Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - FLE5331
Tracking Number - 1926
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Approved, Permanent Archive - 2004-07-02
Course Change Information (for course changes only):
- Date & Time Submitted: 2004-04-30
- Department: secondary education
- College: ED
- Budget Account Number: 172400000
- Contact Person: Dr Tony Erben
- Phone: 813 974 1652
- Email: firstname.lastname@example.org
- Prefix: FLE
- Number: 5331
- Full Title: Methods of Teaching Foreign Language & ESOL in the Secondary S
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- 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
- Abbreviated Title (30 characters maximum): Secondary FL Methods
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: FLE 5313
- Course Description: This course provides for the development of knowledge and skills necessary to prepare students to assume roles as foreign language (FL) and ESOL teachers at the secondary school level. It represents the second part of a sequence of methods courses.
- Please briefly explain why it is necessary and/or desirable to add this course: This is a required course for teacher certification
- 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? course is in MAT and in MA plan II - high demand
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? no
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) PhD in FLE
- Objectives: 1. Develop a historical perspective of the variety of objectives and methods for teaching foreign languages and ESOL and critically examine contemporary approaches in order to choose appropriate strategies for teaching in a proficiency-oriented classroom as well as in a mainstreamed (or immersion) environment.
2. Examine, demonstrate, and practice a variety of instructional techniques for contextualized language instruction in the secondary classroom.
3. Participate in the creative process of developing strategies and gathering materials and resources for teaching communicatively.
4. Demonstrate the ability to plan and develop effective long-range and daily sample lesson plans.
5. Demonstrate knowledge of the Whole Language Approach for teaching grammar.
6. Identify techniques for using an interactive approach to teach listening, reading, and speaking in the target language.
7. Examine the nature of writing processes and their relationship to the oral forms of the foreign language and ESOL.
8. Design effective process/product writing activities for the secondary classroom.
9. Identify and develop effective procedures and instruments for evaluating communication skills and studentsí progress in secondary foreign language and ESOL study.
10. Demonstrate knowledge of current developments in video technology and computer-assisted language instruction as they apply to foreign language and ESOL instruction.
11. Identify teacher responsibilities for the effective organization of a successful proficiency-oriented FL and ESOL classroom.
12. Demonstrate ability to critically analyze research and theory in Foreign Language/ESOL Education.
- Learning Outcomes: Students are evaluated on their lesson and technique presentations, lesson plans, instructional materials development, textbook evaluations, peer reviews, case studies, book review, and a midterm and final exam.
- Major Topics:
Sunshine State Standards History of Foreign Language and ESOL Teaching Methods: Audiolingual Method, Grammar Translation Method, Direct Method, and Cognitive Methods Proficiency Approach Sheltered Instruction ESOL Strategies Teaching Language in Context Content Integration Lesson Planning Proficiency-Based Methods and Techniques for Teaching Listening, Speaking, Reading, Writing, Vocabulary, and Grammar Grammar Instruction: Research, Theory and Practice Listening Instruction: Research, Theory and Practice Writing Process Instruction: Research, Theory and Practice Speaking Instruction: Research, Theory and Practice Writing Instruction: Research, Theory and Practice Criterion-Referenced Assessment Test Construction Alternative Assessment Performance Assessment Measurement Concepts Norm-Referenced Assessment Technology: Advantages and Disadvantages Video Use Software Evaluation & Use Whole Class Use of Technology Small Group Use of Technology Individual and Lab Use of Technology Classroom Management Managing Student Diversity Professional Development Program Improvement
- Textbooks: Language Instruction. Boston, MA: Heinle & Heinle.
Emmer, Edmund T., Evertson,, Carolyn M., Clements, Barbara S., and Worsham, Murray E. (1994). Classroom Management for Secondary Teachers. Boston, MA: Allyn and Bacon.
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information: