LAN 308: Foreign Language Teaching Practicum
Modern Languages Department
I. General Information
Instructor: Dr. Karina Collentine
Office Address: 208 Babbit Academic Annex
Office Phone: 928-523-5019
Email: karina.collentine@nau.edu
Office Hours: M, W 10:00-12:00 and by appointment
Class Meetings: M 10:20-11:10 in BAA 205
Corequisite: LAN 430
Prerequisite: FRE 404C, GER 404, or SPA 404 SPA
II. Course Overview
This practicum will allow you to experience the workings of a middle school and a high school foreign
language classroom, plan and deliver instruction, and examine assessment practices particular to
foreign language classes. Through time you spend in the middle and high school classroom, you will
observe teacher practices as well as student reactions to lessons facilitated by your practicum mentor
teacher. A real focus will be on classroom management procedures, and you will write a classroom
management newsletter summarizing your understanding of such procedures. You will also interact
with students and plan and teach two mini-lessons, to be determined in consultation with your
practicum teacher. Additionally, you will design and implement mini lessons for a small group in the
lower-division program at NAU. These mini lessons will be designed in consultation with the program
director and will be compiled in a portfolio along with a resource file of instructional materials that
you will compile. Finally, you will attend class one hour a week to discuss issues related to your
observations in the classroom, classroom management techniques, your lessons, and assessment (e.g.,
assessment of oral and writing proficiency in a foreign language class).
III. Student Learning Expectations/Outcomes for this Course
In taking this course you will become more aware of the implementation of a variety of teaching
methods and philosophies utilized in foreign language education courses and classrooms. At the end of
the course, you will be able to:
1. critically observe teaching professionals.
2. see and enact practical applications of second language acquisition theory.
3. develop a professional relationship with a mentor teacher and the students in his/her classroom.
4. observe and collect a variety of strategies, materials, and activities for incorporating effective
reading, listening, speaking, writing, and culture activities into your lesson plans.
5. design and teach standards-based mini-lessons in a classroom setting with students.
6. explore theories of classroom management.
7. demonstrate multiple ways to assess student learning.
National Council of American Teaching Education (NCATE) standards:
Standard 2.a. Demonstrating Cultural Understandings. Candidates demonstrate
that they understand the connections among the perspectives of a culture and its
practices and products, and they integrate the cultural framework for foreign language
standards into their instructional practices.
Standard 2.b. Demonstrating Understanding of Literary and Cultural Texts and
Traditions. Candidates recognize the value and role of literary and cultural texts and
use them to interpret and reflect upon the perspectives of the target cultures over time.
Standard 2.c. Integrating Other Disciplines in Instruction. Candidates integrate
knowledge of other disciplines into foreign language instruction and identify
distinctive viewpoints accessible only through the target language.
Standard 3.a. Understanding Language Acquisition and Creating a Supportive
Classroom. Candidates demonstrate an understanding of language acquisition at
various developmental levels and use this knowledge to create a supportive classroom
learning environment that includes target language input and opportunities for
negotiation of meaning and meaningful interaction.
Standard 3.b. Developing Instructional Practices That Reflect Language Outcomes
and Learner Diversity. Candidates develop a variety of instructional practices that
reflect language outcomes and articulated program models and address the needs of
diverse language learners.
Standard 4.a. Understanding and Integrating Standards in Planning. Candidates
demonstrate an understanding of the goal areas and standards of the Standards for
Foreign Language Learning and their state standards, and they integrate these
frameworks into curricular planning.
Standard 4.b. Integrating Standards in Instruction. Candidates integrate the
Standards for Foreign Language Learning and their state standards into language
instruction.
Standard 4.c. Selecting and Designing Instructional Materials. Candidates use
standards and curricular goals to evaluate, select, design, and adapt instructional
resources.
Standard 5.a. Knowing assessment models and using them appropriately.
Candidates believe that assessment is ongoing, and they demonstrate knowledge of
multiple ways of assessment that are age- and level-appropriate by implementing
purposeful measures.
Standard 5.b. Reflecting on assessment. Candidates reflect on the results of student
assessments, adjust instruction accordingly, analyze the results of assessments, and use
success and failure to determine the direction of instruction.
AZ Academic Standards:
AZ Standard 3.12: Uses a variety of effective teaching strategies to engage students actively in
learning.
AZ Standard 3.5: Demonstrates effective written and oral communication.
AZ Standard 2.2: Displays effective classroom management.
AZ Standard 2.9: Organizes materials, equipment, and other resources appropriately.
AZ Standard 4.3: Maintains records of student work and performance and uses them to guide
instructional decisions.
AZ Standard 4.4: Offers students and parents appropriate feedback on progress toward learning
expectations.
AZ Standard 4.5: Maintains privacy of student records and performance.
AZ Standard 5.1: Works with parents to enhance student learning at home and school.
