1
COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
The College of Education is dedicated to the ideas of Collaboration, Academic Excellence, and
Ethics/Diversity. These are key tenets in the Conceptual Framework of the College of Education.
Competence in these ideals will provide candidates in educator programs with skills, knowledge,
and dispositions to be successful in the schools of today and tomorrow. For more information on the
Conceptual Framework, visit:
www.coedu.usf.edu/main/qualityassurance/ncate_visit_info_materials.html
The following are the required elements of a departmental syllabus in the College of Education. This
syllabus should be representative of EVERY section of the course offered in the department.
1.
Course Prefix and Number:
FLE 5333
2.
Course Title:
Methods of Teaching Foreign Languages and ESOL in the Secondary School
3.
Regular Instructor(s):
Tony Erben, Ph.D.
4.
Course Prerequisites (if any):
FLE 5314
FLE 5370 is a co-requisite
5.
Course Description:
This course is intended to provide for the development of knowledge and skills necessary to
prepare students to assume roles as foreign language (FL) and ESOL teachers at the secondary
school level. It represents the second part of a sequence of methods courses. The first methods
course of this sequence, Methods of Teaching Foreign Languages in the Elementary School, is a
prerequisite to this course.
Write a brief description of the course summarizing its purpose and areas of primary emphasis.
6.
Course Goals and Objectives:
1. Develop a historical perspective of the variety of objectives and methods for teaching foreign
languages and ESOL and critically examine contemporary approaches in order to choose
appropriate strategies for teaching in a proficiency-oriented classroom as well as in a
mainstreamed (or immersion) environment.
2. Examine, demonstrate, and practice a variety of instructional techniques for contextualized
language instruction in the secondary classroom.
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3. Participate in the creative process of developing strategies and gathering materials and
resources for teaching communicatively.
4. Demonstrate the ability to plan and develop effective long-range and daily sample lesson
plans.
5. Demonstrate knowledge of the Whole Language Approach for teaching grammar.
6. Identify techniques for using an interactive approach to teach listening, reading, and speaking
in the target language.
7. Examine the nature of writing processes and their relationship to the oral forms of the foreign
language and ESOL.
8. Design effective process/product writing activities for the secondary classroom.
9. Identify and develop effective procedures and instruments for evaluating communication
skills and students’ progress in secondary foreign language and ESOL study.
10. Demonstrate knowledge of current developments in video technology and computer-assisted
language instruction as they apply to foreign language and ESOL instruction.
11. Identify teacher responsibilities for the effective organization of a successful proficiencyoriented FL and ESOL classroom.
12. Demonstrate ability to critically analyze research and theory in Foreign Language/ESOL Education.
7.
Content Outline:
 Sunshine State Standards
 History of Foreign Language and ESOL Teaching Methods: Audiolingual Method, Grammar
Translation Method, Direct Method, and Cognitive Methods
 Proficiency Approach
 Sheltered Instruction
 ESOL Strategies
 Teaching Language in Context
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Content Integration
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Lesson Planning
Proficiency-Based Methods and Techniques for Teaching Listening, Speaking, Reading, Writing,
Vocabulary, and Grammar
Grammar Instruction: Research, Theory and Practice
Listening Instruction: Research, Theory and Practice
Writing Process Instruction: Research, Theory and Practice
Speaking Instruction: Research, Theory and Practice
Writing Instruction: Research, Theory and Practice
Criterion-Referenced Assessment
Test Construction
Alternative Assessment
Performance Assessment
Measurement Concepts
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Norm-Referenced Assessment
Technology: Advantages and Disadvantages
Video Use
Software Evaluation & Use
Whole Class Use of Technology
Small Group Use of Technology
Individual and Lab Use of Technology Classroom Management
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Managing Student Diversity
Professional Development
Program Improvement
8.
9.
Evaluation of Student Outcomes:
Students are evaluated on their lesson and technique presentations, lesson plans, instructional materials
development, textbook evaluations, peer reviews, case studies, book review, and a midterm and final
exam.
Grading Criteria:
1.
Analyze a textbook unit according to the Sunshine State Standards—Correlate (crosswalk) the standards to the unit and suggest additional materials and activities to cover
weak or lacking areas and specific ESOL strategies to make instruction comprehensible
for all students.—5 points
2.
Create one lesson plan for enhancing a textbook lesson.—10 points.
3.
Critique two peers' lesson plans--2 points each.
4.
