KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name FLED 7710: Teaching Foreign Languages I
Department Foreign Languages
Degree Title (if applicable) Master of Arts in Teaching (Foreign Languages)
Proposed Effective Date Summer 2008
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a new course with a
new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as part of a new
program. Current catalog information (Section I) is required for each existing course incorporated into the
program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Approved
Anja Bernardy
Faculty Member
August 15, 2007 _____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
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Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
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KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number FLED 7710_______________
Course Title Teaching Foreign Languages I
Credit Hours 3-0-3
Prerequisites FLED 7703 and FLED 7708
Description (or Proposed Degree Requirements)
Prerequisites: FLED 7703 and FLED 7708.
This course will focus on understanding effective practices for teaching a foreign language to
elementary and middle school learners. Students will learn how to plan, implement, and sustain a
standards-based foreign language program. Course requirements include observations of foreign
language classrooms in elementary and middle schools. Proof of professional liability insurance
is required for field experience.
III.
Justification
The national standards set forth by the American Council on the Teaching of Foreign Languages
(ACTFL) for the preparation of foreign language teachers requires that candidates
 integrate knowledge of other disciplines into foreign language instruction and identify
distinctive viewpoints accessible only through the target language. (Standard 2c)
 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 3a)
 develop a variety of instructional practices that reflect language outcomes and articulated
program models and address the needs of diverse language learners. (Standard 3b)
 demonstrate an understanding of goal areas and standards of the Standards for Foreign
Language Learning and the Georgia state standards, and they integrate these frameworks
into curricular planning. (Standard 4a)
 integrate the Standards for Foreign Language Learning in the 21st Century and their
state standards into language instruction. (Standard 4b)
 use standards and curricular goals to evaluate, select, adapt and design instructional
materials. (Standard 4c)
 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 5a)
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In order to facilitate learning of another language, teachers must know how to plan for and
facilitate effective, standards-based instruction. The field experience component emphasizes
principles of classroom management and allows candidates to observe experienced foreign
language teachers in P-8 classroom settings. These observations will inform discussions about
standards-based instruction.
IV.
Additional Information (for New Courses only)
Instructor: see attached syllabus
Texts:
Prerequisites:
Objectives:
Instructional Method
Method of Evaluation
V.
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
TOTAL
Funding Required Beyond
Normal Departmental Growth
None
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VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
COURSE NUMBER
COURSE TITLE FOR LABEL
(Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
Approval, Effective Term
Grades Allowed (Regular or S/U)
If course used to satisfy CPC, what areas?
Learning Support Programs courses which are
required as prerequisites
FLED
7710
FL Teaching I
3-0-3
Fall 2008
Regular
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
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VII Attach Syllabus
DEPARTMENT OF FOREIGN LANGUAGES
I.
Course:
FLED 7710
Teaching Foreign Languages I
Instructor: TBA
Office:
Office hours:
Phone:
E-mail:
II.
Collaborative Development
of Expertise in Teaching,
Learning and Leadership
Meeting times:
Location:
Last day to withdraw without academic penalty:
Required texts:
(1) Curtain, H. and Dahlberg, G. (2004) Languages and Children-Making the Match: New
Languages for Young Learners, Grades K-8, 3rd Ed. New York, NY: Allyn and Bacon. ISBN:
0-205-36675-9
(2) Semonsky, C. M. and Spielberger, M. A. (2004) Early Language Learning: A Model for
Success. Greenwich, CT: Information Age Publishing. ISBN: 1-59311-082-0
(3) National Standards in Foreign Language Education Project. (1999). Standards for Foreign
Language Learning in the 21st Century. Lawrence, KS: Allen Press.
ISBN: 0-935868-85-2
(4) Wong, H., & Wong, R. (2004). How to be an Effective Teacher: The First Days of School.
Mountain View, CA: Harry K. Wong Publications.
ISBN: 0-935868-85-2
(3) Swender, E., & Duncan, G. (1998). ACTFL performance guidelines for K-12 learners. Foreign
Language Annals, 31(4), 479-491.
III. Catalog course description: Prerequisites: FLED 7703 and FLED 7708.
This course will focus on understanding effective practices for teaching a foreign language to elementary
and middle school learners. Students will learn how to plan, implement, and sustain a standards-based
foreign language program. Course requirements include observations of foreign language classrooms in
elementary and middle schools. Proof of professional liability insurance is required for field experience.
5/10
IV. Purpose/rationale: In order to facilitate learning of another language, teachers must know how to
plan for and facilitate effective, standards-based instruction. The field experience component emphasizes
principles of classroom management and allows candidates to observe experienced foreign language
teachers in P-8 classroom settings. These observations will inform discussions about standards-based
instruction.
