Approaches to Teaching French, German, Spanish, English as a Second Language Fall 2015
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French 400/500 ~ German 400/500 ~ Spanish 400/500
English as a Second Language 400/500
Approaches to Teaching French, German, Spanish,
English as a Second Language
Fall 2015
This course fulfills the required 3 semester hours of methods of teaching foreign languages or
English as a second language at the elementary and secondary levels in Virginia.
Instructor: Lily Anne Goetz Office Hours: MWF 12:00-1:00 & W 3:00-5:00
Office: Grainger 320 and by appointment
Office Telephone: (434) 395-2158 E-mail: goetzla@longwood.edu
Textbook website: http://college.cengage.com/french/1428290362_shrum/index.html
Textbook login page: http://login.cengage.com/cb/login.htm
Introduction: Welcome to FREN/GERM/SPAN/TESL 400/500, our profession’s class
designed to prepare you to become a foreign language or ESL teacher or to prepare you to
improve your teaching skills and become a more effective teacher. The purpose of this document
is to provide you with detailed information about the expectations for the course, as well as some
suggestions about how to get the most out of this course.
Important dates: This course begins on August 24 and ends December 10.
Last day to drop this class: August 31.
Last day to withdraw with a grade of W: October 14.
All assignment due dates are available in the Timeline accompanying this syllabus.
Contact Information: Communication with your instructor is very easy: I am available in my
office (Grainger 320) almost any time I am not in class, and am easily accessible by e-mail
(goetzla@longwood.edu) or by phone (434-395-2158).
Course descriptions:
French 400, German 400, Spanish 400, English as a Second Language 400: Approaches to
Teaching French, German, Spanish, English as a Second Language. A study of theories of
second language acquisition and their application to the teaching of languages in a
communicative, interactive approach at the primary, middle, and secondary levels. Attention
will be given to the teaching and testing of listening, reading, writing, speaking and cultural
understanding. Students will develop lesson plans, engage in peer-teaching, and integrate
technology into teaching. Students should take this course in the semester prior to student
teaching. 3 credits.French 500, German 500, Spanish 500, English as a Second Language 500: Approaches to
Teaching French, German, Spanish, English as a Second Language. A study of current theory
and methods of language teaching. May be repeated for credit when topics change. 3 credits.
NOTE: Graduate students who are not enrolled in the Longwood University graduate program,
and who are taking graduate courses as non-degree-seeking students, can take up to nine credit
hours of Longwood classes that will count for degree credit upon admission.
Texts and required materials/memberships:
Shrum, Judith L., and Eileen W. Glisan. Teacher's Handbook: Contextualized Language
Instruction. 4th ed. Boston: Heinle and Heinle, 2010.
ISBN-13: 978-1-4130-3321-2 / ISBN-10: 1-4130-3321-0.
The textbook can be bought in the Longwood University campus bookstore, or can be ordered
through the Longwood University online bookstore: www.longwood.bncollege.com
Textbook website: http://college.cengage.com/french/1428290362_shrum/index.html
Membership in FLAVA or VATESOL or your state’s foreign language or ESL professional
organization is required, as well as registration and attendance at the 2013 conference of one of
these organizations.
