to a specific College Required?
College of Business
College of Education
Yes
Yes
No
No
X
X b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course?
Yes No X
If “Yes”, list the majors/programs c. Restriction by Class Level Check all those who will be allowed to take the course:
Undergraduate
All undergraduates_______
Graduate
All graduate students__X__
Freshperson
Sophomore
Certificate
Masters
X
X
Miller, New Course
Sept. ‘09 Page 2 of 5

New Course Form
Junior
Senior
Second Bachelor________
Specialist
Doctoral
UG Degree Pending_____
Post-Bac. Tchr. Cert._____ Low GPA Admit_______
Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate
Credit. Only “Approved for Graduate Credit” undergraduate courses may be included on graduate programs of study.
Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for
600-level courses d. Restriction by Permission. Will Departmental Permission be required? Yes X
(Note: Department permission requires the department to enter authorization for every student registering.)
No
13. Will the course be offered as part of the General Education Program? Yes No X
If “Yes”, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community form. Note : All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this course is NOT approved for inclusion in the General Education program, will it still be offered? Yes No
Within the Department :
14 . Will this course will be a requirement or restricted elective in any existing program(s)? Yes X No
If “Yes”, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum.
Program K-12 Arabic Language and Culture Required __X_ Restricted Elective
Program K-12 Chinese Language and Culture
Program K-12 Japanese Language and Culture
Program K-12 major in French Language and Culture
Program Secondary major in French Language and Culture
Program Secondary minor in French Language and Culture
Program K-12 major in German Language and Culture
Program Secondary major in German Language and Culture
Program Secondary minor in German Language and Culture
Program K-12 major in Spanish Language and Culture
Program Secondary major in Spanish Language and Culture
Program Secondary minor in Spanish Language and Culture
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
15. Will this course replace an existing course?
Yes
16. (Complete only if the answer to #15 is “Yes.”)
No X a. Subject Code, Number and Title of course to be replaced: b. Will the course to be replaced be deleted? Yes No
Miller, New Course
Sept. ‘09 Page 3 of 5

New Course Form
17. (Complete only if the answer #16b is “Yes.”) If the replaced course is to be deleted, it is not necessary to submit a Request for
Graduate and Undergraduate Course Deletion. a. W hen is the last time it will be offered?
Term Year b. Is the course to be deleted required by programs in other departments?
Contact the Course and Program Development Office if necessary. Yes No c. If “Yes”, do the affected departments support this change? Yes No
If “Yes”, attach letters of support. If “No”, attach letters from the affected department explaining the lack of support, if available .
Outside the Department : The following information must be provided. Contact the Course and Program Development office for assistance if necessary.
18 . Are there similar courses offered in other University Departments?
If “Yes”, list courses by Subject Code, Number and Title
Yes No X
19.
If similar courses exist, do the departments in which they are offered support the proposed course?
Yes No
If “Yes”, attach letters of support from the affected departments. If “No”, attach letters from the affected department explaining the lack of support, if available.
20. Attach a detailed Sample Course Syllabus including: a.
Course goals, objectives and/or student learning outcomes b.
Outline of the content to be covered c.
Student assignments including presentations, research papers, exams, etc. d.
Method of evaluation e.
Grading scale (if a graduate course, include graduate grading scale) f.
Special requirements g.
Bibliography, supplemental reading list h.
Other pertinent information.
NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL
COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION
ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE
GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM.
(Complete only if the course will require additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.)
Estimated Resources: Year One Year Two Year Three
Faculty / Staff
SS&M
Equipment
$_________
$_________
$_________
$_________
$_________
$_________
$_________
$_________
$_________
Miller, New Course
Sept. ‘09 Page 4 of 5

New Course Form
Total $_________ $_________ $_________
1. Department/School
Vote of faculty: For __________ Against __________ Abstentions
(Enter the number of votes cast in each category.)
__________
Department Head/School Director Signature Date
2. College/Graduate School
A. College
College Dean Signature
B. Graduate School (if Graduate Course)
Graduate Dean Signature
Date
Date
Associate Vice-President for Academic Programming Signature Date
Miller, New Course
Sept. ‘09 Page 5 of 5

