COLLEGE OF ARTS AND SCIENCES
DEPARTMENT OF MODERN LANGUAGES AND LITERATURES
MLL 479
THE TEACHING OF LANGUAGES
FALL 2009
Edmée Fernández, Ph D
E-mail: efernand@pittstate.edu
Office: Grubbs Hall 412
Telephone 620-235-4678
KSDE Standard:
COURSE DESCRIPTION
This course emphasizes the importance of context to teach and learn languages, and that
language is used to convey meanings in a variety of contexts. The Standards for Foreign
Language Learning have renovated the emphasis on context and content even more, and they
are presented in this course as the connection between theory and teaching applications. “The
movement toward standards, the vision of foreign language as a subject area that can be related
to other disciplines and to the world at large, and the advances in modern technology served as
catalysts in bringing context back into language teaching” (Teacher’s Handbook, p 25). The
course allows for reading, discussion, demonstrations and training in the major approaches,
methodologies and techniques to teach languages.
The teaching and learning of foreign languages at all levels (elementary school, middle
schools, and senior high schools) is stressed in this course as well as the study of student’s
characteristics at all three levels. The significance of interweaving the five standards goal areas
in foreign language learning and teaching is also of importance for this course. This course
discusses the development of communication in another language under the new perspective of
interpretive (receptive language skills), interpersonal and presentational modes (expressive
language skills) proposed in the Standards for Foreign Language Learning.
COURSE OBJECTIVES
The purposes of this course are:
a) To prepare foreign language majors to facilitate language learning by using a
contextualized approach to language teaching.
b) To help participants develop decision-making skills needed to become effective
planners of curricula as well as program interpreters;
c) To help learners acquire the investigative abilities to foster professional growth
REQUIRED TEXTS
1) Shrum & Glissan. The Teacher’s Handbook. Contextualized Language Instruction. Third
Edition. Heinle & Heinle Publishers. 2005
2) Curtain & Pesola. Languages and Children. Making the Mach. Third edition. Longman,
2004.
3) Kansas Curricular Standards for Foreign Language. Kansas State Board of Education.
Approved August 2000 (word.doc)
RECOMMENDED READING
 Omaggio Hadley Teaching Language in Context. Third Edition. Heinle & Heinle. 2001


st
Standards for Foreign Language Learning: Preparing for the 21 . Century. Lawrence,
Kansas. Allen Press Inc. 1996
Harry Wong The First Ten Days of School
1
ADDITIONAL RESOURCES
 The Teacher’s Handbook website at http://handbook.heinle.com contains a collection of
useful materials and sources of information that foreign language teachers use and
consult regularly.
 www.learner.org/resources/series185.html
COURSE DOCUMENTS AND TEMPLATES ONLINE
Several documents, templates, and organizers are provided in the course documents folder
online. Please create a folder on your computer and download these documents. They include:
1) Key Concepts for the Language Classroom
2) National Standards Idea Reference Template
3) Kansas Model Curricular Standards for World Languages (Approved July 2008)
3) Lesson Plan Template
4) Thematic Unit Plan Template
5) Classroom Observation Template
6) Advance Organizers
7) Course Syllabus and Calendar
8) List of Online Resources and Professional Organization Web Sites
Students should quickly familiarize themselves with the content of the first three documents, as
they form the standards framework for the profession. Familiarity with these documents will
help students process and interpret case studies, create learning scenarios, evaluate classroom
observations, and plan for their own teaching.
STUDENTS OUTCOMES
By the end of the semester, participants will:
a) Explain and apply the communicative theories, approaches, methodologies and
techniques which support contextualization of language instruction. (KSDE Standard 3,
Knowledge 1, 2. Performance 1; Standard 4, Knowledge 1,2,3)
b) Explain the pedagogical value of first-hand experiences in the target culture (KSDE
Standard 1, Knowledge 5,6)
c) Explain the American Council on the Teaching of Foreign Languages (ACTFL) guidelines
and their implications for the development of oral and writing proficiency. (KSDE Standard 2,
Knowledge 1). Explain the Standards for Foreign Language Learning and its implications for
teaching and assessment.
d) Design three lesson plans for three consecutive days of a teaching unit. Each lesson
should include: Student’s name, Course number and title and semester; unit title, level, lesson
number,
Kansas
Foreign
Language
standard
(s),
benchmark(s),
and
indicators;
knowledge/content needed, procedure, assessment, and homework/follow up activities. (“It was
the feeling of the secondary committee members that, at a minimum, all secondary
methods courses (#s 479) currently have, as a requirement of the course, at least two
lesson plans that would serve in this domain of Instructional Planning.)
