Request for New Course
EASTERN MICHIGAN UNIVERSITY
DIVISION OF ACADEMIC AFFAIRS
REQUEST FOR NEW COURSE
DEPARTMENT:
WORLD LANGUAGES
DEPARTMENT CONTACT:
COLLEGE: COLLEGE OF ARTS & SCIENCES
ANNE NERENZ
CONTACT PHONE: 7-0131
CONTACT EMAIL: ANERENZ@EMICH.EDU
A. Rationale/Justification for the Course
For the last 25 years, the three-credit secondary world language methods course FLAN 411 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 three credits but six or more faculty contact hours were required.
Beginning in Fall 2011, the Dean’s Office in the College of Arts and Sciences 1) declared the 3-credit lecture-practicum model to be financially
unsustainable and 2) suggested that a new three-credit co-requisite micro-teaching practicum course be created. This proposal describes the corequisite micro-teaching practicum course, 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.
B. Course Information
1. Subject Code and Course Number:
FLAN 421
2. Course Title: Practicum in World Language Instruction - Secondary
3. Credit Hours:
3
4. Catalog Description (Limit to approximately 50 words.):
Students apply concepts and theories learned in FLAN 411 to teach varied lesson designs in mentored, weekly small group micro-teaching
sessions. Co-requite with FLAN 411
5. Prerequisites: (List by Subject Code, Number and Title.) Students MUST complete prerequisites before they can take this course.
Successful completion of Phase I courses in the Teacher Preparation Program
6. Corequisites: (List by Subject Code, Number and Title.) Students MUST take corequisites at the same time as they are taking this course.
FLAN 411
Miller, New Course
Sept. 05
New Course Form
7. Concurrent Prerequisites: (List by Subject Code, Number and Title.) Students MUST take concurrent prerequisites EITHER before or at
the same time as they are taking this course.
None
8. Equivalent Courses: (List by Subject Code, Number and Title) Students may not earn credit for both a course and its equivalent.
None
9. Course Restrictions:
a. Academic/Class Level (Check all those who will be allowed to take the course for credit within their academic program.):
Undergraduate
Graduate
Freshperson
Certificate
X
Sophomore
Masters
X
Junior
Specialist
Senior
X
Doctoral
Note: Only 400-level undergraduate courses can be taken by graduate students for credit within their graduate program. Only
Certificate and Masters students may take these courses. If this is a 400-level course to be offered for graduate credit, attach
Approval Form for 400-level Course for Graduate Credit.
Note: Only 500-level graduate courses can be taken by undergraduate students.
b. Will only students in certain majors/programs be allowed to take this course?
Yes
No
X
If yes, list the majors/programs
c. Will Departmental Permission be Required?
Yes
X
No
(Note: Department permission requires the department to enter authorization for every student registering.)
Permission: Permission by faculty member required.
d. Is admission to a specific College Required?
College of Business
Yes
No
X
College of Education
Yes
No
X
10. 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
C. Relationship to Existing Courses
Within the Department:
11. Will this course 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
Program K-12 Chinese Language and Culture
Program K-12 Japanese Language and Culture
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Page 2 of 4
New Course Form
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
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
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
Required __X_ Restricted Elective
Required __X_ Restricted Elective
Required __X_ Restricted Elective
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
12. Will this course replace an existing course? Yes
No
X
NOTE: Complete #13 only if the answer to #12 is “Yes.” Complete #14 only if the answers to #12 and #13b are both “Yes.”
13. (Complete only if the answer to #12 is “Yes.”)
a. Subject Code, Number and Title of course to be replaced:
b. Will the course to be replaced be deleted?
Yes
No
14. (Complete only if the answers to #12 and #13b are both “Yes.”) If the replaced course is to be deleted, it is not necessary to submit
a Request for Graduate and Undergraduate Course Deletion.
a. When 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.
15. Are there similar courses offered in other University Departments?
If yes, list courses by Subject Code, Number and Title
Yes
No
X
16. 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.
D. Course Requirements
17. Attach a detailed Sample Course Syllabus including:
Page 3 of 4
New Course Form
a.
b.
c.
d.
e.
f.
g.
h.
Course goals, objectives and/or expected student outcomes
Outline of the content to be covered
Student assignments including presentations, research papers, exams, etc.
Method of evaluation
Grading scale (if a graduate course, include graduate grading scale)
Special requirements
Bibliography, supplemental reading list
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.
E. Cost Analysis (Complete only if the course cannot be implemented without 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
$_________
$_________
$_________
Total
$_________
$_________
$_________
F. Action of the Department/College
1. Department
Vote of department faculty:
For __________
Against __________
(Enter the number of votes cast in each category.)
Department Head Signature
Abstentions __________
Date
2. College/Graduate School
A. College
College Dean Signature
Date
B. Graduate School
Associate Dean Signature
Date
G. Approval
Associate Vice-President for Undergraduate Studies and Curriculum Signature
Date
Page 4 of 4
SYLLABUS FLAN 421
PRACTICUM in WORLD LANGUAGE INSTRUCTION - SECONDARY
Part I
Professor:
Anne Grundstrom Nerenz, Ph.D.
Contact information:
Office:
Office telephone:
Messages only:
Home telephone:
e-mail:
344 Alexander
(734) 487-0191
(734) 487-0130
(734) 668-0097 prior to 9:00 p.m.
anerenz@emich.edu
Office Hours:
Thursday
9:00 - 12:00 and by appointment
Description
FLAN 421 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. Teacher candidates apply concepts and
theories learned in FLAN 411 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 411 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 411 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
421:
— 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 411 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 421:
— 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.
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
Reflections on weekly micro-teaching demonstrations and practicum lessons
Written and in-class oral peer critiques
Mid-term teaching demonstration
Final teaching demonstration
40%
10%
10%
20%
20%
E. Grading scale
A+
A
A-
97-100
93-96
90-92
B+
B
B-
87-89
83-86
80-82
C+
C
C-
77-79
73-76
70-72
D+
D
D-
67-69
63-66
60-62
E
0-59
Teacher candidates who earn a grade less than B in FLAN 421 will be asked to reconsider
their eligibility to student teach before a placement can be made.
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. ther pertinent information: Scheduling
FLAN 421 is offered only in the fall of each academic year and is a co-requisite with FLAN
411 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 411 / 611 Theory and
Methods of Modern Language Instruction prior to enrolling in FLAN 412 / 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 Access Services Office (ASO) in room 203 King Hall. You may contact ASO 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.
FLAN 421 Practicum in World Language Instruction Secondary Assignments
Week 1
Introduction to the course
Week 2
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 411 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.
Week 3
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 411 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.
Week 4
REFLECT —
* View the recording of your lesson; analyze and reflect on it using the guide
questions and rubric provided
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 411 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
Week 5
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 411 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
Week 6
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
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
Week 8
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
Week 9
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
Week
10
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
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
Week
12
Week
13
Proficiency assessment: STAMP testing
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
Week
14
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