Foreign Languages & Literatures

 
FLLT 623: Principles of Foreign Language Pedagogy (FALL 2005)
 
 
Dr. Ali Alalou
Office: 412 Smith Hall

Office Hours: Mon.: 10:00 to 11:30 & Tues.: 1:00 to 2:00  &  by  appointment.

Fall 2005. Course meets 9-12 pm. on Wednesday. Room: Gore 310.




 

Course Goals: 

This course seeks to provide graduate teaching assistants in the Department of Foreign Languages and Literatures with the basic tools for their development as effective and independent foreign language instructors. 
By the end of this course, students should be able to: 
  • Demonstrate an understanding of current theories of second-language acquisition research.
  • Design lesson plans that reflect current SLA theory and practice.
  • Design and/or select the most appropriate assessment tools for their classes.
  • Use technology as a tool for professional development and to promote student learning.
  • Develop the ability to reflect on their teaching, to research issues pertaining to their daily teaching practice, and to make changes and adjustments as warranted.

Required Text

  • Omaggio, A. (2001). Teaching Language in Context (3rd Edition). Boston: Heinle & Heinle Publishers.

    • Recommended Texts

  • Lee, J. and Van Patten, B. (2003). Making Communicative Language Teaching Happen (2nd Edition). New York: McGraw-Hill, Inc.
  • Shrum, J.L. & Glisan, E.W.(2005). Teacher's Handbook. Contextualized Language Instruction (3nd Edition). Boston: Heinle & Heinle Publishers.
    • FALL 2005 FLLT 623 Calendar

     
    August 2005
    August31 
    Introduction and explanation
    §Recommended reading:
    Omaggio: Epilogue (pp.456-466) and/or 
    Shrum & Glisan: Ch.3 (pp.66-87)
    September 2005
    September 07
    Introduction to SLA : Theory and Research
    §Recommended reading:
    Omaggio: Ch. 1 (pp. 1-43) and/or
    Shrum & Glisan: Ch.1 (pp. 11-31)

    Lesson plans
    September 14
    Introduction to SLA : Theory and Research
    §Recommended reading:
    Omaggio: Ch. 1 (pp. 1-43) and/or
    Shrum & Glisan: Ch.1 (pp. 11-31)
    September 21
    Theoretical perspective on language learning
    §Recommended reading:
    Omaggio: Ch. 2 (51-80), and/or 
    Shrum & Glisan: Ch. 1 (pp. 11-31)
    September 28
    Methodological perspective on FL Instruction
    §Recommended reading:
    Omaggio: Ch. 3 (pp. 86-129)
    October 2005
    October05
    Structured Input, Contextualization, and the Grammar Debate.
    §Recommended reading:
    Shrum & Glisan, ch.2 (pp. 40-57), and/or 
    Lee&VanPatten, Ch. 1.2 & 5.
    October12
    Teaching Interpretive Skills in the FL Classroom
    §Recommended reading:
    Omaggio: 4 & 5 (pp. 139-225), and/or 
    Shrum & Glisan: Ch. 6 (pp. 154-181)
    October 
    19 
    Focus on Oral Communication
    §Recommended reading:
    Omaggio: ch.6 (pp. 230-272), and/or
    Shrum & Glisan:Ch. 8 (pp. 214-248)
    October
    26
    Focus on Writing
    §Recommended reading:
    Omaggio: ch.7 (pp. 280-338), and/or
    Shrum & Glisan: Ch. 9 (pp. 265-300), Ch. 8 (pp. 248-252)
    November 2005
    November
    02
    Teaching for Cultural Understanding
    §Recommended reading:
    Omaggio: Ch. 8. (pp. 345-384)

     
    November
    09
    Assessing and Evaluating Students Progress
    §Recommended reading:
    Omaggio: Ch. 9 (pp.390-448), and/or
    Shrum & Glisan: Ch. 11 (pp.355-398)
    Research paper
    November
    16
    Using technology in the Foreign Language Classroom
    §Recommended reading:
    Omaggio: pp. 163-164, and/or 
    Shrum & Glisan: Ch. 12 (pp.407-
    431)
    November 
    23
    Presentation and discussion of research papers
    Use above readings in your paper. 
    November 
    30
    Conclusions and final thoughts. Reflect on your teaching. 
    		December 2005
    December 
    07
    Presentation and discussion of the portfolios: content and purpose.

    Grading (TAs)

    Mid Term Exam = 20%

    Classroom Observations (3) = 20%

    Research Paper & Presentation = 20%

    Teaching Portfolio = 40%

    Mid Term Exam: This test will consist of theoretical and practical questions related to the pedagogical issues discussed in class. 

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    Classroom Observations (3): Students will observe and report on (1) a class taught by a senior foreign language instructor (please follow proper visit protocol), (2) a class taught by a fellow TA, and (3) a class taught by him/herself (on videotape). Minimum two pages double spaced. 

     

    Research Paper & Presentation: Students will research a topic related to the teaching of interpretive, interpersonal, or presentational skills in the Foreign Language Classroom. Results of this investigation will have to be presented in class on the date on which the given topic is being discussed (see course calendar). Written paper is due on November 23. 

    Teaching Portfolio: At the end of the semester, students will submit a teaching portfolio (reflections plus evidentiary materials) including: a philosophy of teaching statement, action research projects, tasks for the different communicative modes, sample lesson plans (revised), samples of assessment tools, and a summary of student feedback. Please hand a folder with table of content. 

    Grading: Non-TAs. 

    Mid Term Exam = 20%

    Classroom Observations (3) = 20%

    Research Paper & Presentation = 30%

    Teaching Portfolio = 30%

    Mid Term Exam: This test will consist of theoretical and practical questions related to the pedagogical issues discussed in class.

    Classroom Observations (3): Students will observe and report on classes taught by senior foreign language instructors (two) and by a fellow classmate (one). Note: Please follow proper visit protocol.

    Research Paper & Presentation: Students will research a topic related to the teaching of interpretive, interpersonal, or presentational skills in the Foreign Language Classroom. Results of this investigation will have to be presented in class on the date on which the given topic is being discussed (see course calendar). Written paper is due on November 23. 

    Teaching Portfolio: At the end of the semester, students will submit a teaching portfolio (reflections plus evidentiary materials) including: a philosophy of teaching statement, samples of action research projects, sample tasks for the different communicative modes, and sample lesson plans. Please hand a folder with table of content.

    Important Professional Links


     
     

    ACTFL (see http://www.actfl.org/)

    FLTeach (see http://www.cortland.edu/flteach/)
    Foreign Language Resources on the Web (see http://www.itp.berkeley.edu/~thorne/HumanResources.html)
    World Lecture Hall (see http://www.utexas.edu/world/lecture/)
    UD's Instructional Technology Toolkit (see     http://www.udel.edu/learn/technology/)

    Research paper: short introduction where you show the importance of the question you are attempting to answer. 

    For instance, you may want to start by something similar to this:

    Contemporary research into the nature of ______ emphasizes the role of _____ factors. Most of this research has been based on the idea that ______. However, in spite of the diversity / agreement of ____, exactly how we might ______ is not well defined etc.

    The issue of ____ is one which has puzzled researchers for many years. Recent work, however, has offered interesting ways in which we might approach this issue.