EDUC 447 (4 credits)
Theories and Methods of Teaching Foreign Languages in the K-12 Classroom
Instructor: Dr. Lisa Morgan
E-mail address: ejaketu@yahoo.com
Online Office Hours: TBA
Course Description
This course focuses on the teaching and learning of foreign languages in K-12 school
settings. We will be looking at second/foreign language acquisition theories and the
methods/strategies underlying the teaching of the four main domains (speaking, reading,
writing, listening), plus grammar, vocabulary and culture of the foreign language. We
will also be studying the related areas of foreign language materials selection and use, the
integration and use of standards into the curriculum and instruction, and assessment and
evaluation in teaching a foreign language. The field work component of this course will
act as a cohesive tie between what we explore, study and experiment with in course
readings and discussions and the real world of foreign language teachings.
Required Texts
Standards for Foreign Language Learning in the 21st Century (1999) National Standards
in Foreign Language Education Project. Lawrence, KS: Allen Press. ISBN: 0935868852
Shrum, J.L. and E.W. Glisan (2004). (3rd edition) Teacher's Handbook: Contextualized
Language Instruction. Boston: Heinle Pub. ISBN: 1413004628.
A current student textbook in your target language (K-12) for textbook analysis and
lesson and unit designs.
Recommended Texts
Brooks and Brooks (1999) The Case for Constructivist Classrooms. Alexandria, VA:
Association for Supervision and Curriculum Development:
Lipton, Gladys (1998). Practical Handbook to Elementary Foreign Language Programs.
Lincolnwood: NTC Publishing Group.
Lipton, Gladys (1992). Elementary Foreign Language Programs: An Administrator's
Handbook. Lincolnwood: NTC Publishing Group.
Lee, James F. and VanPatten, Bill (2003). Making Communicative Language Teaching
Happen. (2nd edition) New York: McGraw-Hill.
Course Topics
Standards
Standards-Based Instruction
Foreign Language Acquisition Theories and Methods
Methods of Teaching FL: Past and Present
Second/Foreign Language Acquisition Theories
Communicative & Task-based Teaching and Learning (strategies)
Materials
Materials Selection and Use in the FL Classroom
Domains of Teaching Foreign Language
Teaching and Learning Vocabulary
Teaching and Learning Grammar
Teaching and Learning Oral and Aural Skills
Teaching and Learning Writing and Reading Skills
Assessment:
Error correction and Feedback in the FL Classroom
Assessment and Evaluation in the FL Classroom
Culture
Teaching and Learning Culture in the FL Classroom
Course Requirements and Assignments
Professional Reading & Online PowerPoint Presentation
10 points
Lesson Plans (4 lessons @ 5 points each)
20 points
Reader Response & Online Discussions (2 per week)
25 points
Classroom Observation Reports (5 lessons @ 5 pts each)
25 points
Collaborative Unit Materials and Assessment Project
20 points
-----------------------------------Total
100 points
Professional Reading & Online PowerPoint Presentation
Select a recent article (within the last 5 years) from the recommended list of foreign
language professional journals, read it, write a critique of it, and give a PowerPoint
presentation on the salient points of the article. The critique should be a 1-2 page
discussion and your reaction to it vis-à-vis teaching and learning in the FL classroom.
The article should be about one of the following topics: foreign language learning theory
(SLA) methods of teaching FL, instructional techniques in the FL classrooms, integrating
foreign language standards into lessons, materials in FL teaching, evaluation and
assessment in FL teaching/learning
Journals recommended 1) Foreign Language Annals; 2) The French Review; 3) TESOL
Quarterly; 4) ADFL Bulletin; 5) Modern Language Journal; 5) Language Learning 6)
Hispania 7) FLES News Please feel free to read from other journals, but clear them with
me first. Foreign Language Annals
Lesson Plans
General Instructions: Your written work must be neatly typed and carefully proofread!
Keep a hard copy for yourself and post one online. Although you are welcome to borrow
ideas from the Internet, you must address all of the requirements for each lesson. This
will probably mean modifying the lesson. And you must cite all your sources.
1. Prepare and post a written lesson plan that would permit another teacher to teach
the same lesson you were planning to carry out.
2. Write clear instructions for each activity with the amount of time it will take to
carry out each activity or task (for both teachers and students)
3. Provide instructional objectives for each activity. What are students supposed to
be able to do by the end of the lesson?
4. Indicate which National/State Standards are being targeted by your lesson plan.
(Keep to two-three maximum)
5. Indicate skills and prerequisite knowledge that you assume students have up to
this point including structures and vocabulary up to and including the lesson you
are working on.
6. Identify which aspects of the textbook will be utilized (dialogues, passages,