Choose a strand from the Sunshine State Standards and create a corresponding lesson
plan from authentic materials, writing exercises, text (narrative, essay, etc.), and
dialogues. --15 points.
5.
Present one of the lesson plans created (either the one in #2 or #3 above) for videotaping
in groups.—10 points.
6.
Review a peer's lesson presentation.--2 points
7.
Conduct a warm-up or closing activity and share copies of the description with the
class.—4 points.
8.
Develop a resource bank.—10 points. The resource bank consists of:
1. An annotated bibliography of books, articles, and films
2. Teaching aids
3. Teacher-made games (complete with description, explanation, and directions for
implementation)
4. Picture file (classified according to categories—i.e., weather, home, food, family,
animals, etc.)
5. Materials accumulated from classmates and instructors in this and other methods courses.
9. Complete a midterm exam and a final exam.—5 points each.
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10. Complete a Case Study review.—5 points.
11. Read three of the articles for graduate students listed at the end of the syllabus. Write a reaction paper for
each (10 points). The reaction paper must:
Briefly summarize the main points.
Critically assess the main points with supportive data (from your readings, activities, and
experience) as to why you agree or disagree with them
Discuss the implications for practice
12. Research a course topic of your choice, reviewing at least five current articles from top tier journals in
SLA/Foreign Language/ESOL Education, and write a 3-5 page paper on the topic. Share your paper with
the class, either through an in-class presentation or through a creative posting to the course website. 10
points
10.
Textbook(s) and Readings:
Shrum, Judith L. and Glisan, Eileen W. (1994). Teacher’s Handbook: Contextualized
Language Instruction. Boston, MA: Heinle & Heinle.
Emmer, Edmund T., Evertson,, Carolyn M., Clements, Barbara S., and Worsham, Murray
E. (1994). Classroom Management for Secondary Teachers. Boston, MA: Allyn and
Bacon.
Florida Curriculum Framework: Foreign Languages Pre K-12 Sunshine State Standards
and Instructional Practices.
Reading Packet of articles on ESOL strategies for the mainstreamed LEP student and
teaching methods and techniques for heritage language maintenance.
11.
USF Policies:
a. ADA Statement: Students with disabilities are responsible for registering with the Office of Student
b.
Disabilities Services in order to receive special accommodations and services. Please notify the instructor
during the first week of classes if a reasonable accommodation for a disability is needed for this course. A
letter from the USF Disability Services Office must accompany this request.
USF Policy on Religious Observances: All students have a right to expect that the University will
reasonably accommodate their religious observances, practices and beliefs. Students are expected to notify
the instructor in writing by the second class if they intend to be absent for a class or announced
examination, in accordance with this policy.
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COLLEGE OF EDUCATION
DEPARTMENTAL COURSE SYLLABUS
ATTACHMENT I
Please respond to each of the following questions and complete the attached Matrix:
1.
Rationale for Setting Goals and Objectives: What sources of information (e.g., research, best
practices) support the formulation and selection of course goals and objectives.
In order to better prepare students to teach foreign languages in a K-12 environment and allow
them to meet the new state certification requirements, objectives related to the global issues of the
teaching of languages and language acquisition as well as practical applications for the K-12
classroom are necessary. Future teachers have to be prepared to effectively design, implement,
and evaluate foreign language and ESOL instructional approaches and materials. The objectives
reflect not only recent research and developments in theory and methodology, but the reality of
teaching in foreign language and ESOL programs and the concerns of practicing teachers and
their supervisors. In 1996, this course was redesigned around the Sunshine State Standards
Curriculum Framework for Foreign Language Education, and in 1999 the course was revised to
include a strong emphasis on ESOL methods and strategies. Additional sources are: Shrum &
Glisan, The Teacher's Handbook; National Standards for the preparation of Foreign Language
Teachers (1996) (http://www.actfl.org/htdocs/standards/index.htm); and the TESOL Pre-K through
12 ESL Standards. The objectives and syllabus for this course were the result of a
"functional/collaborative" process involving foreign language and ESOL professionals across the
state of Florida.
2.
List the specific competencies addressed from the relevant national guidelines.
 Communication
 Cultures
 Connections
 Comparisons
 Communities
Teachers of English to Speakers of Other Languages (TESOL) ESL Standards PreK-12.
The Florida DOE has issued 25 ESOL Performance Standards that this course incorporated in
1999. The ESOL Performance Standards that this course addresses are as follows:
ESOL Performance Standards
5.