AZ Standard 8.11: Services and resources to meet the needs of exceptional children and how to
access the services and resources.
AZ Standard 3.15: Adjusts instruction based on feedback from students.
Additionally, the objectives for this class follow the College of Education vision statement: “We
develop educational leaders who create tomorrow’s opportunities"; and its mission statement: “Our
mission statement is to prepare competent and committed professionals who will make positive
differences for children, young adults and others in school”.
IV. Class Materials:
Discipline in the Secondary Classroom: A Positive Approach to Behavior Management
Binder
V. Grade Breakdown:
Resource File Vista posts
LAN 308 Teaching Portfolio:
• Journal Entries from Classroom Observation
• Classroom Management Newsletter
• Lesson Plans
• Foreign Language Resource File
• Assessment of Student Learning
5%
20%
20%
20%
20%
15%
Resource File Vista posts (5%)
As part of the LAN 308 Teaching Portfolio for this course, you will need to compile a Resource File;
see below. To assist you with this task, you will post 5 different resources (that is, from different letters
on the list below) on Vista that you will include in your portfolio. The syllabus lists the due dates for
these postings. The post should include your name, your TL, the level for which the resource is
appropriate (if applicable), and 1 phrase as to the usefulness of the resource. If the resource (based on
the list) requires instructions or activities, be sure to include them as well. The resource can be a link,
an activity, a list of TL books, basically any 5 resources in their final format to be placed (or printed
and placed) in the portfolio. In your own portfolio, you may include up to 15 (total) of your
classmates' resources. It is highly recommended that you keep all of the resources that are posted for
your student teaching, first job, etc. even if you do not include them in your portfolio. For each
resource that you post according to the deadline you will receive a 100%. Incomplete posts, late posts,
or replicated posts will receive a 0. All posts are due by the beginning of classtime on the day they are
due. Be sure to review the posts/resources that have been made so that there is no replication. If you
do not post all 5 resources, you may not include any of your classmates' posts in your own portfolio.
Be sure to post resources that will fill different requirements. There is no late work on the Resource
File Vista posts.
LAN 308 Teaching Portfolio, containing 5 signature assignments:
Item #1: Middle and High School Classroom Observations and Journal Entries (20%)
An integral part of this course is to experience the workings of a middle school and a high school
foreign language classroom. To do so, you will be placed in a foreign language middle and high
school class where you will observe a teaching professional, a practicum mentor teacher.
Organize this portion of your LAN 308 Teaching Portfolio into the following sections labeled with the
headings below:
1. Fieldwork Contract & Practicum Mentor Teacher Agreement forms (1 for each placement)
2. Practicum Timesheet Verifications (1 for each placement)
3. Journal entries, each 1/2 page in length (a minimum of 8; 4+ per placement) with a focus on the
classroom management techniques you see used.
4. Materials collected from practicum mentor teachers (a minimum of 6; 3+ per placement; these can
be placed in your FL Resource File)
5. Mini-lesson plan from middle school & 1/2-page reflection on the effectiveness of the lesson
6. Mini-lesson plan from high school & 1/2-page reflection on the effectiveness of the lesson
7. Evaluations from practicum mentor teachers (1 from each practicum mentor teacher)
Observation Protocols:
• Set up a regular schedule so the practicum mentor teacher knows when to expect you. Be sure to
coodinate with him/her so that you do not “observe” during a special event (e.g., a pep rally, an
assembly, a guest speaker), class presentations, or an exam.
• Arrive and leave at the pre-determined time. Do not arrive late or leave early! If you must miss your
scheduled time, let your practicum mentor teacher know in advance, as soon as possible, giving 24hours notice if possible. Be sure to exchange contact information with your practicum mentor teachers
at the initial meeting.
• Do not interfere with the lesson.
• Assist in activities only if the practicum teacher allows you to, and use as much of the foreign
language as possible. Do not use slang terms or disrespectful language in any instance.
• Make no distracting sounds (shuffling through a backpack, groans, sighs, …)
• Do not eat or drink, except for water. Do not chew gum. Dress and act professionally.
• Under NO circumstance may you use your cellphone or other electronic device (for any purpose).
• If you choose to take notes on your laptop, be sure to not access other programs, surf the Web, or
check your email.
• Thank the class and the teacher(s) for the opportunity to share the hour or day with them.
Item #2: Classroom Management Newsletter (20%)
Based on your observations in the middle school and high school classroom, the readings for this
course, and the discussion in class, create a classroom newsletter that explains the following to parents:
• Your classroom management philosophy (referring to the principles in the Discipline in the
Secondary Classroom: A Positive Approach to Behavior Management textbook).
• Your classroom routines and procedures, which should include dealing with paperwork, attendance,
transitions from one activity to another, and other important activities.