exercises, etc.) and any outside materials you’re using for the lesson. If possible,
post these with your lesson.
7. Identify consistent and clear explanation of how you would elicit whole class,
partial class, and individual student responses (and any interactions
between/amongst s-s and between s-t)
1) Vocabulary Lesson
1. Plan a 30 minute lesson using 5-10 words from a textbook or from a particular theme
which includes the following:
a. Presentation of the new vocabulary words
b. Reinforcement of student understanding of the vocabulary words through both group
and pair/individual practice.
c. Evaluation of students’ understanding of the vocabulary words via an assessment tool.
d. An additional communicative activity that could be used the following day for
reentry/review of the vocabulary words into that day's lesson.
3. Base your presentation on the chapter of the textbook in which the words are located or
a context relating to the theme you have chosen. Remember that the vocabulary is being
taught to help students succeed in using these words in communication.
3. Keep a hard copy for yourself and post one online.
2) Culture Lesson
1. Plan a 30 minute cultural lesson in which you focus on a cultural component of the
target language and then include the perspective of this product or practice. Refer to the
examples from the National Standards materials for ideas for your lesson.
2. Make this a participatory lesson, using activities that involve the students (in other
words, no straight lecture!)
3. Devise and administer a method of assessment.
5. Keep a hard copy for yourself and post one online
3) Authentic Materials & Multiple Domains Lesson
1. Plan a 1 hour lesson in which you use authentic texts as the primary tool for
instruction. Do not use a textbook for this lesson!
2. Write one objective for each of the four main language domains (reading, writing,
speaking, and listening.
3. The main point is to show students that the use of authentic materials can be an
effective tool for learning language.
4. Devise and administer a method of assessment.
5. Keep a hard copy for yourself and post one online.
4) Grammar Lesson
1. Pick a single grammar point appropriate to the age/level of language proficiency of
your students.
2. Prepare a 30 minute written lesson plan that would permit another teacher to do what
you had planned.
3. Make sure that you provide visual support which is attractive and visible to all.
4. Present the grammar point using an inductive approach. Pay close attention to the
steps of the model and label them.
5. Assume that students know only those structures and vocabulary items that occur in
lessons prior to the lesson in which your grammar point occurs.
6. Devise and administer a method of assessment to check understanding of the grammar.
7. Keep a hard copy for yourself and post one online.
Observation Report (2 pgs per hour)
A required component of this course is 5 hours of observation in a foreign language
classroom and a 2 page report will be written for each lesson observed. Begin your report
with a brief description of what you have observed and then comment on the following
elements.
1. What was the topic of this class?
2. What were the learning objectives? (If necessary, ask the teacher.)
3. What standards were being met in the lesson?
4. What textbook and materials were being used by both teacher and students?
5. Were the students engaged? How was this evident (or not evident?) What was the
atmosphere like? How was the class structured?
6. What kind of activities did the learners do?
7. Was there a variety of activities?
8. Were students taught and/or provided opportunities to practice a variety of skills
(e.g., speaking, listening, writing, reading, grammar, vocabulary, culture)? Which
ones?
9. Conclude your report describing what you have learned from this observation
experience. For example, what was the strength of this lesson? Were there any
problems that you noticed? Would you like to be a student in this class? Why or
why not?
Collaborative Unit Materials and Assessment Project
For this assignment, groups of 3-4 class participants will re-design a 1-2 week unit (5-10
hours approximately) from a current foreign language textbook: Group according to the
language and age group you will teach and choose a common textbook to work with.
The objectives will be to 1) critically analyze text materials of one unit of study; 2)
modify (add, reduce, omit, expand, supplement, etc.) the materials offered in the text for
that unit/chapter 3) devise a unit assessment that compliments the unit goals, makes
sound pedagogical sense, and is aligned with National Standards for Language Teaching.
Submit the completed unit online. Assessment of the assignment will consist of the
following 1) assessment of other group members’ participation and contribution to the
assignment 2) self-assessment of your participation and contribution to the assignment 3)
assessment of other groups’ finished units.
When carrying out this project, also keep in mind the following State of Michigan
Teacher Education Standards for Foreign Language Teachers.