e) Design one teaching unit learning scenario that contains: unit/scenario title, level,
number of lessons, Kansas Foreign Language standards and benchmarks targeted, stage,
indicators, knowledge needed, assessment, techniques/strategies, resources. (“It was the
feeling of the secondary committee members that, at a minimum, all secondary methods
courses (#s 479) currently have, as a requirement of the course, at least two lesson plans
that would serve in this domain of Instructional Planning.
f) Explain the differences and similarities in the application of theories and the utilization
of methods, techniques, resources and materials and technology with children, early adolescents,
and young adults to encourage participation and foster their confidence and self-esteem. (KSDE
Standard 5, Knowledge 1,2,3; Standard 7, Knowledge 1,2,3)
g) Explain the relationship between foreign languages and content-based instruction, and
its implications for teaching at the elementary, middle and senior high school levels. (KSDE
Standard 3, Performance 4)
2
h) Become a member or renew his/her membership in a language professional
association such as KSWLA, AATSP, AATF, ACTFL, TESOL, FLAM, NNELL ( KSDE Standard 9)
TEXTBOOKS SELECTION
There is a good reason for the selection of the two required textbooks that appear in this
syllabus:
The Teacher’s Handbook is an excellent manual for foreign language instructors, practitioners
and administrators. It is more than a classroom textbook. Its emphasis on contextualization
allows for an eclectic perspective in tune with the trends in foreign language learning and
teaching in the last ten years. The theories, approaches, methods, techniques and resources are
discussed in a way that can be easily adapted to the needs of the user: ESOL instructor, FL
instructor at any level, FL/ESL administrator, in-service teacher, pre-service teacher.
Languages and Children is an indispensable resource for any foreign language planner, instructor
and advocate of Foreign Languages in the Elementary School and Middle School. It couples
superbly with the Teacher’s Handbook and adds to it the so much needed guidance for FLES, the
youngest field in FL instruction. Languages and Children has proven to be most valuable to all
people involved in foreign languages.
Although we will not have enough time to read, discuss, analyze and criticize all the information
presented in both textbooks, I sincerely believe that the careful reading and serious discussion of
the material presented in this syllabus, in addition to the other class activities planned for this
course, will make this class the most rewarding experience and the most important required
course for your teacher education preparation. Please keep these two textbooks for your
personal library; I am sure they will be invaluable as you start your language teaching career.
EVALUATION
A. Textbook Assignment/In class assignment
30%
B. Notebook:
40%
1) Key Concepts Idea Reference
2) National Standards Idea Reference
3) Procedures and Routines in Target Language
4) (Online) Class observation journal/diary
5) Membership documentation (professional organization)
C. Teaching Unit/Lesson Plans (oral presentation)
30%
ASSIGNMENTS:
A. Textbook Assignments / In class assignments will be a regular part of the course. Refection
papers and case study analysis will be presented for discussion. All students must be prepared
to actively participate in discussions and submit their papers on the dates indicated in the course
calendar.
B. Notebook
1) The Key Concepts Idea Reference. is a template that may be obtained on ANGEL in the
Course Documents folder. The first page lists 15 key characteristics for the effective language
classroom. Throughout the semester the student should record teaching ideas obtained from
discussions, observations, etc. under the corresponding characteristic. This assignment is
designed to help students build a list of practical ideas and scenarios that support the theoretical
frameworks for language instruction.
2) The National Standards Idea Reference. is also a template that may be obtained on
ANGEL in the Course Documents folder. The assignment for this document is the same as #1
above. Any activity or scenario listed in the texts, as well as those observed or discussed, should
be summarized under the corresponding standard in this document. After each reading,
discussion, and observation students should review the Key Concepts and Standards and add (in
abbreviated form) any activities and/or scenarios that would support the Key Concept and/or
National Standard.
3
3) Procedures and Routines in the Target Language. In effective language classrooms,
the majority of instruction is done in the target language. The first language and the target
language are kept distinctly separate. Through the creative use of props, non-verbal
gestures/body language, pictures, and cognates, how could classroom procedures and routines
be taught in the target language? This template is also available in the Course Documents
folder. Under each classroom procedure/routine, the student should prepare short description(s)
of a scenario in English of how the routine would be taught. List the vocabulary (French or
Spanish) that would be utilized to teach the routine. Briefly include how the routine would be
practiced/rehearsed and how often it would be repeated during the first ten days of class.
4) Class observation journal/diary. As the student observes in the HS classroom/online
classes, they should take note of discipline, lesson design, and others as specified in the form
that will be provided.