• Your behavior expectations, classroom rules, resources available, and what consequences you will
have if these rules are not followed; you may also want to talk about a reward or incentive system if
you believe you will be using one in your classroom (again, refer to the principles in the textbook for
this course).
• What will you do to involve your parents and how will you encourage them to contact you. Make
sure you give them contact information.
• Be sure to include your name, grade level, class title, and a brief self-introduction.
This document should look like a newsletter (columns, headings and graphics); use Microsoft Word,
Microsoft Publisher or some other application that can utilize graphics, text, and column/heading setups. Please include at least two graphics (examples: your picture, clip art, picture of your school) and
make it colorful. As always, your newsletter should be well-written, well- organized and free from
spelling, mechanical and stylistic errors.
Item #3: Lesson Plans (20%)
If you are a Spanish foreign language education major, you will serve as a 'conversant' in the Spanish
Immersion Program under the program director's leadership. If you are a French or German foreign
language education major, you will serve as a 'teaching assistant' in the lower-division French or
German program. In either capacity, you will create mini-lessons to implement in small groups. The
content of these mini lessons will be determined in consultation with the program director. All lesson
plans need to incorporate national and state standards, follow the lesson plan format distributed the
first day of class, and use a variety of teaching strategies to engage students actively in learning.
Additionally, all lesson plans and instructional delivery must use effective and error-free written and
oral communication. Of these lesson plans, include 10 in your LAN 308 Teaching Portfolio. You will
be evaluated on your teaching of two of the mini lessons you create and provided with specific
feedback on your teaching.
Organize this portion of your LAN 308 Teaching Portfolio into the following sections labeled with the
headings below:
1. Lesson Plans
2. Evaluations
Item #4: FL Resource File (20%)
Candidates will develop a resource file of instructional materials appropriate to both junior high school
and senior high school foreign language courses. Evaluation will be based on variety, quality, quantity,
organization and clear explanation of materials and uses, appropriateness, originality, creativity, and
neatness. Your resource file may include the following:
a
b
*c
*d
e
*f
*g
h
*i
*j
Names and addresses of publishers of foreign language textbooks and published materials for
middle school and high school.
Foreign study, travel, scholarships, summer courses for your students
Lists of films, videos, and multimedia programs to use in class
Internet sources
Membership information for state, regional, and national foreign language associations
Communicative activities (include instructions)
Visual aids/special activities for vocabulary and grammar
Question & Answer cards for small groups
Authentic materials such as newspapers, magazines, TV ads (include the accompanying
activities)
Listening comprehension CDs and videos (can be videos from the Internet)
k
Overhead transparencies
l
Songs (include script and CD or Internet source where song can be found)
m
Games/puzzles (include instructions)
n
Jokes
o
Videos
*p Cultural realia (maps, brochures, menus, currency, stamps, posters) to decorate your classroom
q
Picture file - see "How to survive the first year" document
* Required elements.
It will take you all semester to build a good file. The time and energy are well worth it, however, for it
will serve as a future teaching and interview resource. You will need to have at least 30 resources
(e.g., 1 textbook = 1 resource; 1 list of films, videos, and multimedia programs = 1 resource; 1
magazine = 1 resource; 1 website for creating games and puzzles = 1 resource). You must have 3
resources for the asterisked required elements (e.g., 1 map, 1 menu, and some currency = 3 resources
for cultural realia; 1 set of 25 graphics of foods, 1 set of 10 graphics illustrating the differences
between various prepositions, and 1 series of 14 graphics that tell a story to be used for teaching the
past tenses = 3 resources for visual aids/special activities for vocabulary and grammar)
Organize this portion of your LAN 308 Teaching Portfolio into the sub-sections indicated in the table
above.
Item #5: Assessment of Student Learning (15%)
In class, you will analyze sample oral interviews and sample written compositions from foreign
language students and then design a lesson based on how to refocus instruction based on the
assessment results. This assignment has 2 purposes; first, it helps you analyze oral and writing
proficiency assessments using rubrics and, second, it shows you how assessments help a teacher
redirect instruction. You will write a one-page paper about the application of the rubrics to the sample
oral interviews and the written compositions, explaining how it was done and what you learned about
using rubrics to assess oral and writing proficiency. Second, you will create a lesson plan that focuses
on one (1) aspect of the oral interview or writing sample that needs to be reviewed/readdressed in a
lesson. This lesson plan will follow the format used for other lesson plans in this course.
Organize this portion of your LAN 308 Teaching Portfolio into the following sections labeled with the
headings below:
1. Using Rubrics to Assess Student Learning paper
2. Adjusting Instruction based on Assessment Results – Lesson Plan
VI. Class Policies
1. Class Participation: Each class session will be divided into a topic discussion; see class plan below.
All students are expected to come to class prepared to participate in group activities and discussions.
As in all learning situations, active participation in the classroom is vital in order for the exchange of
ideas to be beneficial to all of us.