Useful Links and Documents:
Virginia Department of Education website for Foreign Language Instruction
Virginia Department of Education website for English as a Second Language Instruction
Virginia Department of Education Standards of Learning documents for foreign languages
WIDA English Language Development (ELD) PK-12 Standards
National Standards for Foreign Language Education
National PreK–12 English Language Proficiency Standards
Course content: Study, discussion and application of theories and methods used in foreign
language and ESL education on the primary, middle, and secondary levels. Topics may include:
an examination of the history of language teaching methodologies;
knowledge of and practical application of current second language acquisition theories
to the language classroom
the National Foreign Language and ESL Standards and Virginia Foreign Language
and ESL Standards
contextualized instruction for communicative language teaching
the importance of teachers' language proficiency
the role of the four skills (listening, speaking, reading, writing) and culture
teaching strategies for successful student learningteaching listening and reading comprehension
teaching reading skills and strategies: phonemic awareness, phonics, fluency
similarities and differences between reading in a first language and reading in a
second language
the role of vocabulary and text comprehension in teaching reading skills
teaching writing-as-process for presentational and interpersonal writing
teaching presentational and interpersonal speaking
the role of grammar in language teaching
assessment of language performance in context
lesson and curriculum planning
use of technology
evaluation and adaptation of textbooks and materials for communicative language
teaching
elementary, middle and high school periods in development and the implications for
curriculum and approach
student diversity and languages; backgrounds, learning styles, learning strategies,
physical and learning disabilities, gifted learners, heritage language learners
Students will participate in discussion, work with case studies, research issues in foreign
language education using current professional journals and books, subscribe to and participate in
the FLTEACH listserv, join professional organizations (FLAVA, VATESOL, AAT's, ACTFL,
TESOL), use the internet to access teaching materials and cultural information, develop a
professional portfolio, observe in target language classrooms, and engage in self-evaluation.
Course objectives/Learner Outcomes:
Upon completion of the course, the teacher candidate will:
*(Numbers in parenthesis correspond to the Longwood University Conceptual Framework.)
demonstrate an understanding of best practices and approaches for foreign and second
language teaching. (1, 2, 3, 4, 5, 6, 7, 8, 9)
make instructional decisions and analyze and evaluate how they affect the learning
process. (1, 2, 3, 4, 5, 6, 7, 8, 9)
recognize relationships among teacher expectations, instructional planning, classroom
management, and student behavior. (1, 2, 3, 4, 5, 6)
create long-range and daily lesson plans that integrate the National Foreign Language
Standards or the National ESL Standards with state or district guidelines. (1, 2, 5, 7)
plan and execute lessons that incorporate the five areas of reading instruction: phonemic
awareness, phonics, fluency, vocabulary and text comprehension. (1, 2, 4, 5, 7)plan and execute lessons to reinforce the “Comparisons” Goal of the National Standards;
specifically using the similarities and differences between first- and second-language reading in
teaching reading skills. (1, 2, 5, 6, 7)
plan and execute lessons that incorporate communicative practices, maintaining instruction in
the target language with minimal use of English (in foreign language classrooms). (1, 2, 3, 4, 5, 6,
7)
design a variety of assessment practices. (1, 2, 5, 6, 7)
demonstrate the effective use of technology to enhance instruction. (1, 2, 4, 6, 7)
evaluate, select, adapt materials, including textbooks, workbooks, videos, internet
resources, authentic texts, for the communicative language classroom. (1, 2, 4, 5, 7, 8)
participate in professional activities and organizations. (6, 9)
demonstrate ethical conduct and professionalism. (4, 6, 7)
demonstrate the role of teacher as researcher engaged in a continuing development
process. (1, 6, 7, 9)
*Longwood University Conceptual Framework Competencies
"Educators as Reflective Citizen Leaders"
(1) Content Knowledge
(2) Planning
(3) Learning Climate
(4) Implementation/Management
(5) Evaluation/Assessment
(6) Communication
(7) Technology
(8) Diversity
(9) Professional Dispositions
Course requirements: Students will be assessed as follows:
Requirement 400 500
Preparation and Participation in class discussions;
Participation in professional organizations (FLAVA, etc.) ........15%...........15%
Homework ("Teach & Reflect/Discuss & Reflect", etc.)...................15%...........15%
Article Reviews (5), Observations (4), & Quizzes..............................20%..........20%
Unit Plan and Lesson Plans; Professional Portfolio ………...............20%..........10%
Midterm and Final Exam……...............…………….….....................30%..........30%
Research Paper......................................................................................0%..........10%