5) Documentation of your membership in a professional organization and a brief
description as to why you chose that organization instead of another.
C. Teaching Unit/Learning Scenario/Lesson Plans
□ Design one teaching unit/learning scenario/thematic unit that contains: unit/scenario title,
level, number of lessons, Kansas Foreign Language standards and benchmarks targeted, learner
stage, indicators, knowledge needed, assessment, techniques/strategies, resources (bring to
class the resources such as CD, picture file, authentic text).
□ Design three lesson plans for three consecutive days of the teaching unit/learning scenario
above. Each lesson should include: Student’s name, Course number and title and semester; unit
title, level, lesson number, Kansas Foreign Language standard (s), benchmark(s), and indicators;
knowledge/content needed, procedure, assessment, and homework/follow up activities.
□ Prepare an oral presentation (10 minutes) to give an overview of the unit/scenario including
the three lessons, for the whole class. Make copies of your unit/scenario and the lesson plans for
each one of your classmates and your instructor.
IMPORTANT NOTICE: The Professional Development Component of this course requires that you
join a national or state professional foreign language association before the end of the semester
and also attend the state language conference sponsored by KSWLA. Failure to satisfactorily
complete this component will result in lowering of your final grade by one letter grade. Subsidies
for hotel expenses have been paid by the MLL department in recent years.
American Council on the Teaching of Foreign Languages (www.actfl.org)
American Association of Teachers of Spanish and Portuguese (www.aatsp.org)
Kansas World Language Association (http:// kswla.org/)
American Association of Teachers of French (www.aatf.org)
National Network for Early Language Learning (NNELL) (http://nnell.org/)
Foreign Language Missouri Association (FLAM) (http://flamnet.org/)
Go to the corresponding website for more information on how to join.
The instructor reserves the right to make changes to this syllabus as deemed necessary for the
progress and satisfactory achievement of purposes and goals of the course.
The course calendar appears below on the following pages.
4
Course Calendar
MLL 479. The Teaching of Languages. Fall 2009
TH = Teacher's
Handbook
LC = Languages and
Children
FL = Foreign Languages
TL = Target language
SFLL = Standards for
Foreign Language
Learning
KCSFL = Kansas
Curricular Standards for
Foreign Language
ACTFL = American
Council on the Teaching
of Foreign Language
HS = High School MS
= Middle School
CONTENTS
□ Foreign Language Professional Development
□ FL as a profession
□ Characteristics of an effective foreign language
classroom/program
□ The role of contextualized input, output and interaction in
language learning
□ A historical view of context in FL instruction: Standards for
Language Learning
□ A short story of early language learning in the US
□ Characteristics of young learners
□ Integrated thematic planning for curriculum, unit, and lesson
design; Long term planning for instruction
□ Designing a daily lesson plan
□ Preparing for Teacher Observations
□ Kansas Curricular Standards for Foreign Language
□ Creating an environment for communication and classroom
games and activities
□ Elementary and middle school FL / Early Language Program
Model
□ Making connections between language and the Elementary
School curriculum
□ Integrating language, cultures and comparison study in the
Middle School Curriculum
□ Topics with Master Teacher Harry Wong, including classroom
discipline
□ Person-to-person communication, the interpersonal standard
□ Proficiency and ACTFL proficiency guidelines
□ ACTFLPerformance Guidelines for K-12 learners
□ Attend the Kansas Conference on Foreign Language
Instruction and present summary and analysis of two sessions
□ Long term planning for instruction
□ Coursework and Performance Assessment
□ Role of grammar in teaching languages at the elementary
level and the teaching of grammar and the KCSFL □ Area
Comparisons Standard
□ One-way communication, the interpretive and the
presentational modes
5
Da
y
1
Date
s
Aug
24 M
2
Aug
26 W
3
Aug
31 M
4
Sept
2W
5
6
Sept
7M
Sept
9W
In class topics:
Text:
Introduction to the
course.
Syllabus overview and
course requirements.
Topic: FL as a profession
Topic: FL Professional
Development
Topic: The advanced-low
proficiency level; discuss
ideas for maintaining and
developing your language
skills. ‫ٱ‬
Discussion: LC pp. 465479
TH
Preliminar
y Chapter
LC pp.
465-479
Key Documents
(Handouts)
Topic: -Key Concepts for
Success
-Standards for Foreign
Language Learning
Video: The 5 C’s
Overview of LC Table of
Contents Chapters 3, 4,
10, 11 and use of the Key
Concepts Idea Reference.
Discussion: Contexts and
the Key concepts;
Discussion of Tasks One,
Two, and Three
Topic/Discussion: The
Role of Contextualized
input, output, and
interaction in language
learning.