6.
7.
8.
Determine and use appropriate instructional methods and strategies for
individuals and groups, using knowledge of 1st and 2nd language acquisition
processes.
Apply current and effective ESOL teaching methodologies in planning and
delivering instruction to LEP students.
Locate and acquire relevant resources in ESOL methodologies.
Select and develop appropriate ESOL content according to student levels of proficiency
and listening, speaking, reading, and writing, taking into account: (1) basic interpersonal
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9.
11.
12.
13.
15.
16.
17.
18.
19.
20.
21.
22.
24.
25.
3.
communication skills (BICS), and (2) cognitive academic language proficiency (CALP)
as they apply to the ESOL curriculum.
Develop experiential and interactive literacy activities for LEP students, using
current information on linguistics and cognitive processes.
Apply essential strategies for developing and integrating the four language skills
of listening comprehension, oral communication, reading, and writing.
Apply content-based ESOL approaches to instruction.
Evaluate, design, and employ instructional methods and techniques appropriate to
learners’ socialization and communication needs, based on knowledge of language as a
social phenomenon.
Evaluate, select, and employ appropriate instructional materials, media, and
technology for ESOL at the elementary, middle, and high school levels.
Design and implement effective unit plans and daily lesson plans, which meet
the needs of ESOL students within the context of the regular classroom.
Evaluate, adapt, and employ appropriate instructional materials, media, and technology
for ESOL in the content areas at the elementary, middle, and high school levels.
Create a positive classroom environment to accommodate the various learning styles and
cultural backgrounds of students.
Consider current trends and issues related to the testing of linguistic and culturally
diverse students when using testing instruments and techniques.
Administer tests and interpret test results, applying basic measurement concepts.
Use formal and alternative methods of assessment/evaluation of LEP students,
including measurement of language, literacy and academic content metacognition.
Develop and implement strategies for using school, neighborhood, and home
resources in the ESOL curriculum.
Develop, implement, and evaluate instructional programs in ESOL, based on
current trends in research and practice.
Recognize indicators of learning disabilities, especially hearing and language
impairment and limited English proficiency.
Are there field-based experiences in this course? If so, please briefly indicate nature and
duration.
This course is a co-requisite with FLE 4370, Practicum in Foreign Language Education. The
practicum course requires 36 hours of focused field experience, which are closely linked to the
objectives of this course. The instructors of the two courses collaborate to ensure connection
between course contents and field-based practice.
4.
Is technology used in this course? If so, please briefly indicate type of technology and how it is
used to manage, evaluate and improve instruction. Are students provided opportunities to access
and/or demonstrate use of technology in instruction in this course? If so, please briefly describe.
(See Accomplished Practice #12)
There is a course website, including an electronic bulletin board, e-mail list-serv, all PowerPoint
lecture presentations, and links to various resources. In addition, all lectures on course topics are
presented with PowerPoint. Students visit the Florida Center for Instructional Technology and
experience new technologies such as the Smart Board and complete assignments to evaluate
foreign language instructional software.
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5.
List the specific competencies addressed from the Florida Adopted Subject Area Competencies, if
applicable.
Each one of the strands of the Florida Adopted Subject Area Competencies for Foreign Language
Education are addressed: Communication, comparisons, connections, professional development,
language acquisition, culture, and experiences. ESOL strategies are emphasized for ensuring that
LEP students receive comprehensible instruction.
6.
Are there any components of the course designed to prepare teacher candidates to help K-12
students achieve the Sunshine State Standards? Is so, please identify.
This course is carefully designed to reflect the Sunshine State Standards in every topic, activity,
assignment, and assessment. Students must create lesson plans based on the Standards, perform
lessons based on the Standards, evaluate textbooks based on the Standards, etc. All five strands
are thoroughly addressed, requiring students to identify corresponding standards, benchmarks,
and sample indicators. ESOL strategies are emphasized for ensuring that LEP students meet the
Sunshine State Standards in every content area.
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DEPARTMENTAL COURSE SYLLABUS
Attachment I (cont'd)
MATRIX
7.
(For College of Education files only)
Complete the following matrix showing the association among (1) course objectives (item #6 of syllabus), (2) related topics, (3) evidence of
achievement of objectives (including performance-based assessments, as appropriate), and (4) Accomplished Practices (Undergraduate and Plan II
Master's Programs).
Course Objectives
(Note: Objectives should be numbered 1.0, 2.0, 3.0, etc.)
