Graduate Course Proposal Form Submission Detail - FLE5313
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- Department and Contact Information
Tracking Number Date & Time Submitted 1927 2004-04-30 Department College Budget Account Number secondary education ED 172400000 Contact Person Phone Dr Tony Erben 813 974 1652 firstname.lastname@example.org
- Course Information
Prefix Number Full Title FLE 5313 Methods of Teaching Foreign Language & ESOL in the Elementary 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) FLES Methods Course Online? Percentage Online -
This course is designed to provide training in the theory and methods of teaching foreign languages and ESOL in the elementary school (FLES) to both pre- and inservice teachers.
A. Please briefly explain why it is necessary and/or desirable to add this course.
This is a mandated course by the Florida DOE required for certification purposes
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?
This course is a required course in the MAT and the MA Plan II
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 Foreign Language Education
- Other Course Information
1. Develop an understanding of and appreciation for the historical influences that have affected the teaching of FLES and ESOL in the United States.
2. Review historically the variety of objectives and methods for teaching foreign languages and ESOL and critically examine contemporary values, contributions and objectives of foreign language and ESOL study.
3. Develop an understanding of the differences in underlying theories, curriculum design, and program content between Foreign Language Experience (FLEX), Foreign Language in the Elementary Schools (FLES), FLES through the content areas, Sheltered ESOL, Mainstreamed ESOL/Comprehensible Instruction, Dual Language, and Immersion Programs.
4. Develop an understanding of first language development and its relation to second language learning in childhood.
5. Develop an initial understanding of the National and Sunshine State Standards in Foreign Languages and the ESOL Performance Standards.
6. Develop the ability to apply second language teaching techniques to the FLES and Elementary ESOL classroom.
7. Plan and practice a variety of instructional techniques for teaching communication skills and for incorporating diverse cultures.
8. Develop knowledge of elementary school principles and practices---knowledge of child development, child management and how children learn, curriculum development and implementation, and the ability to apply such knowledge to foreign language and ESOL education in the elementary school.
9. Identify and discuss problems and issues related to the design, implementation and evaluation of FLES and ESOL programs.
10. Develop an understanding of the process for assessing, measuring and evaluating student performance in elementary foreign language and ESOL classes.
11. Develop the ability to integrate "cultural" aspects of the target language (foreign language or ESOL) into the curriculum.
12. Develop activities and strategies which may be utilized in a field- based experience designed to train elementary classroom teachers as facilitators in a FLES or ESOL program.
13. Demonstrate ability to critically analyze research and theory in Foreign Language/ESOL Education.
B. Learning Outcomes
Students receive grades and evaluations on lesson plans, content-based units, observation of FLES and ESOL classes, school board presentation, and song or websites. Two tests are given during the course of the semester addressing the assigned readings and topics discussed in class. Additionally, students receive feedback on written and oral reports. Peer and instructor feedback include suggestions for individual improvement.
Class participation 10 points Quizzes/class activities 5 points Topic presentation or
TESOL presentation 15 points
Structured observation and Evaluation of FLES/ESOL
videotape/classes 5 points
Interdisciplinary web 5 points Lesson plan 10 points School board presentation 5 points Song 5 points 2 tests 20 points Read three of the articles for graduate students listed at the end of the syllabus. Write a reaction paper for each (10 points). The reaction paper must:
Briefly summarize the main points.
Critically assess the main points with supportive data (from your readings, activities, and experience) as to why you agree or disagree with them
Discuss the implications for practice
Research a course topic of your choice, reviewing at least five current articles from top tier journals in SLA/Foreign Language/ESOL Education, and write a 3-5 page paper on the topic. Share your paper with the class, either through an in-class presentation or through a creative posting to the course website. (10 points).
C. Major Topics
1.1 History of FLES and ESOL in the United States
1.2 FLES and ESOL Programs: Rationale, Objectives, Administration, Current Trends and Issues
2.1 FLES and ESOL Theory, Research and Findings
What Research Says
2.2 Effect of FLES and Early Language Learning on Later Language Learning
2.3 Effect of FLES on the Development of General Cognitive Skills & the Connection between Linguistic (L1 and L2) and Cognitive Skills
2.4 Development of Multicultural Awareness
3.1 Growth and Development in Children
3.3 Language Learning
3.4 Language Acquisition
3.5 First Language, Second Language
3.6 Psychological Theories
3.7 Developmental Theories, Cognitive Theories
3.8, Affective Development
3.9 Social Development
4.1 The nature of Language and Second Language Learning
4.2 Historical Overview
4.3 Current Theories
5.1 Introduction to the National/Sunshine State Standards and ESOL Performance
5.2 Identification of Strands, Benchmarks, and Indicators (including the 75 ESOL Competencies) Applicable to Planning
6.1 Developing and Integrating Language Skills in the FLES and ESOL Curriculum
6.7 Key Concepts of Immersion Programs
7.1 Applying Second Language Teaching Methods to the FLES and Elementary ESOL
7.2 Analysis of 10 Second Language Teaching Methods
7.3 Applicability of Methods to FLES and Elementary ESOL Programs
7.4 Applicability of Methods to Different Elementary Grades
7.5 Content-Based Instruction
7.6 Thematic Webbing
8.1 Integrating Foreign Language and ESOL Teaching with the
8.2 Elementary School Principles and Practices
8.3 Child Development
8.4 Child Learning
8.5 Management Strategies in the Elementary Classroom
9.1 FLES and ESOL Teacher as Professional
9.2 Program Implementation
9.3 Program Evaluations
12.1 Observation Techniques
12.2 Reflective Journaling
Curtain, H. & Pesola, C. (1994). Languages and children -making the match. White Plains, N.Y.: Longman Publishing Group.
Met, M. (1998). (Ed.). Critical Issues in Early Language Learning: Building for Our Children’s Future. Glenview, Ill: Scott-Foresman-Addison Wesley.
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
- Course Concurrence Information