LC p. xiv
LC p. xvi
□ Reading: TH Preliminary Chapter
□ LC 465-479
Do Task One, Task Two, and Task
Three (9).
TH
Chapter 1
(11)
□ Assignment due:
Read Chapter I
Do TH Episode I (31)
Topic: A Historical View
of context in FL
instruction: SFLL
Topic: A short story of
early language learning in
the US
TH Ch 2
(40)
□ Assignment Due:
-Read TH Ch 2 (40)
-Read LC Ch 17 (406-414)
-Do In LC (23) students choose
between 1 and 2 and present to
class.
LC Ch 17
(406)
Homework / Assignment Due:
Labor Day (NO CLASS)
Topic: Characteristics of
young learners
LC Ch 1
(1)
6
□ Assignment Due:
-Read LC Ch 1 (1)
-Do Case study #2 pp. 34-35 in TH
7
Sept
14 M
Topic: Integrated
LC Ch 7
□ In-Class Assignment:
thematic planning for
(131)
□ Do TH Episode 1 (57) and
curriculum, unit, and
TH Ch 3
present to class, discussing also
lesson design; Long term
(80)
the differences between a learning
planning for instruction
scenario and a thematic unit
Topic: Designing a daily
LC Ch 7
Assignment due:
lesson plan (template and (151)
-Read LC Ch 7 (151) and TH Ch 3
discussion)
(85)
Topic: Teacher
TH Ch 3
□ Review template for classroom
Observation Checklist
(85)
observations
(Preparing to observe
□ Review observation checklist
language classrooms);
□ Review Kansas Curricular
reflection portion to
Standards for World Language
address key concepts in
document (KCSFL)
reactions/ reflections.
Topic: Considerations for
Observations
HS/MS/Online class observation #1 (Class will not meet); type up
observation entry for notebook. In observation, address key
concepts/standards related to your observation as well as games / activities
/ environment that encourage communication. How might you modify,
shorten, extend, expand activities you have observed in class?
Topic: Discuss initial
□ Assignments due: 1) Be prepared
observations
to discuss class observations done
on 9/21.
Topic: Kansas Curricular
2) TH Episode three (88). #1
Standards for World
(modified) Compare KCSFL with
Languages
the Nebraska Standards
Framework. Describe similarities
and differences.
Topic: Creating an
LC Ch 2
□ Homework:
environment for
(24)
1) Review and reflect on
communication
observations and readings. Make
Topic: Classroom games
LC Ch 14
idea entries into the key concepts
and activities
(331)
and/or standards packet under the
appropriate headings.
□ 2) a) Choose among 1,2 or 3 LC
(38) and present it to the class.
b) Do 4 LC (369) and present to
the class
8
Sept
16 W
9
Sept
21 M
10
Sept
23 W
11
Sept
28 M
12
Sept
30 W
HS/MS/Online class
observation #2
(Class will not meet);
type up observation entry
for notebook.
□ Homework: In observation, address key
concepts/standards related to your observation
as well as games / activities / environment that
encourage communication. How might you
modify, shorten, extend, expand activities you
have observed in class?
13
Oct 5
M
Topic: Discuss
observations
Topic: Early Language
Program Model
LC Ch 18 (419)
7
□ Ongoing assignment:
Transfer/summarize main
points and/or ideas into Key
Concepts Idea Reference
and/or the National
Standards Idea Reference
14
Oct 7
W
15
Oct
12 M
16
Oct
14 W
17
Oct
19 M
18
Oct
21 W
HS/MS/Online class
observation #3
(Class will not meet);
type up observation entry
for notebook.
□ Homework: In observation, address key
concepts/standards related to your observation
as well as games / activities / environment that
encourage communication. How might you
modify, shorten, extend, expand activities you
have observed in class?
Topic: Making connections TH Ch 4 (119)
□ Homework: Read TH
between language and the LC Ch 11 (248)
Ch 4 (119) and LC Ch
Elementary School
11 (248)
curriculum; Review of Key
In-Class Assignment:
Concepts Manual
TH Episode 1 (120) in
pairs by language. Due
either at the end of
class or the next class
period.
HS/MS/Online class observation #4 (Class will not meet); type up
observation entry for notebook. In observation, address key
concepts/standards related to your observation as well as games / activities
/ environment that encourage communication. How might you modify,
shorten, extend, expand activities you have observed in class?