Develop a historical perspective of
the variety of objectives and methods for
teaching foreign languages and ESOL and
critically examine contemporary
approaches in order to choose appropriate
strategies for teaching in a proficiencyoriented classroom as well as in a
mainstreamed (or immersion) environment.
1.0
2.0
Examine, demonstrate, and
practice a variety of instructional
techniques for contextualized language
instruction in the secondary classroom.
Topics
Evidence of
Achievement
What topics are used to fulfill each objective?
1.1
1.2
1.3
1.4
1.5
1.6
1.7
Sunshine State Standards
Audiolingual Method
Grammar Translation Method
Direct Method
Cognitive Methods
Proficiency Approach
Immersion and Mainstreamed
Instruction
1.8 Dual Language Instruction
Models
1.9 Heritage Language Maintenance
2.1 Teaching Language in Context
2.2 Proficiency Approach
2.3 ESOL Strategies
Midterm Exam
Final Exam
Case Study
Predominant Accomplished
Practices*
and ESOL Performance
Standards
AP
2, 3, 4, 5, 6, 7, 8, 9
ESOL PS
5, 6, 8, 11, 13
COECF
1, 2,4, 6, 5
Technique Presentation
Warm-Up and Closing Presentation
Textbook Unit Analysis
Lesson Plan Development
Lesson Presentation
Lesson Critiques
AP
1, 2, 3, 4, 5, 9, 10, 12
ESOL PS
5, 6, 8, 12, 13
COECF
6, 1, 2, 5, 3
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Course Objectives
3.0
Participate in the creative process of
developing strategies and gathering materials
and resources for teaching communicatively.
4.0
Demonstrate the ability to plan and
develop effective long-range and daily sample
lesson plans.
Topics
3.1 Proficiency Approach
3.2 Content Integration
anning
4.1 Lesson Planning
4.2 Sunshine State Standards
Evidence of
Achievement
Lesson Plan Development
Resource Bank Development
Lesson Plan Development
Lesson Plan Critiques
5.0
Demonstrate knowledge of the Whole
Language Approach for teaching grammar.
5.1 Grammar Instruction
Lesson Plan Development
Lesson Presentation
6.0
Identify techniques for using an
interactive approach to teach listening, reading,
and speaking in the target language.
6.1 Proficiency-Based Methods and
Techniques for Teaching Listening,
Speaking, Reading, Writing,
Vocabulary, and Grammar
7.1 Vocabulary
7.2 Listening
7.3 Writing Process
7.4 Speaking
8.1 Writing
Lesson Presentation
Technique Presentation
7.0 Examine the nature of writing
processes and their relationship to the oral
forms of the foreign language and ESOL.
Design effective process/product
writing activities for the secondary
classroom.
9.0 Identify and develop effective
procedures and instruments for evaluating
communication skills and students’
progress in secondary foreign language and
ESOL study.
8.0
9.1 Criterion-Referenced
Assessment
9.2 Test Construction
9.3 Alternative Assessment
9.4 Performance Assessment
9.5 Measurement Concepts
9.6 Norm-Referenced Assessment
Lesson Presentation
Technique Presentation
Final Exam
Lesson Plan Development
Lesson Presentation
Technique Presentation
Lesson Plan Development
Final Exam
Predominant Accomplished
Practices*
and ESOL Performance
Standards
AP--1, 2, 4, 9, 10, 11, 12
ESOL PS--7, 8, 15, 17, 22
COECF—6,1,3
AP--1, 2, 4, 9, 10, 11, 12
ESOL PS--5, 6, 8, 9, 16, 17,
18, 24
COECF—1,3,6
AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
12
ESOL PS--6, 11
COECF—6,1, 5,2
AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
12
ESOL PS--9, 11
COECF—1, 2, 5, 6
AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
12
ESOL PS—9
COECF—1, 2, 3, 5, 6
AP--1, 2, 4, 5, 7, 8, 9, 10, 11,
12
ESOL PS--9, 11
AP--1, 3, 4, 5, 8, 10, 12
ESOL PS--19, 20, 21
COECF—6, 2, 4, 5, 1, 3
10
Course Objectives
10.0 Demonstrate knowledge of current
developments in video technology and
computer-assisted language instruction as
they apply to foreign language and ESOL
instruction.
13.
Identify teacher responsibilities for
the effective organization of a successful
proficiency-oriented FL and ESOL
classroom.
