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FLLT/LING
622-Section 010 Instructor:
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Welcome to the foreign/second language profession! This course is designed for soon-to-be-teachers of foreign and second languages. It gives a survey of syllabus design for such courses and an introduction to materials development. Although the emphasis of the course is practical, the theoretical background of both syllabus design and materials development will also be explored.
This course is based on the University of Delaware's Conceptual Framework , which was developed by a multi-college committee to define the approaches generally used in the university’s teacher education programs. The Framework is based on the conviction that good teaching requires constant experimentation, thought, revision, and reflection. For that reason, a primary goal of “Language syllabus design and materials development” is not merely to convey content, but to help students develop and practice the skills they will need for a career of vital, innovative teaching. For a summary of the application of the Conceptual Framework to FLLT 622, click here .
NOTE: All course materials, handouts, and personal grades can be accessed on-line through MyCourses .
The participants are expected to read all assignments before each meeting. Be prepared to give a critical assessment of the readings, and to participate actively in the discussions and peer-review sessions.
Students are encouraged to meet with the instructor during office hours to
talk about individual concerns. As committed professionals, students
are expected to attend all classes. Absences will result in a lowering
of the final course grade. Since the course is labor-intensive, numerous
assignments will be required on a regular basis. Failure to bring drafts
to class will limit the benefit of the peer-review sessions, and will result
in a significant lowering of the participation grade. Late work will not be
accepted.
REQUIRED TEXTS:
- Lee, J. and Van Patten, B. (2003). Making
Communicative Language Teaching Happen, 2nd. Edition.
FLLT Students:
- Brown, J. (1995). The Elements of Language Curriculum.
ESL Students:
- Richards, J. (2001). Curriculum Development in Language Teaching.
RECOMMENDED TEXT:
- Shrum, J. and Glisan, E. (2005). Teacher’s Handbook. Third Edition. Boston: Heinle and Heinle Publishers.
Links:
- Web resources for syllabus and materials designers
The course grade will be based on the following criteria:
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Preparation and Participation |
10% |
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Syllabus for Intensive Crash-Course* |
20% |
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Textbook Review* |
20% |
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Materials Design Project* |
30% |
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Midterm Examination |
20% |
* These projects can be done individually or in pairs.
To facilitate the completion of course assignments, follow these guidelines:
- Syllabus for Intensive Crash-Course: The first assignment for this course is the design of the syllabus for an intensive "crash course" in your language of concentration. Your project must include a brief introduction indicating the target audience, the length of the course, and justifying the type of syllabus selected. Bring drafts of the different components of the syllabus as indicated in the course calendar below, and incorporate your classmate’s comments into the final draft of your project. The project must be submitted to your instructor on March 12.
Note: Projects submitted after the established deadline will receive a significant grade deduction.
- Textbook Review: With the help of the instructor, select a beginning or intermediate level textbook in your language (preferably not the ones currently in use at this institution). Make your textbook selection by February 26 at the latest. Analyze the components and organization of that textbook, and comment on its pedagogical underpinnings. Conclude by explaining whether or not you would recommend its adoption by this institution (or any other institution of your choice)-and why. Bring a draft of your project to class on April 9 for peer feedback. Incorporate your classmate’s comments into the final draft of your textbook review and submit it to your instructor on April 16.
Note: Projects submitted after the established deadline will receive a significant grade deduction.
- Materials Design Project: You will be asked to create materials for a specific unit in a beginning course in the language of your choice. First, select the unit you want to work on with the help of your instructor*. Then, design the corresponding input and output tasks. Bring drafts of your project to class on the dates specified on this syllabus. Incorporate your classmates’ comments into the final draft of your project, and submit the entire unit to your instructor on May 18. IMPORTANT: All projects must include technology-based materials. Students are encouraged to try out these materials in their assigned language classes, and include in their projects the corresponding field reports (what worked, what did not work, why, what changes were made to the materials based on that experience, etc.).
Note: Projects submitted after the established deadline will receive a significant grade deduction.
* Graduate Teaching Assistants must inform their course coordinators about their intention to create original materials for their assigned courses, and obtain their approval before using those materials in class.
Daily lesson plans may be modified at the discretion of
the instructor and according to the needs of the class.
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DATE |
Topic |
Readings and Assignments Due |
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February 5 |
- Introduction to the course. |
- Review the Conceptual Framework for FLLT422/622 |
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12 |
- Peer review of “ESL/SPAN/ITAL Crash Course Syllabus” - Basic principles in Second Language Acquisition |
- Bring first draft of your Crash Course Syllabus (see “Course Calendar” in “MyCourses” for details). - Lee & Van Patten, Chapters 1 & 3 - (Shrum & Glisan, p.11-31) |
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19 |
- Peer review of “ESL/SPAN/ITAL Crash Course Syllabus” - Structured input and structured output The National Standards for Foreign Language Learning |
- Bring draft of your Crash Course Syllabus (see “Course Calendar” in “MyCourses” for details). - Lee & Van Patten, Chapters 2, 7 & 8 - (Shrum & Glisan, p. 40-57) |
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26 |
- Peer review of “ESL/SPAN/ITAL Crash Course Syllabus” Issues in learning and teaching grammar |
- Bring draft of your Crash Course Syllabus (see “Course Calendar” in “MyCourses” for details). - Lee & Van Patten, Chapter 6 |
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March 5 |
Organizing Content: Types of syllabi |
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Brown, Chapter 1 or Richards, Chapter 6 |
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12 |
- Examining language learning materials: Focus on language, learner, and the learning process. - How to write a Book Review: Practical guidelines |
- Brown, Chapter 5 or Richards, Chapter 8 - Syllabus for “Crash Course” Due |
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19 |
Review for Midterm |
- Bring list of key concepts (5 per chapter) for Midterm review |
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Spring Break |
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April 2 |
- Midterm (5-7 pm) – MDH 111 |
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9 |
- Designing materials: General principles - Final Project: Initial Considerations (Designing an input/output sequence) - Input Tasks (Focus on Listening) - Input Tasks (Focus on Reading) |
Textbook review project (bring draft for peer review)
- Lee & Van Patten, Chapter 11 |
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16 |
- Review of Input Tasks - Technology: Designing a web-site for your course Location: MDH 111 |
- Textbook review project due - Bring draft of input tasks for peer review - (Shrum & Glisan, p. 407-431) |
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23 |
Technology: Designing web-based tasks for your project Location: MDH 111 |
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30 |
- Output Tasks (Focus on Speaking) - Output Tasks (Focus on Writing) |
- Lee & Van Patten, Chapter 8 - Lee & Van Patten, Chapter 12 - (Shrum & Glisan, p. 265-304) |
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May 7 |
- Review of Output Tasks - |
Bring draft of output tasks for peer review |
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14 |
Project Conferences (time to meet with instructor to
review final project) |
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May 18 |
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Materials project due |
