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Graduate Course Proposal Form Submission Detail - FLE5331

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Current Status: Approved, Permanent Archive - 2004-07-02
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1926 2004-04-30
     
    Department College Budget Account Number
    secondary education ED 172400000
     
    Contact Person Phone Email
    Dr Tony Erben 813 974 1652 terben@tempest.coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    FLE 5331 Methods of Teaching Foreign Language & ESOL in the Secondary S

    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)
    Secondary FL Methods
     
    Course Online? Percentage Online
    -

    Prerequisites

    FLE 5313

    Corequisites

    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.


  3. Justification

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

    This is a required course for teacher 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?

    course is in MAT and in MA plan II - high demand

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

    no

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

    PhD in FLE


  4. Other Course Information

    A. 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.

    B. 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.

    C. 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

    D. 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.

    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 chinescobb@grad.usf.edu or joe@grad.usf.edu.