Topics
10.1 Technology:Advantages and
Disadvantages
10.2 Video Use
10.3 Software Evaluation & Use
10.4 Whole Class Use of
Technology
10.5 Small Group Use of
Technology
10.6 Individual and Lab Use of
Technology
11.1 Classroom Management
11.2 Managing Student Diversity
11.3 Professional Development
11.4 Program Improvement
Evidence of
Achievement
Lesson Plan Development
Lesson Presentation
Final Exam
Predominant Accomplished
Practices*
and ESOL Performance
Standards
AP--2, 4, 5, 7, 8, 9, 10, 11, 12
ESOL PS--7, 15
COECF—1, 6, 5, 2, 3
Midterm Exam
Final Exam
Classroom Management Book
Review
AP--2, 3, 4, 5, 6, 7, 8, 9, 10,
11, 12
ESOL PS--22, 24, 25
COECF—1, 2, 3, 4, 6
Note: Examples of Indicators for the Accomplished Practices can be found in J:\Proposals Course-Program\Faculty Resource Packet for Accomplished
Practices.
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ATTACHMENT II
Departmental Course Syllabus
Preprofessional Benchmarks for the Accomplished Practices
Practice #1 -- Assessment: The preprofessional teacher collects and uses data gathered from a variety of sources. These
sources will include both traditional and alternate assessment strategies. Furthermore, the teacher can identify and match the
student’s instructional plan with their cognitive, social, linguistic, cultural, emotional, and physical needs.
Practice #2 -- Communication: The preprofessional teacher recognizes the need for effective communication in the classroom
and is in the process of acquiring techniques which she/he will use in the classroom.
Practice #3 -- Continuous Improvement: The preprofessional teacher realizes that she/he is in the initial stages of a life-long
learning process and that self reflection is one of the key components of that process. While her/his concentration is, of
necessity, inward and personal, the role of colleagues and school-based improvement activities increase as time passes. The
teacher’s continued professional improvement is characterized by self reflection, work with immediate colleagues and
teammates, and meeting the goals of a personal professional development plan.
Practice #4 -- Critical Thinking: The preprofessional teacher is acquiring performance assessment techniques and strategies
that measure higher order thinking skills in students and is building a repertoire of realistic projects and problem solving
activities designed to assist all students in demonstrating their ability to think creatively.
Practice #5 -- Diversity: The preprofessional teacher establishes a comfortable environment which accepts and fosters
diversity. The teacher must demonstrate knowledge and awareness of varied cultures and linguistic backgrounds. The teacher
creates a climate of openness, inquiry, and support by practicing strategies [such] as acceptance, tolerance, resolution, and
mediation.
Practice #6 -- Ethics: The preprofessional teacher adheres to the Code of Ethics and Principles of Professional Conduct of the
Education Profession in Florida.
Practice #7 -- Human Development and Learning: Drawing upon well established human development/learning theories and
concepts and a variety of information about students, the preprofessional teacher plans instructional activities.
Practice #8 -- Knowledge of Subject Matter: The preprofessional teacher has a basic understanding of the subject matter and
is beginning to understand that the subject is linked to other disciplines and can be applied to real world integrated settings. The
teacher’s repertoire of teaching skills include a variety of means to assist student acquisition of new knowledge and skills using
that knowledge.
Practice #9 -- Learning Environments: The preprofessional teacher understands the importance of setting up effective
learning environments and has techniques and strategies to use to do so including some that provide opportunities for student
input into the processes. The teacher understands that she/he will need a variety of techniques and is working to increase
knowledge and skills.
Practice #10 -- Planning: The preprofessional teacher recognizes the importance of setting high expectations for all students.
The preprofessional teacher works with other professionals to design learning experiences that meet students’ needs and
interests. The teacher candidate continually seeks advice/information from appropriate resources including feedback, interprets
the information, and modifies her/his plans appropriately. Planned instruction will incorporate a creative environment and
utilize varied and motivational strategies and multiple resources for providing comprehensible instruction for all students. Upon
reflection, the teacher continuously refines outcome assessment and learning experiences.
Practice #11 -- Role of the Teacher: The preprofessional teacher communicates and works cooperatively with families and
colleagues to improve the educational experiences at the school.
Practice #12 -- Technology: The preprofessional teacher uses technology as available at the school site and as appropriate to
the learner. She/he provides students with opportunities to actively use technology and facilitates access to the use of electronic
resources. The teacher also uses technology to manage, evaluate, and improve instruction.