SYLLABUS FLAN 542 (Part II)
PRACTICUM in WORLD LANGUAGE INSTRUCTION - ELEMENTARY
Session 1
Topics:
• Syllabus
• Introduction to the course
• Principles of critical, analytical observation
Homework for Session 2,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. When was the program established?
2. What type of program (Auxiliary, FLEX, FLES, immersion) is it?
3. What are the program’s overall goals?
4. In what regard is the program held by stakeholders e.g. students, families,
classroom teachers, administrators, and the community at large?
Session 2
For review (student presentation): program models; language-based and content-based
curricula
Homework for Session 3:
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. Name and describe the key features of the curriculum.
2. To what extent does the curriculum emphasize language goals and/or core content
goals?
3. Evaluate the curriculum goals for each level or grade.
4. By whom was the curriculum prepared?
5. To what extent does the curriculum allow for articulated progress toward overall
oral proficiency and the new Michigan world language high school graduation
requirement?
Session 3
For review (student presentation): program types, curriculum models; analysis of K-5
programs since 1960
Homework for Session 4,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. Elementary programs since the 1960s have not been uniformly successful. List
and compare the strengths and weaknesses of the programs you have observed.
2. To what extent do these programs exhibit the flaws and problems that made early
attempts to integrate world languages into every child’s K-5 experience?
Explain.
3. In what ways could these programs be strengthened and these problems
eliminated?
Session 4
For review (student presentation): Enrollment and funding trends
Homework for Session 5,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent do the programs in which you have observed explicitly state to
stakeholders the benefits of early language learning?
2. To what extent were stakeholders involved in developing the program rationale?
3. How is the program rationale disseminated?
4. To what extent do you believe the rationale to be appropriate and effective?
Explain.
• Rationale paper due. See assignment directions and rubric.
Session 5
For review (student presentation): curriculum types; program types and strengths;
making connections to and supporting core curriculum and district goals
Homework for Session 6,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent have connections been made to the 8 elementary content areas
(language arts, math, science, social studies, music, art, health/physical fitness,
information technology)?
2. What connections could have been made or strengthened?
3. In what ways does, or would, making connections to core content influence the
relationship between the classroom teacher, the world language teacher, and other
stakeholders?
Session 6
For review (student presentation): Child development and implications for
developmentally-appropriate practice
Student presentation: Classroom teaching strategies and activities
Homework for Session 7,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. During each observation, describe the developmental level of five randomly
selected students. Justify your response using specific examples.
2. To what extent were the lesson content, materials, and activities appropriate for
world language learners at this (these) developmental level(s)? Explain and
provide examples.
Session 7
For review (student presentation): Developmentally-appropriate practice
Student presentation: Classroom teaching strategies and activities
Homework for Session 8,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. With the help of the world language teacher, identify in each class period at least
one child with special needs and/or a child who struggles with world languages
and/or a child who excels in the world language.
2. To what extent were lesson content, materials, and activities adapted to
accommodate individual children’s needs and skill levels? Explain and provide
examples.
Session 8
For review (student presentation): Adaptations and accommodations
Student presentation: Classroom teaching strategies and activities
Homework for Session 9,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent was the target language used by the world language teacher?
2. For what purposes (rote Q and A, rewards, directions, presentations,
management, interactive communication using IRF) was the target language used
by the world language teacher?
3. To what extent and in what ways did the world language teacher support and
reinforce meaning?
4. To what extent did the teachers’ use of language simulate the first/native
language learning environment? Explain.
Session 9
For review (student presentation): Tailoring target language input and supporting
meaning
Student presentation: Classroom teaching strategies and activities
Homework for Session 10,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead class discussion on
these topics.
1. To what extent do teachers use formulaic language?
2. What types of formulaic language (question/answer pairs, directions, rewards,
management, songs, …) were used and with what effect?
3. How do teachers support and monitor students’ comprehension? Describe and
explain the impact of these strategies.
Session
10
.
For review (student presentation): Input and output – teacher and student use of the
target language
Student presentation: Classroom teaching strategies and activities
Homework for Session 11,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. In what ways do teachers model and present new language to students?
2. To what extent do teachers use IRF to engage students in meaningful
communication?
3. To what extent and using what strategies do teachers correct errors in students’
speech? With what effect?
Session
11
For review (student presentation): Lesson formats, IRF and error correction
Student presentation: Classroom teaching strategies and activities
Homework for Session 12,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. Consider Harry Wong’s emphasis on classroom procedures. What role do
routines and procedures play in the classrooms you have observed? With what
impact on student learning?
2. Compare the classroom routines and management strategies in self-contained
world language classes with those in “guest teacher specialist” classrooms.
Explain.
Session
12
For review (student presentation): Management strategies
Student presentation: Classroom teaching strategies and activities
Homework for Session 13,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. What types and genres of reading materials have teachers used (environmental
print, authentic texts, board and story books, poems, lists, recipes, …)?
2. Which core curriculum standards for reading and listening/viewing have teachers
integrated into and supported in the lessons you have observed? What standards
and core content areas could also have been addressed?
3. What types of writing activities have you observed (letter and character
formation, copying, …)?
4. Which core writing goals have teachers integrated into and supported in the
lessons you have observed? What additional standards and benchmarks could
have been addressed?
Session
13
For review (student presentation): Role of and emphasis on core curriculum standards
for reading and writing
Student presentation: Classroom teaching strategies and activities
Homework for Session 14,
• Complete at least 3 observation hours in an approved K-5 school setting.
• In writing, answer the following questions. Be prepared to lead discussion on these
topics.
1. To what extent have cultural practices, products, perspectives and comparisons
been integrated into the lessons and overall instructional units you have
observed?
2. To what extent are world language cultural goals linked to school-wide diversity,
global education, or multi-cultural goals?
3. To what extent does the curriculum emphasize language and culture in contrast
with language and core curricular content connections?
4. How do teachers balance these two differing approaches to curriculum and lesson
design?
Session
14
For review (student presentation): The role of cultural practices, products, perspectives
and comparisons in the K-5 curriculum
Student presentation: Classroom teaching strategies and activities
Homework due with final reflection paper,
• In writing, answer the following questions:
1. What is the role of formative and summative assessment in the K-5 classroom?
2. What daily assessment strategies have you observed? What impact have they had
on curriculum design and how have assessment results been used to adjust lesson
plans?
3. Explain the importance of summative assessment and its impact on K-5 program
articulation in the classrooms you have observed.
4. To what extent are the programs in which you have observed aligning their
curriculum goals and assessments with the new 2-credit world language high
school graduation requirement?
5. To what extent do the teachers you have observed communicate assessment
results with stakeholders and advocate for their programs? Explain.
By final
exam
date
DUE: Observation log, written notes and daily reflections; see assignment directions and
rubric.
DUE: Final analysis and reflection on observation experience; see assignment directions
and rubric.
DUE:
Content-related instructional unit and assessments