Professor:
Office Hours:
Description
Anne Grundstrom Nerenz, Ph.D.
Contact information: Office:
Office telephone:
Messages only:
Home telephone: e-mail:
Thursday
344 Alexander
(734) 487-0191
(734) 487-0130
(734) 668-0097 prior to 9:00 p.m. anerenz@emich.edu
9:00 - 12:00 and by appointment
FLAN 541 is a three-credit practicum course designed to prepare undergraduate and postbaccalaureate teacher candidates for careers as teachers of Arabic, Chinese, French, German,
Japanese, or Spanish in secondary school settings. This course meets once per week for three consecutive class periods, e.g. 9:00 – 11:30 a.m.
Teacher candidates apply concepts and theories learned in FLAN 611 to teach varied lesson designs in mentored, weekly small group micro-teaching sessions.
• In weekly mentored micro-teaching sessions, small groups of students present under the guidance of the professor a variety of lesson designs, including culture listening, vocabulary, grammar, reading, and writing lessons which they have planned; candidates also critique and reflect on their own and each other’s teaching demonstrations.
• In the field practicum portion of the course, teacher candidates spend one hour per week in secondary school settings observing master teachers, working with diverse student populations, and teaching improved versions of their micro-teaching lessons
Students must have senior or graduate standing. Co-requisite with FLAN 611 Theory and
Methods of Modern Language Instruction.
A. Course Goals and Objectives
Teacher candidate will demonstrate the knowledge, skills and dispositions needed to teach world languages in standards-based, modified immersion settings. Specifically, teacher candidates will be able to:
• design lessons within an authentic cultural setting and integrate cultural practices, products, perspectives and comparisons
• conduct lessons using the world language 95% of the time, even for beginning students, by tailoring their language to students’ levels and reinforcing meaning in a variety of ways;
• monitor and verify students’ comprehension of the target language using a variety of strategies and at varied levels;
• design and present varied, developmentally-appropriate lesson types;
• make and reinforce connections to other disciplines using the world language;
• design and present varied and developmentally-appropriate activities that move students toward open-ended communication;

• design formative and summative assessments based on authentic print and audio texts; and
• reflect on, analyze, and improve their teaching practice.
B. Outline of content to be covered
All concepts and skills in this course are cumulative. For example,
• in Week 1, the FLAN 611 large group lecture, discussion, demonstration lesson, readings, and written assignments address the teaching of culture and the fundamental role that culture plays both in setting the context for each daily lesson and in unifying lesson activities. In all subsequent weeks, original micro-teaching lessons in FLAN
541:
— must be set in an age-appropriate and authentic cultural context and
— must address cultural practices, products, perspectives, and distribution and allow language learners to make cultural comparisons.
• in Week 2, the FLAN 611 large group lecture, discussion, demonstration lesson, readings, and written assignments focus on making input comprehensible to learners even the most basic levels of proficiency. In all subsequent weeks, original microteaching lessons in FLAN 541:
— must be set in an age-appropriate and authentic cultural context;
— must address cultural practices, products, perspectives, and distribution and allow language learners to make cultural comparisons; and
— must be conducted exclusively in the target language at a level appropriate to novice learners.
See the attached course syllabus for a detailed outline of content to be covered.
C. Student assignments and presentations
Students are expected to:
• prepare and present weekly micro-teaching demonstration lessons;
• prepare written reflections on weekly micro-teaching demonstrations;
• complete at least 15 hours of guided field observation in diverse secondary world language classrooms;
• teach five micro-lessons to secondary language learners in diverse world language classrooms;
• prepare written analyses and reflections on the five lessons taught to secondary language learners;
• prepare and present a mid-term and final teaching demonstration.
• prepare a research paper and present key findings on an approved topic.
See course syllabus Part II for a detailed list of course assignments.
D. Method of evaluation
Teacher candidates’ demonstration lessons, written reflections, and in-class peer critiques are evaluated using rubrics. Rubrics are made available to teacher candidates prior to each assignment.
Graded course work is weighted as follows:
Weekly micro-teaching demonstrations and field demonstration lessons 40%
Reflections on weekly micro-teaching demonstrations and practicum lessons 10%
Written and in-class oral peer critiques
Mid-term teaching demonstration
Final teaching demonstration
Graduate research paper and presentation
10%
15%
15%
10%

E. Grading scale
A
A-
93-100
90-92
B+
B
B-
C+
87-89
83-86
80-82
77-79
C
C-
73-76
70-72
D+
D
D-
F
67-69
63-66
60-62
0-59
F. Special Requirements
None
G. Bibliography and Reading List
Teacher’s Handbook 4th Edition
Shrum and Glisan
Heinle / Cengage, 2010
Standards for Language Learning
ACTFL, 2010
Michigan Guidelines for World Language Learning
Michigan Department of Education, 2008
Michigan Standards and Benchmarks for World Languages
Michigan Department of Education, 2008
FLAN 421 Demonstration Lessons in Chinese, French, German, Japanese and Spanish
Nerenz, A.G.
A coursepack is also required.

