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 10 years, the three-credit elementary world language methods course FLAN 412 Teaching Modern Language in the Elementary Grades has been taught as a large group lecture accompanied by mentored micro-teaching sessions and a 45-hour observation practicum. • During the lecture, teacher candidates learn the concepts, theories and approaches to teaching a world language using content-related, standards-based, modified immersion methodologies. • During the practicum sessions, teacher candidates teach mini-lessons under the guidance of the methods professor and complete a minimum of 45 hours of mentored observation in approved world language programs at the elementary level. The 45-hour observation practicum is required by the Michigan Department of Education as part of our K-12 program approval. The lecture –practicum model allows candidates to plan, present, and analyze age-appropriate, content-related lessons which they have designed as well as 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 and classroom observations. The fact that our K-12 certified teacher candidates are employed as full-time language teachers within a semester of certification attests to the long-standing tradition of excellence provided by the lecture – practicum model. Under the original course model, students paid for three credits; however, mentoring teacher candidates during small group micro-teaching sessions and supervising candidates’ in-school practicum experiences requires three or more hours of faculty contact time per week in addition to the large group three-hour lecture. 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 co-requisite 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 needed to design, deliver and sustain world language programs in K-5 settings. B. Course Information 1. Subject Code and Course Number: 2. Course Title: 3. Credit Hours: FLAN 422 Practicum in World Language Instruction – Elementary_____ 3 4. Catalog Description (Limit to approximately 50 words.): This course prepares teacher candidates for careers as world language teachers in elementary schools. Students participate in weekly guided discussion sessions based on concepts and theories learned in FLAN 412 and complete a minimum of 45 hours of observation in approved K-5 auxiliary, elementary, exploratory, and immersion world language programs. 5. Prerequisites: (List by Subject Code, Number and Title.) Students MUST complete prerequisites before they can take this course. FLAN 411 Theory and Methods of World Language Instruction FLAN 421 Practicum in World Language Instruction – Secondary Successful completion of Phase I courses in the Teacher Preparation Program Miller, New Course Sept. 05 New Course Form 6. Co-requisites: (List by Subject Code, Number and Title.) Students MUST take co-requisites at the same time as they are taking this course. FLAN 412 Teaching Modern Languages in the Elementary Grades 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 of faculty member 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. Page 2 of 4 New Course Form Program Program Program Program Program Program K-12 Arabic Language and Culture K-12 Chinese Language and Culture K-12 Japanese Language and Culture K-12 teaching major in French Language and Culture K-12 teaching major in German Language and Culture K-12 teacher major in Spanish Language and Culture 12. Will this course replace an existing course? Yes No Required __X_ Required __X_ Required __X_ Required __X_ Required __X_ Required __X_ Restricted Elective Restricted Elective Restricted Elective Restricted Elective Restricted Elective Restricted Elective 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: a. b. c. d. e. f. 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 Page 3 of 4 New Course Form g. h. 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 422 (Part I) PRACTICUM in WORLD LANGUAGE INSTRUCTION - ELEMENTARY Professor: Anne Grundstrom Nerenz, Ph.D. Office: Office Hours: 344 Alexander Monday Wednesday Friday And by appointment Office Departmental Office (Messages only) Home before 9:00 p.m. daily anerenz@emich.edu Telephone: e-mail: 8:00 - 9:30 and 3:45 - 4:30 8:00 - 9:30 and 3:45 - 4:30 8:00 - 9:30 and 11:30 - 12:30 (734) 487-0191 (734) 487-0130 (734) 668-0097 Description FLAN 422 is a three-credit practicum course designed to prepare teacher candidates of Arabic, Chinese, French, German, Japanese, or Spanish for careers as world language teachers in elementary schools. Students participate in weekly guided discussion sessions based on concepts and theories learned in FLAN 412, prepare and present micro-teaching lessons in mentored small-group settings, and complete a minimum of 45 hours of guided observing master teachers in a variety of approved K-5 auxiliary, elementary, exploratory, and immersion world language programs. Prerequisites: FLAN 411 Theory and Methods of Modern Language Instruction FLAN 421 Practicum in Modern Language Instruction – Secondary Co-requisite: FLAN 412 Teaching Modern Languages in the Elementary Grades. A. Course Goals and Objectives Teacher candidates will deepen the knowledge, skills and dispositions needed to teach world languages in a variety of K-5 standards-based, modified immersion settings and programs. Specifically, teacher candidates will be able to: • compare and evaluate varied program models and goals; • analyze the impact of program type, curriculum, and teacher use of language on students’ level of proficiency in the world language; • compare and evaluate language-based versus content-based curricula; • analyze and design developmentally-appropriate teaching strategies and activities; • analyze the role of cultural practices, products, perspectives and comparisons; • describe and compare classroom management systems and strategies; • design formative and summative assessments based on authentic print and audio texts. B. Outline of content to be covered See the attached course syllabus for a detailed outline of content to be covered. C. Student assignments and presentations Students are expected to: • present a minimum of five original micro-teaching lessons; • spend a minimum of 45 hours observing in approved K-5 auxiliary, elementary, exploratory, and immersion world language programs; • prepare detailed written notes and reflections on each observation; • summarize reflections and lead discussions on assigned themes from FLAN 412 lectures, e.g. teachers’ and students’ use of the target language, classroom management, engaged learning time. • demonstrate and lead discussions of teaching strategies and activities that they have observed; • write a10-page analysis and reflection comparing programs and strategies observed; and • write a 5-page research paper identifying the benefits of teaching world languages in K-5 settings. See course syllabus Part II for a detailed list of discussion themes and assignments. D. Method of evaluation Discussions led by teacher candidates, class participation, written homework, teaching demonstrations, observation notes and reflections, and both major papers are evaluated using rubrics. Rubrics are made available to teacher candidates prior to each assignment. Graded course work is weighted as follows: Homework, in-class presentations and quizzes Teaching demonstrations Observation log, written notes and daily reflections Rationale paper Review presentations and participation in discussions Final reflection paper 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 10% 10% 15% 15% 25% 25% D+ D D- 67-69 63-66 60-62 E 0-59 F. Special Requirements None G. Bibliography and Reading List Languages and Children: Making the Match (4th edition) Helena Curtain and Carol Ann Dahlberg Pearson, 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 H. Other pertinent information Scheduling: FLAN 422 is offered in the winter or spring semesters of each academic year and is a co-requisite with FLAN 412 Teaching Modern Languages in the Elementary Grades. K-12 Certification: Teacher candidates seeking K-12 certification in Arabic, Chinese, French, German, Japanese or Spanish must complete a major in the language and demonstrate oral proficiency on the ACTFL OPI at a level of Advanced Low (French, German, Spanish) or Intermediate High (Arabic, Chinese, Japanese). K-8 Certification: Teacher candidates seeking K-8 highly qualified status in Arabic, Chinese, French, German, Japanese or Spanish may complete a major or minor in the language and demonstrate oral proficiency on the ACTFL OPI at a level of Advanced Low (French, German, Spanish) or Intermediate High (Arabic, Chinese, Japanese). 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. SYLLABUS FLAN 422 (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 belidve 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 prior to the final exam, • Complete all remaining observation hours in an approved K-5 school setting. • 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. Final exam 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.