Grading: 90-100 A 80-89 B 70-79 C 60-69 D 59 F
Participation and Homework: You are expected to be prepared for discussion by having read
the assigned chapters and by having prepared and written out your responses to the "Observe and
Reflect/Teach and Reflect," and "Discuss and Reflect" (Case Studies), in the Teacher's
Handbook, as well as any article reviews or other assignments due. We will also discuss issuesraised in FLTEACH, so you should be prepared to talk about those which have interested you. Although this course meets only once per week, it is a 3-credit course, so you should plan to spend approximately two hours on assignments for each credit per week, for a total of 6 hours per week. It is probable that your assignments will not take that much time, but plan accordingly. Discussions and common courtesy: During the semester we may discuss and debate controversial issues in the teaching of foreign and second languages. Professional behavior is required at all times. Rude or disrespectful behavior will result in removal from the class. FLTEACH listserv: You should subscribe to the FLTEACH listserv (instructions will be given in class; there is no cost), and be prepared to discuss each week those "threads" which are of most interest to you or which pertain to any of the topics which we are studying. Professionalism: You will join FLAVA (the Foreign Language Association of Virginia) and/or VATESOL (Virginia Teachers of English to Speakers of Other Languages), or your state’s equivalent organization; you are further encouraged to join your AAT organization (AATSP, AATF, AATG). You are also encouraged to become a member of ACTFL (American Council on the Teaching of Foreign Languages) or TESOL (Teaching English to Speakers of Other Languages). You will attend the FLAVA annual conference or the VATESOL conference. Article Reviews: You will write reviews of five journal articles dealing with language teaching, to be included in your professional portfolio. Your review should contain your statement of the thesis of the article, summaries of the main evidence or arguments presented by the author, the author's conclusions, what you think the author's intentions are, your critical evaluation of these elements, including any response you would like to make, and your evaluation of the significance of the research, study or ideas presented. Guidelines will be provided. Observations: You will observe language classes or interactions four times during the semester and will record your reflections, thoughts, and ideas concerning what you observe. You should attempt to observe different teachers if at all possible. For the first two observations, you should look for answers to the questions on pages 35-37 of the Teacher's Handbook, which ask you to observe a small child (Observation 1) and then a BEGINNING foreign language class (Observation 2). For the other observations, you should use the "Teacher Observation Form" and the "Etiquette Guidelines" which you will receive. You will not be evaluating the teacher whose class you are observing; rather you are trying to learn from him/her how one incorporates all of the elements we are studying into a classroom lesson. You will turn in your written "reflections" and we will discuss your experiences in class. As you finish each observation of a language teacher's class, you should be prepared to discuss the kinds of activities which you observed, and how what you observed relates to the topics which we are studying. Quizzes: There will be weekly quizzes on the content of each chapter in the Teacher's Handbook; the questions will require a detailed reading of the chapter. You will receive a study guide for each chapter, designed to help you identify the most important points and to review your understanding of the material. The quizzes consist of multiple choice, matching, short-
answer or essay questions and will be announced in class, but not necessarily in the syllabus.
Your lowest quiz grade will be dropped.
Unit Plan: You will prepare a plan for a complete unit (to cover a period of approximately 2
weeks), consisting of the overall content, objectives and strategies for the unit, and you will
prepare a plan for each lesson to be taught during the unit (from 8-10 lessons). You will receive
detailed instructions and models.
Presentation of Lesson Plan: You will design a brief mini-lesson, part of one of your daily
lesson plans submitted with your Unit Plan, which you will present to our class; your
presentation must be limited to about 10 minutes. Your plan, and any materials you use, will
become part of your professional portfolio. You will receive guidance on the desired
components of your lesson.
Midterm and Final Exams: There will be a midterm (week 7) and a final exam covering all
materials presented and discussed in this course. There may be some essay-style questions, as
well as some problem-solving questions.
Attendance policy: The attendance policy for this course is taken from the Longwood
University catalog and Student Handbook. The class meets only once a week. If you are not in
class, you cannot participate or learn from discussion. There are 14 class meetings. Upon
missing 1.4 class meetings, a student's grade will be lowered by one letter. Upon missing 2.8
meetings, a student will receive an F for this course.
Honor Code: Students are expected to live by the Longwood University Honor Code. All work
done for the class is assumed to be pledged.
Accommodations: If you have a disability and require accommodations, please contact me
early in the semester to discuss your learning needs. If you wish to request reasonable
accommodations (extended time for tests, etc.), you will need to register with the Office of
Disability Resources. The office will require appropriate documentation of disability. All
information is kept confidential.
Contact Information
Disability Resources: Graham Hall – Room 116 disabilityresources@longwood.edu
Lindsay Farrar, Director of Disability Resources: farrarlf@longwood.edu / 434.395.2392
Schedule of Classes and Assignments:
See online “Timeline” for all assignments and due dates.Bibliography :
The following are available at the Longwood University Library:
Professional Journals:
Applied Linguistics Language Learning
Canadian Modern Language Review Modern Language Journal
Current Jobs International Modern Language Notes
Foreign Language Annals Studies in Second Language Acquisition
French Review TESOL Journal
Hispania TESOL Quarterly
Reading in a Foreign Language (online journal) Texas Studies in Literature and Language
http://nflrc.hawaii.edu/rfl/
Books:
ACTFL. Standards for Foreign Language Learning: Preparing for the 21st Century.
Lawrence: Allen, 1996.
Aebersold, JoAnn. From Reader to Reading Teacher: Issues and Strategies for Second
Language Classrooms. NY: Cambridge University Press, 1997.
Allen, E. and Valette, R. Classroom Techniques: Foreign languages and English as a
Second Language. Prospect Heights, IL: Waveland Press, 1994. ( PB 35 .A57 1977)
Barasch, Ronald M. Beyond the Monitor Model: Comments on Current Theory and Practice in
Second Language Acquisition . Boston: Heinle and Heinle, 1993.
Bardovi-Harlig, Kathleen, and Beverly Hartford. Beyond Methods: Components of Second
Language Teacher Education . NY: McGraw-Hill, 1997.
Berko Gleason, Jean, Ed. The Development of Language . 2ed. Columbus, OH: Merrill
Publishing Co., 1989.
Bernhardt, Elizabeth B. Reading Development in a Second Language: Theoretical, Empirical
and Classroom Perspectives . Greenwich, CT: Ablex, 1991.
Blaz, Deborah. Bringing the Standards for Foreign Language Learning to Life. Larchmont,
NY: Eye On Education, 2002.
---. A Collection of Performance Tasks and Rubrics: Foreign Languages. Larchmont, NY:
Eye On Education, 2001.Brown, G. and Yule, G. Teaching the Spoken Language. Cambridge, 1983. (PE 1128 . A2 B73 1983) Brown, H. Douglas. Principles of Language Learning and Teaching. 2ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1987. Bush, Michael D., and Robert M. Terry, Eds. Technology-Enhanced Language Learning. Lincolnwood, IL: National Textbook Co., 1997. Chaika, Elaine. Language: The Social Mirror. 3ed. Boston: Heinle and Heinle, 1994. Coady, James. Second Language Vocabulary Acquisition: A Rationale for Pedagogy. NY: Cambridge U. Press, 1997. Cohen, Andrew D. Assessing Language Ability in the Classroom. 2ed. Boston: Heinle and Heinle, 1994. Cook, Vivian. Second Language Learning and Language Teaching. 2ed. St. Martin's Press, 1996. DiPietro, R. Strategic Interaction: Learning Languages Through Scenarios. Cambridge, 1987. (P. 53 .D43 1987) Fawkes, Steven. Switched On? Video Resources in Modern Language Settings. Modern Languages in Practice Series 10. University of Southampton, 1998. Freeman, D. "Redefining the Relationship between Research and What Teachers Know." Voices from the Language Classroom . K. Bailey and D. Nunan, Eds. NY: Cambridge U. Press, 1996. Garfinkel, A., Ed. The Foreign language Classroom: New Techniques. National textbook, 1983. (P 51 .F56 1983) Gaudiani, C. Teaching Writing in the Foreign Language Curriculum. Center for Applied Linguistics, 1981. (PB 35. G38x) Goetz, Lily Anne. “Short Cuts: A Model for Using the Shortest of Short Stories to Teach Second Language Reading Skills.” NECTFL Review 53 (Fall 2003): 37-52. http://www2.dickinson.edu/prorg/nectfl/reviewarticles/53-goetz.pdf Grauberg, Walter. The Elements of Foreign Language Teaching. Modern Languages in Practice Series 7. University of Southampton, 1997. Gunterman, Gail, Ed. Developing Language Teachers for a Changing World. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook Co., 1993.