H. Other pertinent information: Scheduling
FLAN 541 is offered only in the fall of each academic year and is a co-requisite with FLAN
611 Theory and Methods of Modern Language Instruction
• Teacher candidates who plan to student teach during the winter semester immediately following this course must have applied for student teaching by June 15, prior to beginning the fall semester in which the course is offered.
• Teacher candidates who plan to student teach during the fall semester immediately following this course must have applied for student teaching by January 15.
• Teacher candidates seeking K-12 certification must major in the language in which they are seeking certification and successfully complete FLAN 611 Theory and
Methods of Modern Language Instruction prior to enrolling in FLAN 612 Methods of
Teaching Modern Languages in the Elementary Grades.
Course and University Policies
LiveText subscription
All students seeking teacher certification or endorsement are required: 1) to subscribe to LiveText and 2) submit portions of their work via LiveText; a subscription to LiveText is required for these students. Contact the College of Education to obtain a key code that will allow you to purchase LiveText at a discounted rate.
Academic dishonesty
Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class.
Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student
Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student
Conduct Code contains detailed definitions of what constitutes academic dishonesty, but if you are not sure about whether something you are doing would be considered academic dishonesty, consult with the instructor.
Classroom Management Issues
Students are expected to abide by the Student Conduct Code and assist in creating an environment that is conducive to learning and protects the rights of all members of the University community. Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to the office of
Student Judicial Services (SJS) for discipline. Example of inappropriate classroom conduct include repeatedly arriving late to class, using a cellular phone, or talking while other are speaking. You may access the code online at www.emich.edu/sis
Student and Exchange Visitor Statement (SEVIS)
The Student Exchange Visitor Information System (SEVIS) requires F and J students report to the Office of
International Students, 229 King Hall within 10 days of the event:
Changes in your name, local address, major field of study, or source of funding.
Changes in your degree-completion date.
Changes in your degree level (ex. Bachelors to Masters).
Intent to transfer to another school.
Prior permission from OIS is needed for the following:
Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours.
Employment on or off-campus.
Registering for more than one ONLINE course per term (F-visa only)
Endorsing I-20 or DS-2019 for re-entry into the USA.
Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS at 487-3116, not your instructor.
Special Needs Accommodations
If you wish to be accommodated for your disability, EMU Board of Regents policy #8.3 requires that you first register with the Disability Resource Center, 240 Student Center.
. You may contact the Disability Resource
Center by telephone at 487-2470. Students with disabilities are encouraged to register with ASO promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible.

Week 1
Week 2
Week 3
FLAN 541 Practicum in World Language Instruction - Secondary
Assignments
Introduction to the course
PLAN and TEACH -- Culture
• Plan: a 5-day culture cluster outlining in English the practices, products, perspectives, distribution and comparisons on 5-closely related aspects of a nonstereotypical and age-appropriate topic.
• Present: 6-minute culture capsule addressing the practices, products, perspectives, and distribution for one of the 5 topics outlined in the culture cluster; must include authentic cultural products or photos, address or demonstrate cultural practices, provide information on distribution and offer opportunities for learners to address perspectives and make cultural comparisons; see rubric in coursepack.
• Due at time of presentation:
—scripted micro-teaching lesson plan and
— outlined 5-day culture cluster
NOTE: All subsequent lessons prepared in FLAN 611 and in student teaching must address cultural practices, products, perspectives, distribution and comparisons.
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided.
PLAN and TEACH – Listening Lesson
• Plan: the introduction, presentation, and culture sections of a lesson on an ageappropriate cultural topic and set in an age-appropriate cultural context, including
• an introduction (teacher-student and student-student interaction);
• an authentic or perceived authentic monologue or dialogue;
• a 5-minute culture capsule that elaborates on the theme of the lesson and addresses cultural practices, products, perspectives, distribution, and comparisons per week 1; see rubric in coursepack.
• Present: the introduction and monologue/dialogue portions of the lesson
• Due at time of presentation: scripted micro-teaching lesson plan
NOTE: All subsequent lessons prepared in FLAN 611 and in student teaching must be written and presented in the target language at a level appropriate to
Novice learners, with the exception of the 5-minute culture closure, and must have an embedded cultural context that threads through and unites all lesson components and activities.
REFLECT —
• View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided

Week 4
Week 5
Week 6
PLAN and TEACH – Verifying Comprehension
• Plan: In addition to all lesson elements described above for Weeks 2 and 3,
— incorporate into the monologue or dialogue as selection of exponents representing a language function and
— plan comprehension activities that address 1) type and features of the text, main idea, significant details, and key exponents
• Present: the introduction, functionally-based monologue/dialogue, and at least one level of comprehension questions
• Due at time of presentation: scripted micro-teaching lesson plan (teacher-student and student-student activities developing the lesson theme, presentation, 4-levels of comprehension questions and cultural closure)
NOTE: In addition to notes from Weeks 2 and 3, all subsequent lessons prepared in FLAN 611 and in student teaching must allow students to demonstrate understanding of an authentic or perceived authentic text at a variety of levels.
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided.
PLAN and TEACH – Teaching Vocabulary
• Plan: In addition to core lesson elements and activities described above for
Weeks 2 – 4 (cultural context and thread, use of target language, comprehensible input, authentic or perceived authentic function-driven text, levels of comprehension, culture closure),
— base the vocabulary lesson around a level-appropriate set of exponents and a set of thematically and culturally-related vocabulary and
— prepare two follow-up activities.
• Present: the introduction, exponents and vocabulary, and comprehension questions
• Due at time of presentation: scripted micro-teaching lesson plan
NOTE: In addition to notes from Weeks 2 -4, all subsequent lessons prepared in FLAN 611 and in student teaching must allow students to demonstrate understanding of an authentic or perceived authentic text at a variety of levels and learn and use new exponents and vocabulary to express their own ideas.
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided
PLAN and TEACH – Gouin Series
• Plan: in addition to standard lesson elements from Weeks 2 - 5,
— a Gouin Series that demonstrates an authentic cultural practice using authentic cultural products and
— two follow-up activities;
• Present: the introduction, Gouin Series, and at least one level of comprehension questions
• Due at time of presentation: scripted micro-teaching lesson plan
NOTE: See Week 5.
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided

Week 7
Week 8
Week 9
Week
10
PLAN and TEACH – Function-driven mini-dialogues
• Plan: in addition to standard elements from Weeks 2 - 6,
— a set of 2 -4 mini-dialogues that incorporate alternative ways to carry out the same communicative function;
— two follow-up activities
• Present: the introduction and at least two mini-dialogues;
• Due at time of presentation: scripted micro-teaching lesson plan
NOTE: See Week 5.
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided
PLAN and TEACH – Exemplar-based, inductive grammar lessons
• Plan: in addition to standard elements from Weeks 2 – 7 above,
— a set of 6 -8 exemplars that illustrate the grammar pattern inherent in one of the exponents in your mini-dialogues lesson
— two follow-up activities
• Present: the introduction and at least four exemplars
• Using the complete set of exemplars, elicit the grammar rule;
• Due at time of presentation: scripted micro-teaching lesson plan
NOTE: See Week 5. Watch out for the dark side-- this is where students suddenly forget to set the lesson in an authentic cultural context and present age-appropriate language meaningfully at i+1 while supporting and verifying comprehension, and using the cultural thread to unite lesson components.
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided
PLAN and TEACH: 18-minute teaching demonstration
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided
Make-up lessons for lessons receiving less than 80% of the points “No grade” lessons). See policies and procedures in the coursepack.
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided

Week
11
Week
12
Week
13
PLAN and TEACH Jigsaw activity and small groups recitation presentations on special topics:
Group 1: Differentiation PowerPoint
Group 2: Classroom Management PowerPoint
Group 3: Technology PowerPoint
Group 4: Reading-Writing Connection PowerPoint
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided
Proficiency assessment: STAMP testing
Week
14
PLAN and TEACH– Assessment
• Plan and present 3 formative assessments with rubrics
• Plan and present a summative assessment based on authentic print and listening texts
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided
PLAN and TEACH: 18-minute teaching demonstration
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide questions and rubric provided