Discussions and assignments in this course are guided by the Conceptual Framework of the Bagwell
College of Education:
Collaborative Development of Expertise in Teaching, Learning and Leadership
The Professional Teacher Education Unit (PTEU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and leaders who
possess the capability, intent and expertise to facilitate high levels of learning in all of their students
through effective, research-based practices in classroom instruction, and who enhance the structures that
support all learning. To that end, the PTEU fosters the development of candidates as they progress
through stages of growth from novice to proficient to expert and leader. Expertise is viewed as a process
of continued development, not an end-state. To be effective, teachers and educational leaders must
embrace the notion that teaching and learning are entwined and that it is only through the implementation
of validated practices that all students can construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU fully recognizes,
values and demonstrates collaborative practices across the college and university and extends
collaboration to the community-at-large. For we feel strongly that it is only through the collaboration of
professionals in the university, the public and private school sectors, parents and other professional
partners that we can truly meet the goal of assisting schools in bringing all students to high levels of
learning.
Knowledge Base: Teacher development is generally recognized as a continuum that includes four
phases: pre-service, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning process, the
teacher education faculty at KSU believes that the concept of expertise is central to preparing effective
classroom teachers and teacher leaders. Researchers describe how during the continuum phases teachers
progress from being Novices learning to survive in classrooms toward becoming Experts who have
achieved elegance in their teaching. We, like Sternberg (1998), believe that expertise is not an end-state
but a process of continued development.
Use of Technology: Technology Standards for Educators are required by the Professional Standards
Commission. Telecommunication and information technologies will be integrated throughout the master
teacher preparation program, and all candidates must be able to use technology to improve student
learning and meet Georgia Technology Standards for Educators. During the courses, candidates will be
provided with opportunities to explore and use instructional media, especially microcomputers, to assist
teaching. They will master use of productivity tools, such as multimedia facilities, local-net and Internet,
and feel confident to design multimedia instructional materials, create WWW resources, and develop an
electronic learning portfolio.
Diversity: A variety of materials and instructional strategies will be employed to meet the needs of the
different learning styles of diverse learners in class. Candidates will gain knowledge as well as an
understanding of differentiated strategies and curricula for providing effective instruction and assessment
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within multicultural classrooms. One element of course work is raising candidate awareness of critical
multicultural issues. A second element is to cause candidates to explore how multiple attributes of
multicultural populations influence decisions in employing specific methods and materials for every
student. Among these attributes are ethnicity, race, socioeconomic status, gender, giftedness, disability,
language, religion, family structure, sexual orientation, and geographic region. An emphasis on cognitive
style differences provides a background for the consideration of cultural context.
Kennesaw State University provides program accessibility and accommodations for persons defined as
disabled under Section 504 of the Rehabilitation Act of 1973 or the Americans with Disabilities Act of
1990. A number of services are available to support students with disabilities within their academic
program. In order to make arrangements for special services, students must visit the Office of Disabled
Student Support Services (770-423- 6443) and develop an individual assistance plan. In some cases,
certification of disability is required. Please be aware that there are other support/mentor groups on the
campus of Kennesaw State University that address each of the multicultural variables outlined above. For
more information contact the Student Life Center at 770-423-6280.
V. Course goals/objectives: The Professional Teacher Education Unit (PTEU) prepares learning
facilitators who understand their disciplines and principles of pedagogy, who reflect upon their practice,
and who apply these understandings to make instructional decision that foster the success of all learners.
This course addresses the following program learning outcomes:
American Council on the Teaching of Foreign Languages (ACTFL)
Program Standards for the Preparation of Foreign Language Teachers
Initial Level: Graduate
Standard 2: Cultures, Literatures, Cross-Disciplinary Concepts
2c: 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: LANGUAGE ACQUISITION THEORIES AND INSTRUCTIONAL PRACTICES
3a: 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.
3b: 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: Integration Of Standards Into Curriculum and Instruction
4a: 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.
7/10
4b: Integrating Standards in Instruction. Candidates integrate the Standards for Foreign Language
Learning in the 21st Century and their state standards into language instruction.
4c: Selecting and Designing Instructional Materials. Candidates use standards and curricular goals
to evaluate, select, adapt, and design instructional materials.
Standard 5: Assessment Of Languages and Cultures
5a: Knowing assessment models and using them appropriately. Candidates believe that
assessment is ongoing, and they demonstrate knowledge of multiple ways of assessment that are ageand level-appropriate by implementing purposeful measures.
VI.
Evaluation, grading and performance assessment: Students enrolled in this course will earn a
letter grade of A (100-90%), B (89-80%), C (79-70%), D (69-60%), F (59% or lower) based on the
assessments listed below. Grading criteria and details of assignments will be given on the course outline
and/or in class. Students are expected to submit assignments on time or accept the consequences of
missing deadlines. Assignments are due no later than 5:00 on the due date. No late work will be
accepted.