Topic: Integrating
TH Ch 5 (127)
□ Read: TH Ch 5 (127)
Language study in the
(133). Do: Episode Two
Middle School Curriculum
TH (146)
TH Ch 5 (133)
□ Ongoing assignment:
Topic: Integrating
Transfer/summarize
Cultures and Comparisons
main points and/or
into MS language
ideas into Key Concepts
instruction
Idea Reference and/or
the National Standards
Idea Reference
Topics: Person to person
communication. The
Interpersonal Standard
(1.1)
LC Ch 3 (39)
8
Homework: Read LC Ch
3 (39) and do 2 or 3 LC
(59) (60)
□ Ongoing assignment:
Transfer/summarize
main points and/or
ideas into Key Concepts
Idea Reference and/or
the National Standards
Idea Reference
19
Oct
26 M
Topic: Developing
interpersonal
communication
proficiency, the ACTFL
proficiency guidelines,
implications of OPI for
language instruction,
ACTFL Performance
Guidelines for
K-12 learners
TH Ch 8 (214) (216)
(222)
LC (481)
Homework:
-Read TH Ch 8 (214)
and LC (481)
- Do TH Episode One
(256)
Ongoing assignment:
Transfer/summarize
main points and/or
ideas into Key Concepts
Idea Reference and/or
the National Standards
Idea Reference
20
Oct
28 W
Topic: Developing Oral
and Written
Presentational
Communication
TH Ch 9 (265)`
LC Ch 3 (72) (73)
Homework: Read TH Ch
9 (265) and LC Ch 3
(72) (73) and do TH
Episode Two (305)
□ Ongoing assignment:
Transfer/summarize
main points and/or
ideas into Key Concepts
Idea Reference and/or
the National Standards
Idea Reference
21
Nov
2 M
No
class
22
Nov
3W
Class will not meet this
week, but will attend the
language conference in
Wichita. Attendance of
specific sessions by
students will be
coordinated and then
shared with the class.
Class will not meet this
week, but will attend the
language conference in
Wichita. Attendance of
specific sessions by
students will be
coordinated and then
shared with the class.
KSWLA Conference in
Wichita
Nov
6-7
23
Nov
9M
24
Nov
11 W
Presentations
Topic: Long-term planning
for instruction
□ Assignment: Begin
assignment for
presentation on Nov 9
[TH Episode 2 (146)];
use templates provided
on ANGEL.
□ Assignment: Begin
assignment for
presentation on Nov 9
[TH Episode 2 (146)];
use templates provided
on ANGEL.
Students will attend KSWLA language
conference in Wichita.
□ Due: each student presents the summary and
analysis of at least two sessions from the
conference in Wichita, and reports on the
interview to a language teacher.
□ Due: TH Episode 2 (146), present to class
Homework: Read TH Chapter 3 (80-83 and do
TH Episode One (87). This starts the
preparation of your last class assignment due
Dec 9.
9
25
Nov
16 M
Topic: Language
Assessment
TH 11 (355)
LC 8 (160)
Assignment: Review/edit assessment section
for your Thematic Unit.
LC (24) (95) (286)
□ Due:
(139)
TH Episode One #2
TH Ch 7 (189)
(256) present to class
KCSFL Area
Comparisons
Standard 4: The
student develops
insight into the
nature of language
and culture.
□ Due: TH Episode 1
(206)
26
Nov
18 W
Topic: Role of Grammar in
teaching languages at the
elementary level
27
Nov
23 M
In-Class Assignment
28
Nov
25 W
Thanksgiving Recess
29
Nov
30 M
Topic: One-way
communication: the
interpretive and
presentational modes
LC Ch 4 (61)
30
Dec
2W
Topic: The development
of interpretive
communication
TH Ch 6 (154)
31
Dec
7M
Assignment Due:
32
Dec
9W
Presentation of teaching
unit/scenario/thematic
unit to class and turn it in
to instructor. See details
under Assignments.
□ Due: Present TH Episode Two (180); in pairs
by language
□ Due: Methods Course Notebook. Should
contain all semester projects as indicated in the
assignment summary (ANGEL docs) except the
teaching unit which is due on the last day of
class.
□ Thematic Unit Presentations
□ Class Picture
□ Ongoing assignment:
Transfer/summarize
main points into Key
Concepts Idea
Reference and the
National Standards Idea
Reference
□ Ongoing assignment:
Transfer/summarize
main points into Key
Concepts Idea
Reference and the
National Standards Idea
Reference
If and when discussion of topics concludes before class time has expired, additional topics
may be introduced and discussed. Such topics may include but are not limited to the
following:
□ Planning procedures and routines in the target language
□ Real-world goals, motivations,
□ News releases, jobs in foreign language
10