KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Program Name FLED 7720: Foreign Language Education Practicum II
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
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
1/11
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 7720_______________
Course Title Foreign Language Education Practicum II
Credit Hours 0-40-6
Prerequisites Approval of FLED Graduate Committee
Description (or Proposed Degree Requirements)
Prerequisites: Approval of FLED Graduate Committee. This field experience is designed to
provide candidates with an intensive classroom experience that includes planning, implementing,
assessing, and adjusting instruction appropriate to the needs, abilities, and learning styles of all
learners. Candidates will be placed in appropriate school settings where they will have the
opportunity to apply and reflect on concepts addressed in previous course work. This course
requires approximately 40 hours per week in the field. Verification of Liability Insurance is
required.
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
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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)
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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)
reflect on the results of student assessment, adjust instruction accordingly, analyze the
results of assessments, and use success and failure to determine the direction of
instruction. (Standard 5b)
interpret and report the results of student performances to all stakeholders and provide
opportunity for discussion. (Standard 5c)
engage in professional development opportunities that strengthen their own linguistic and
cultural competence and promote reflection on practice. (Standard 6a)
know the value of foreign language learning to the overall success of all students and
understand that they will need to become advocates with students, colleagues, and
members of the community to promote the field. (Standard 6b)
This course offers foreign language education candidates an opportunity to participate in field
experiences in the P-12 foreign language classroom setting. Candidates will develop instructional
materials and implement effective teaching methods and management techniques in a quality
foreign language education program, which meets the required Georgia Performance Standards.
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
7720
FL Practicum II
0-40-6
Fall 2008
Regular
n/a
APPROVED:
________________________________________________
Vice President for Academic Affairs or Designee __
4/11
VII Attach Syllabus
DEPARTMENT OF FOREIGN LANGUAGES
I.
Course:
FLED 7720
Foreign Language Education Practicum II
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) Rutherford, P. (2002). Why Didn’t I Learn This in College? Alexandria, VA: Just ASK
Publications.
(2) PTEU Field Experience Handbook
http://www.kennesaw.edu/education/ofe/forms/field_experiences_handbook.pdf
III.
Catalog course description:
FLED 7720: Foreign Language Education Practicum II (0-40-6). Pre-requisite: Approval of FLED
Graduate Committee. This field experience is designed to provide candidates with an intensive classroom
experience that includes planning, implementing, assessing, and adjusting instruction appropriate to the
needs, abilities, and learning styles of all learners. Candidates will be placed in appropriate school settings
where they will have the opportunity to apply and reflect on concepts addressed in previous course work.
This course requires approximately 40 hours per week in the field. Verification of Liability Insurance is
required.
IV.
Purpose/rationale: This course offers foreign language education candidates an opportunity to
participate in field experiences in the P-12 foreign language classroom setting. Candidates will develop
instructional materials and implement effective teaching methods and management techniques in a quality
foreign language education program, which meets the required Georgia Performance Standards.
Discussions and assignments in this course are guided by the Conceptual Framework of the Bagwell
College of Education:
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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
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.
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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 1: LANGUAGE, LINGUISTICS, & COMPARISONS
1a: Demonstrating Language Proficiency.
Candidates demonstrate a high level of proficiency in the target language, and they seek opportunities
to strengthen their proficiency.
1b: Understanding Linguistics.
Candidates know the linguistic elements of the target-language system, recognize the changing nature
of language, and accommodate for gaps in their own knowledge of the target-language system by
learning on their own.
1c: Identifying Language Comparisons.
Candidates know the similarities and differences between the target language and other languages,
identify the key differences in varieties of the target language, and seek opportunities to learn about
varieties of the target language on their own.
Standard 2: CULTURES, LITERATURES & CROSS-DISCIPLINARY CONCEPTS
2a: Demonstrating Cultural Understandings.
Candidates demonstrate that they understand the connections among the perspectives of a culture and
its practices and products.
2b: 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.
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.
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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 targetlanguage 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 goal areas and standards of the Standards for Foreign
Language Learning and the Georgia state standards, and they integrate these frameworks into
curricular planning.
4b: Integrating Standards in Instruction
Candidates integrate the Standards for Foreign Language Learning 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 age- and level-appropriate by implementing purposeful measures.
5b: Reflecting on Assessment
Candidates reflect on the results of student assessment, adjust instruction accordingly, analyze the
results of assessments, and use success and failure to determine the direction of instruction.
5c: Reporting Assessment Results
Candidates interpret and report the results of student performances to all stakeholders and provide
opportunity for discussion.