20%
20%
10%
10%
10%
10%
10%
10%
Elementary School Unit Plan
Middle School Unit Plan
Micro-teach (1 ES, 1 MS)
Field Observation Journal
Resource File
Reflection Journal
In-class assignments & quizzes
Final Exam
Portfolio:
All candidates seeking certification in a foreign language are required to complete a portfolio based on the
NCATE/ACTFL Program Standards for Foreign Language Education and the PTEU Outcomes &
Proficiencies. MAT candidates present their final portfolio in FLED 7735. The portfolio will be evaluated
by the FLED faculty team using the rubrics provided in the Program Standards. To complete the program
successfully, all candidates must provide clear, convincing and coherent evidence that all ACTFL
standards and PTEU proficiencies have been met. Information about the portfolio is available on the
Foreign Language Department website: www.kennesaw.edu/foreignlanguage. The foreign language
curriculum is standards-based. Candidates are advised to keep all work from their MAT classes in order
to select their best work samples for the portfolio. In Teaching Foreign Languages I, candidates will
complete assignments that address outcomes related to Standards 2c, 3a, 3b, 4a, 4b, 4c, and 5a.
Portfolio Narrative: A required element in each portfolio for TOSS, Student Teaching, and the Graduate
Program is the portfolio narrative. The purpose of the portfolio narrative is to ensure that every candidate
reflects on the ACTFL standards and PTEU proficiencies with regard to what evidence the candidate has
selected for his/her portfolio. Although none of the assignments for FLED 7710 are “required” for your
portfolio, for this course you will need select evidence for Standards 2c, 3a, 3b, 4a, 4b, 4c, and 5a, and
complete a brief narrative grid in which you reflect on the elements of those standards and make the case
that the evidence you have selected supports a particular standard.
VII. Attendance policy: Classroom participation and attendance are crucial for student success in this
course. Absences should be taken for emergencies only. There are no make-ups for quizzes or class work
missed due to absences or tardiness.
8/10
VIII. University Policies: The Department of Foreign Languages adheres to the principles and policies
formulated in the Statement of Student Rights and Responsibilities (KSU Graduate Catalog, pp. 237-259).
IX. Selected Bibliography
Driscoll, P., and Frost, D. (1999). Teaching Modern Languages in the Primary School. New York, NY:
Routledge.
Andersson, S., & Cunningham-Andersson, U. (2004). Growing up with Two Languages: A Practical
Guide. New York, NY: Routledge.
Beeman, M., & Chiarello, C. (Eds.). (1997). Right hemisphere language comprehension: Perspectives
from cognitive neuroscience. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge, UK: Cambridge
University Press.
Gilzow, D. and Branaman, L. (2006). Lessons Learned: Model Early Foreign Language Programs.
Washington, DC: Center for Applied Linguistics.
Hall, J. K., & Verplaetse, L. S. (2000). Second and foreign language learning through classroom
interaction. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Haslett, B. B., & Samter, W. (1997). Children communicating: The first 5 years. Mahwah, NJ: Lawrence
Erlbaum Associates, Inc.
Kormos, J. (2006). Speech Production and Second Language Acquisition. Mahwah, NJ: Lawrence
Erlbaum Associates, Inc.
Kumaravadivelu, B. (2005). Understanding Language Teaching: From Method to Post-Method. Mahwah,
NJ: Lawrence Erlbaum Associates, Inc.
Rhodes, N., and Pufahl, I. (2004). Language by Video: An Overview of Foreign Language Instructional
Videos for Children. Washington, DC: Center for Applied Linguistics.
Spolsky, R. (1989). Conditions for second language learning, Oxford: Oxford University Press.
Van Patten, B. (2004). Processing instruction. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
9/10
Tentative Course Outline and Schedule of Assignments
Week 1
Introduction to course.
Planning for Instruction: Overview
Week 2
Planning for Instruction: ES
Week 3
Planning for Instruction: ES
Week 4
Planning for Instruction: ES
Week 5
Planning for Instruction: ES
Week 6
Implementing Instruction: ES
Week 7
Implementing Instruction: ES
Week 8
Implementing Instruction: ES
Week 9
Spring Break – no class.
Week 10
Planning for Instruction: MS
Week 11
Planning for Instruction: MS
Week 12
Planning for Instruction: MS
Week 13
Implementing Instruction: MS
Week 14
Implementing Instruction: MS
Week 15
Planning, Implementing, & Evaluating Instruction
Week 16
Planning, Implementing, & Evaluating Instruction
May XX Final Exam XX – XX p.m.
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