UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN
DEPARTMENT OF FRENCH
FR505: METHODS OF TEACHING COLLEGE FRENCH
FALL 2006
Course meeting time/place: Wednesday 9:30-11:20, 1024 FLB
Instructor:
Office:
Office hours:
Office phone:
e-mail:
Texts:
Joseph Price
FLB 2090-M, MC-158
M T W Th 1-3, or by appointment
(217) 244-2715
joeprice@uiuc.edu
Lightbown, P. and N. Spada. (1997). How Languages are Learned.
Oxford.
Omaggio-Hadley, A. (2000). Teaching Language in Context, (3rd Ed.). Boston,
MA: Heinle & Heinle.
Online workbook for Teaching Language in Context, 3rd ed.
Go to http://tlc.heinle.com/ and click on Online workbook in sidebar on left
GOALS OF THE COURSE
1.) To become acquainted with issues and research in foreign language pedagogy
2.) To become acquainted with techniques of foreign language teaching
3.) To develop skills in the creation and evaluation of L2 curricula and instructional materials
4.) To develop skills necessary for future professional development
5.) To develop a Philosophy of Education
COURSE REQUIREMENTS
1. Five observations of classes during the first three weeks of the semester.
Information about the observations is explained in a separate memo sent to all
members of the course.
Final deadline for all observations: September 13, 2005.
2. Completion of online assignments, submitted by e-mail, as directed on the web site.
Online assignments (20 points each)
1.
2.
3.
4.
5.
6.
7.
8.
Online workbook 1.3 (due 9/6)
Online workbook 3.3 (9/21)
Online workbook 4.3 (9/27)
Online workbook 5.3, part 1 (10/25)
Online workbook 6.3, parts 1 & 3 (11/1)
Online workbook 7.3, part 2 (11/8)
Online workbook 8.3, #2 only (11/15)
Online workbook 9.3, #2 only (11/29)
3. Completion of written assignments and activities:
Written assignments (50 points each)
1.
2.
3.
4.
5.
6.
7.
Philosophy of Education draft (9/6)
Listening Activity (10/25)
Reading activity (10/25)
Speaking Activity (11/1)
Writing Activity (11/8)
Cultural Activity (#7, p. 385) (11/15)
Final version of Philosophy of Education (12/6)
You will be asked to draft a Philosophy of Education at the beginning and end of
the course as part of your professional development. The first and final versions
do not have to be similar; in fact, you might find that they are quite different. The
philosophy statement is meant to represent your approach to language learning and
teaching to a potential colleague, employer, student, etc.
4. Article presentation. For this assignment, students will read and present a summary of an
article pertinent to teaching foreign languages. Students will have 15-20 minutes to
present the article, plus 5-10 minutes for discussion and questions. Students will choose
the article from a list provided. Students are expected not simple to summarize the article,
but to approach the article critically and to identify the applications for teaching. Also,
students are expected to present using a well-organized 1-3 page handout, summarizing
the article.
5. A cumulative mid-term exam, which will test all material covered prior to the exam date.
6. Preparation/participation, including discussion in class and on the Illinois Compass
website:
http://compass.uiuc.edu
2
COURSE GRADE
This course will be graded on a 1000-point system. Your final grade in French 505 will
be calculated as follows:
5 class observations with reports
150 Points (5 @ 30 pts. Each)
15%
Online workbook assignments
160 points (8 @ 20 points each)
16%
Written Assignments
350 Points (7 @ 50 points each)
35%
Article presentation
100 Points
10%
Midterm exam
120 points
12%
Preparation/participation
120 Points (12 weeks@10pts/wk)
12%
COURSE CALENDAR
PART I: Theoretical Background
Date
Topic
Assignment for next class
Aug 30
Course Introduction Beliefs about Learning
Language, Lesson planning
guidelines, Professional
development (& teaching
portfolios).
Read Lightbown & Spada Ch 1, Omaggio
Hadley Ch 1 (prepare to discuss questions on
pp. 42-43 in class).
Write a philosophy of education
The notion of proficiency /
Knowing a language
Submit online workbook (1.3 - expansion
activities)
Read Lightbown & Spada Ch 2 and 3,
Omaggio Hadley Ch 2
Sept 13
Discussion of Lightbown &
Spada Ch 1, Omaggio Hadley
Ch 1
Theories of language learning
Read Omaggio Hadley Ch 3
Sept 20
Discussion of Lightbown &
Spada Ch 2 and 3, Omaggio
Hadley Ch 2
Language Methods
Sept 6
Discussion of Omaggio Hadley
Ch 3
Submit online workbook 3.3
Read Lightbown & Spada Ch 4 and 5,
Omaggio Hadley Ch 4
Submit online workbook 4.3
3
Sept 27
Learner Language/Context
Read articles
Oct 4
Discussion of Lightbown &
Spada Ch 4 and 5, Omaggio
Hadley Ch 4
Article presentations
Review, read Lightbown and Spada, 6
Oct 11
Article presentations/review
Review for exam
Oct 18
Mid-term exam
Read Omaggio Hadley Ch 5
Submit online workbook, 5.3, part 2 (“What
Would you say?”)
Prepare Listening Activity, following
question 3, p. 225.
Make enough copies for class members.
Design a reading activity,
using the model presented on the handout
distributed during class.
Make enough copies for class members.
PART II: PRACTICAL APPLICATIONS
Date
Topic
Assignment for next class
Oct 25
Teaching Listening and
Reading
Read Omaggio Hadley Ch 6
Submit online workbook 6.3, Sections 1
(“What do you think?”) and 3 (“What would
you say?”).
Nov 1
Teaching oral proficiency
Create speaking activity, following online
workbook 6.3, section 2 (“Trying it out”).
Make enough copies of activity for class
members.
Read Omaggio Hadley Ch 7
Submit online workbook 7.3, part 1
Prepare a writing activity, using the model
from handout distributed during class. Make
enough copies for members of the class.
4
Nov 8
Teaching writing
Read Omaggio Hadley Ch 8
Submit online workbook 8.3 (section 2 only)
Nov 15
Teaching Culture
Prepare cultural activity
as directed in question 7,
p. 385, using a text from
the internet. Make enough copies
of activity for class members.
Read Omaggio Hadley Ch 9
Submit online workbook,
Chap. 9, Part 3, #2 only.
Nov 22
Vacances
Nov 29
Testing
Dec 6
Conclusion and summary
Write a one-page Philosophy of Education.
Be prepared to read and explain it to the class.
Presentation of Philosophy of
Education.
Course evaluations.
5