Ability to interpret and communicate the results of student performances to all
stakeholders and provide opportunity for discussion of the interpretations and
decisions based on the information.

Knowledge of various assessment issues (e.g., cultural and linguistic bias,
political, social, and psychological factors).

Knowledge of the value of assessment data for identification, placement, and
demonstration of language proficiency and academic achievement of world
language student

Ability to use standards and benchmarks to evaluate, select, design, and adapt
instructional resources by connecting curriculum to students’ experiences and
skills of home and community.

Familiarity with and adaptive use of a wide range of standards-based materials,
resources, and technologies in effective world language and content teaching.
Requirements for Written Assignments
All work submitted for grading must be neat and free of grammatical/spelling errors. It
must be double-spaced with Times New Roman style, use of 12-font, 1-inch margins, and
with approximately 250 words per page, using either MLA or APA style citations. Unless
the type of assignment calls for a personal/reflective style of writing, all submitted work
should exhibit a high quality of academic writing. All required written and oral
assignments must be submitted in order for a student to pass the course. Online work
must exhibit the above characteristics. Points will automatically be subtracted from
assignments that show poor features of the above requirements.
Academic Dishonesty Policy
Lake Superior State University Academic Catalog (2004-2006)
The assumption of the academic contract is that the student does his or her own work:
any breach of the contract is considered cheating. The faculty member who detects a
student cheating may take appropriate action, such as assigning a failing grade for the
entire course. A student who cheats is subject to dismissal from the University. If, in the
opinion of the faculty member involved, such action is warranted, he or she will notify
the chairman of the Scholastic Standards Committee and the student in writing. The
Scholastic Standards Committee will then conduct a hearing in such a manner that the
student is given due process. If the committee decides that dismissal is warranted, the
student shall have five school days to appeal that decision to the provost of the
University.
Grading
A=97-100, A-= 90-96, B+=87-89, B=83-86, B-=80-82, C+=79-77, C=73-76, C-=70-72,
D+=67-69, D=63=66, D-=60-62, NC=0-59. Please note that if you are a student seeking
state certification, you are required to maintain a grade of “C” or higher.
Michigan Standards: Preparation for Foreign Language Teachers


Language Acquisition Theories and Instructional Practices
An understanding of language acquisition theories and research.
Ability to use language acquisition knowledge to create a supportive classroom
learning environment that includes target language input and opportunities for
negotiation of meaning and meaningful interaction.

A variety of instructional practices that produce language outcomes through an
articulated program that addresses the needs of diverse language learners

Knowledge and use of a variety of strategies for instructional management that
facilitates language acquisition and student achievement for second language
learners.
Integration of Standards into Curriculum and Instruction

An understanding of the standards and benchmarks of the Michigan Curriculum
Framework and Standards for Foreign Language Learning in curricular planning

Ability to integrate the Standards for Foreign Language Learning and the
Michigan Curriculum Framework into language instruction.

Ability to use standards and benchmarks to evaluate, select, design, and adapt
instructional resources by connecting curriculum to students’ experiences and
skills of home and community.

Ability to serve as an effective model of the target language for developing
listening, speaking, reading, and writing skills.

Understanding and utilization of strategies that promote student competence in
using critical thinking skills in conjunction with learning the target language.

Familiarity with and adaptive use of a wide range of standards-based materials,
resources, and technologies in effective world language and content teaching.

Skills in supporting world language students as they access the core curriculum
and learn language and academic content together

Knowledge of past and current second language teaching methodologies and their
applicability in developing instructional practices and resources to meet the needs
of individual learners.
Assessment of Languages and Cultures

Knowledge of the ongoing nature of assessment and multiple age- and levelappropriate ways to assess that provides purposeful outcome data.

Reflective assessment practices including: analysis of assessment results,
adjustment of instruction based on assessment results, and use of outcome data to
determine the direction of instruction.

Ability to interpret and communicate the results of student performances to all
stakeholders and provide opportunity for discussion of the interpretations and
decisions based on the information.

Knowledge of various assessment issues (e.g., cultural and linguistic bias,
political, social, and psychological factors).

Knowledge of the value of assessment data for identification, placement, and
demonstration of language proficiency and academic achievement of world
language student