Standard 6: PROFESSIONALISM
6a: Engaging in Professional Development
Candidates engage in professional development opportunities that strengthen their own linguistic and
cultural competence and promote reflection on practice.
6b: Knowing the Value of Foreign Language Learning
Candidates know the value of foreign language learning to the overall success of all students and
understand that they will need to become advocates with students, colleagues, and members of the
community to promote the field.
8/11
VI.
Evaluation, grading and performance assessment: Students enrolled in this course will earn a
grade of S (Satisfactory) or U (Unsatisfactory) based on the assessments listed below. To receive an “S”
for the course and continue in the MAT in Foreign Languages program, all work must be completed on
time, and receive an evaluation of “S.” Additional 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.
S = A (100-90%), B (89-80%),
U = C (79-70%), D (69-60%), F (59% or lower)
Requirement
1. Effective teaching
2. Conference/workshop
participation
3. Reflections
4. Observations of other
teachers
5. Impact on Student
Learning Analysis
6. Teaching Philosophy
 Written
 Presentation
7. Portfolio
Rubric
Assignment &
assessment criteria
posted on WebCT Vista
Assignment &
assessment criteria
posted on WebCT Vista
Assignment &
assessment criteria
posted on WebCT Vista
Assignment &
assessment criteria
posted on WebCT Vista
Assignment &
assessment criteria
posted on WebCT Vista
Assignment &
assessment criteria
posted on WebCT Vista
Assignment &
assessment criteria
posted on WebCT Vista
Due date
See tentative
course outline
See tentative
course outline
Standards
addressed
1a, 1b, 1c, 2c, 2a, 2b,
3a, 3b, 4a, 4b, 4c, 5a,
5b, 5c
1a, 2b, 3b, 4b, 6a
See tentative
course outline
5b, 6a
See tentative
course outline
3a, 3b, 4a, 4c, 5a, 6a
See tentative
course outline
5a, 5b, 5c
See tentative
course outline
1a, 2a, 2b, 2c, 3a, 3b,
4a, 5a, 5b, 6b
See tentative
course outline
All
VII. Attendance policy: Candidates are expected to be at the school site the prescribed number of hours
each week, to schedule and attend conferences with the collaborating teacher (unless the candidate is the
teacher of record) and the university supervisor, and to attend and participate in all scheduled seminars.
Candidates should contact both the collaborating teacher and the university supervisor if they are going to
be absent for any reason.
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
Byram, Michael, Ed. (2004). The Routledge Encyclopedia of Language Teaching and Learning. New
York, NY: Routledge.
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Field, K., and Pachler, N. (2001). Learning to Teach Modern Foreign Languages in the Secondary
School: A Companion to School Experience (2nded). New York, NY: Routledge.
Fotos, S., and Browne, C. M. (2004) New Perspectives on CALL for Second Language Classrooms.
Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Fotos, S., and Hinkel, E., Eds. (2002). New Perspectives on Grammar Teaching in Secondary
Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Swarbrick, A. (2002). Aspects of Teaching Secondary Modern Foreign Languages: Perspectives on
Practice. New York, NY: Routledge.
Swarbrick, A. (2002). Teaching Modern Foreign Languages in Secondary Schools: A Reader. New York,
NY: Routledge.
Levy, M., and Stockwell, G. (2006). CALL Dimensions: Options and Issues in Computer Assisted
Language Learning. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
Van der Lely, H. (Ed.). (1999). Special language impairment in children: A special triple issue of
language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.
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Tentative Course Outline and Schedule of Assignments
NOTE: Your first day of school will be according to the public school calendar!
Week 1
Orientation; Report to school; Observe collaborating teacher (CT); Weekly reflection
Week 2
Observe CT; Weekly reflection; Plan to attend workshop/conference
Week 3
Teach mini-lessons every day; Submit lesson plans; Weekly reflection
Week 4
Teach at least one class all week; Weekly reflection
Week 5
Assume half (or more) of the teaching load; Weekly reflection;
Video-taped lesson & analysis
Week 6
Assume full teaching responsibility; Weekly reflection;
Audio-taped lesson & analysis
Week 7
Impact on Student Learning Assignment; Weekly reflection
Week 8
Weekly reflection; Complete online CPI; Midterm seminar
Week 9
Weekly reflection
Week 10
Weekly reflection
Week 11
Gradually return classroom to CT; Weekly reflection; Revise Teaching Philosophy
Week 12
Observe other FL teachers; Weekly reflection
Week 13
Last week at school site; assist teacher; Weekly reflection
Week 14
Thanksgiving recess – no class.
Week 15
Final seminar; Portfolio
Week 16
Present Teaching Philosophy
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