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Graduate Course Proposal Form Submission Detail - FLE5946

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Current Status: Approved, Permanent Archive - 2004-07-02
Submission Type:
Course Change Information (for course changes only):

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1921 2004-04-30
    Department College Budget Account Number
    secondary education ED 172400000
    Contact Person Phone Email
    tony erben 974 1652

  2. Course Information

    Prefix Number Full Title
    FLE 5946 Practicum in Foreign language/ESOL Teaching

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
    Abbreviated Title (30 characters maximum)
    FL Practicum
    Course Online? Percentage Online


    FLE 5313


    FLE 5331

    Course Description

    This course prepares students for their internship by providing a structured pre-internship experience while meeting regularly in a university class. Opportunity to see teachers in action.

  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    State required course for initial certification

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    high demand - required within MAT & MA plan 2

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?


    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    PhD in SLA, FLE , ESOL, applied linguistics, linguistics

  4. Other Course Information

    A. Objectives

    1. To provide structured observations of actual classroom teaching (Foreign Language and ESOL).

    2. To help students understand the implications of their actions and decisions in the foreign language and ESOL classrooms.

    3. To provide additional experience in planning and developing course work (lessons, units) for teaching foreign languages and ESOL.

    4. To enable students to apply their knowledge of foreign language and ESOL teaching methodology in tutorial instruction.

    5. To enable students to apply their knowledge of foreign language and ESOL teaching methodology in small group instruction.

    6. To enable students to apply their knowledge of foreign language and ESOL teaching methodology in total class instruction.

    7. To enable students to perform a case study on two individual students (one Foreign Language, and one LEP).

    8. To explore current problems and issues affecting teachers of foreign languages and ESOL.

    9. To become proficient in the utilization of professional literature in Foreign Language and ESOL education in their teaching.

    10. To discuss and develop their own unique style of teaching.

    11. To prepare the student for internship.

    12. To examine and develop effective procedures for record-keeping and improving classroom management.

    13. To demonstrate ability to critically analyze research and theory in Foreign Language/ESOL Education.

    B. Learning Outcomes

    All readings, activities, and assignments of this course are filled with numerous varied evaluation activities to support mastery of the knowledge and skills needed for effective teaching in foreign language environments

    C. Major Topics

    1) The learner, the teacher, structure of the language lesson

    2) Observation techniques

    3) Reflective teaching

    4) Metacognition

    5) Exploring teachers’ beliefs

    6) Classroom management

    7) Characteristics of effective foreign language and ESOL teachers

    8) Language Learning Strategies

    9) Group work- cooperative learning

    10) Multilevel classes

    11) Learning stations

    12) Record keeping

    13) Grading

    14) Alternative assessment

    15) Multicultural classrooms and cross-cultural understanding

    16) Standards in Foreign Language Education

    17) ESOL Performance Standards

    18) Continuous Progress

    19) Listening training

    20) Learning beliefs

    D. Textbooks

    i- Richards, J. and Lockhart, C. (1994). Reflective Teaching in Second Language Classrooms. New York, NY: Cambridge University Press.

    ii-Sprick, R. (1985). Discipline in the Secondary Classroom. West Nyack, NY: The Center for Applied Research in Education, Inc.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports

  5. Course Concurrence Information

- if you have questions about any of these fields, please contact or