Hamilton, Judith. Inspiring Innovations in Language Teaching. Modern Languages in Practice Series 3. 1995. Hatch, Evelyn Marcussen. Psycholinguistics: A Second Language Perspective. Rowley, MA: Newbury House Publishers, 1983. Kramsch, C. Context and Culture in Language Teaching. NY: Oxford U. Press, 1993. Krashen, Stephen D. The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited, 1993. Larsen-Freeman, Diane. Introducción al estudio de la adquisición de segundas lenguas. Madrid: Gredos, 1994. Lee, J. F., and B. Van Patten. Making Communicative Language Teaching Happen. NY: McGraw-Hill, 1995. Lightbown, P., and N. Spada. How Languages are Learned. Oxford: Oxford University Press, 1993. Littlewood, W. Communicative Language Teaching: An Introduction. Cambridge, 1981. (P 53 .L54 1981) McDonald. M. and Rogers-Gordon, S. Action Plans: 80 Student-Centered Language Activities. Newbury House, 1984. (P 51 . M29 1984) Montgomery, M. An Introduction to Language and Society. Methuen, 1986. ( P. 40 .M66 1986 ) Musumeci, Diane. Breaking Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching.. NY: McGraw-Hill, 1997. National Foreign Language Resource Center. Bringing the Standards into the Classroom: A Teacher's Guide. Ames: Iowa State Univ., 1997. Oller, John W., Jr. Methods that Work: Ideas for Language Teachers. 2ed. Boston: Heinle and Heinle, 1994. Omaggio-Hadley, Alice. Teaching Language in Context. 2ed. Boston, MA: Heinle and Heinle, 1993. Oxford, Rebecca. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle, 1994. Pattison, P. Developing Communication Skills. Cambridge, 1987. (PB 36 .P34 1987 )
Phillips, June, and Jamie Draper. The Five Cs: The Standards for Foreign Language Learning WorkText. Boston, MA: Heinle and Heinle, 1999. with accompanying video. Rinvolucri, M. Grammar Games: Cognitive, Affective, and Drama for EFL Students. Cambridge, 1987. (PE 1128 .A2 R52 1987 ) Rivers, W. Interactive Language Teaching. Cambridge, 1987. (P 53 .L54 1987 ) Sadow, S. Idea Bank: Creative Ideas for the Language Class. Newbury House, 1982. (PE 1128 A2 S23 1982) Sánchez, Aquilino. Los métodos en la enseñanza de idiomas. Madrid: Sociedad General Española de Librería, 1997. Saville-Troike, M. The Ethnography of Communication: An Introduction. Basil Blackwell, 1984. (P 40 .S26 1984) Savignon, Sandra J. Communicative Competence: Theory and Classroom Practice; Texts and Contexts in Second Language Learning . NY: McGraw-Hill, 1997. Scott, Virginia Mitchell. Rethinking Foreign Language Writing. Boston: Heinle and Heinle, 1996. Taeschner, Traute. A Developmental Psycholinguistic Approach to Second Language Teaching. Greenwich, CT: Ablex, 1991. VanPatten, Bill. Input Processing and Grammar Instruction. Greenwich, CT: Ablex, 1996. Walvoord, B. Helping Students Write Well. Modern Language Association of America, 1982. (PE 1408.W31336 1982)
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