2. Attendance. It is required that you attend class and your mini lessons sessions regularly in order to
contribute your perspectives and participate in class activities. You are allowed two excused (e.g.,
documented) absences from class during the semester. Other absences will result in a 5% deduction of
your final grade.
3. Cell Phones. Leaving class to make or answer a non-emergency call is not tolerated. Emergency
calls include: information about your own, a family member's, or a friend's surgery or medical
emergency, emergency calls from children or children's caretakers, calls from your mechanic. Nonemergency calls are all other calls including: calls from friends, from work, from classmates, from
roommates, from spouses/boyfriends & girlfriends, from neighbors, from family members. Texting or
other forms of electronic communication during class (no matter how short) are not tolerated. I
recommend that you turn off and put away your cell phone during class. If you need to have your
cell phone turned on during class in an emergency situation, please let me know before class by
sending me an email or telling me privately the reason for your need to have your cell phone one, set it
to vibrate, and sit close to the door, so that in the event you have to answer the phone you can step
outside with minimum disruption to the class. In any event, these calls should be very short, i.e., less
than 2 minutes.
4. Communication. Communication between students and the instructor is crucial. I cannot help you
if I do not know you need help. If there are circumstances that affect your classroom performance
and/or attendance, or if you feel lost, confused or in need of additional help, you need to talk to me so
that together we can seek resources and find answers, thus making your learning experience as
successful as possible. I have extended office hours whenever I teach this class. Stop by or email me
at the email at the top of this syllabus.
5. Extra Credit. No extra credit is available in this class.
6. Incompletes. An incomplete will be given ONLY if you have made regular and systematic progress
(e.g., you are passing the class) at the time when the incomplete is requested. The reasons must also
meet university policy regarding incompletes.
7. Syllabus flexibility. It is my hope not to have to make any changes to this syllabus, or if changes are
made due to extenuating circumstances, they will be minor. However, be aware that my classes are all
“works in progress” and based on your input, feedback, and my own sense of pace and context, I may
feel it is necessary to make changes to the syllabus. If this happens, you will be informed as well in
advance as possible so that your own schedule and plans will be minimally affected.
VII. Class Plan
Please follow the Class Plan below to ensure that you turn in all assignments when they are due.
Week
Class work
1
• Fieldwork Contract & Practicum Mentor Teacher
Agreement forms
• Practicum Timesheet Verification forms
• Teaching schedule of mini lessons
• Lesson Plan Format
• Ch. 1: Vision: Understanding Key Concepts about
Managing Student Behavior
• Ch. 2: Grading: Design Instruction and Evaluation Methods
• Ch. 3: Organization: Prepare Routines and Procedures
• Ch. 4: Expectations: Plan to Teach Students How to be
Successful
• Ch. 5: Rules and Consequences: Plan to Respond
Consistently to Student Misbehavior
• Comments about Classroom Observations
2
3
4
Work due at the beginning of
class on this date
• Lesson Plans week #1
• Resource File Post #1
• Observation
• Lesson Plans week #2
• Resource File Post #2
• Observation
• Lesson Plans week #3
• Resource File Post #3
• Observation
• Journal Entry #1, 2
• Lesson Plans week #4
5
Ch. 6: Motivation: Enhance Students' Desire to Succeed
• Comments about Classroom Observations
6
• Oral interview analysis; application of rubric
• Redirecting instruction based on assessment results
• Written composition analysis; application of rubric
• Redirecting instruction based on assessment results
7
8
9
• Ch. 7: Preparation and Launch: Pull It All Together for the
First Day
• Ch. 8: Implementation: Monitor and Adjust your Plan
throughout the Year
• Ch. 9: Proactive Planning for Chronic Misbehavior
• Comments about Classroom Observations
• Resource File Post #4
• Observation
• Journal Entry #3, 4
• Lesson Plans week #5
• Resource File Post #5
• Lesson Plans week #6
• Mini-lesson plan #1 in
middle/high school
• Evaluation #1 by practicum
mentor teacher
• Lesson Plans week #7
• Lesson Plans week #8
• Observation
• Lesson Plans week #9
• Journal Entry #5, 6
• Observation
• Lesson Plans week #10
• Journal Entry #7, 8
• Lesson Plans week #11
10
• Classroom Management Newsletter: instructions,
brainstorming, and examples
11
• Oral interview analysis; application of rubric
• Redirecting instruction based on assessment results
12
• Written composition analysis; application of rubric
• Redirecting instruction based on assessment results
• Observation
• Lesson Plans week #12
13
• finish Classroom Management Newsletter
14
• finish Assessment of Student Learning
• Mini-lesson plan #2 in
middle/high school
• Evaluation #2 by practicum
mentor teacher
• Observation
15
• Wrap-up
• LAN 308 Teaching Portfolio