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Spanish 424

French/Spanish 424: Second Language Acquisition Methodology

Course Description:

A one or four-hour course in second-language acquisition methodology; it includes study of fundamental strategies that form the infrastructure of the teaching process for certification in all levels of second-language acquisition methodology N-12 or 7-12. The course design emphasizes the materials and methods appropriate to the designated levels of learning, while promoting an awareness of the multiple facets of language.

Programma (Word Document)

PREREQUISITE:

Admission to the Teacher Education Program with specialization in teaching second-language acquisition, at least 12 upper-level hours of target language.

Texts:

Omaggio Hadley, Alice. Teaching Language in Context and Teaching Language in Context: Workbook. 2nd Edition, Boston: Heinle & Heinle, 1993. (Note: These are the texts used for the one-hour format.)

Additional Texts (for 4-hr. class)/Resources Recommended:

Lipton, Gladys C. Practical Handbook to Elementary Language Programs. Lincolnwood, IL: National Textbook Company, 2nd ed., 1992.
Shrum, Judith L. And Eileen W. Glisan. Teacher's Handbook: Contextualized Language Instruction. Boston: Heinle and Heinle, 1994.

COURSE GOALS:

Students will demonstrate:
1. Knowledge of:
a. the nature of language acquisition and its implications for language teaching as related to the characteristics and needs of students.
b. student organizations and extracurricular activities.
c. the historical and current role of foreign language study as a basis for participating in a multi-cultural society and strategies for increasing cultural knowledge and cross-cultural understanding.
d. strategies for teaching and evaluating target language skills with appropriate attention to the integration of foreign language skills.
e. the phonology, orthography, morphology, vocabulary, and syntax of the target language.

2. Ability to:
a. communicate a rationale for the target language study.
b. use a variety of strategies and techniques to teach and evaluate: cultural knowledge; cross-cultural understanding; and the integrated skills of listening with comprehension, speaking, reading, and writing.
c. organize/sponsor language-related student groups and extracurricular activities.

LEARNING OBJECTIVES:

By the conclusion of the course the students will be able to:
1. identify the fundamental strategies of teaching a second language.
2. make decisions and applications regarding the teaching process for a designated level of second-language learners.
3. apply the teaching strategies learned by preparing a lesson plan and presenting a teaching demonstration.
4. become acquainted with the literature on foreign language pedagogy by selecting a journal article and preparing a report to present in class.
5. gain a basic knowledge of how to use the Oral Proficiency Interview (OPI) and will apply this knowledge in a practice demonstration.
6. be evaluated for proficiency by a final OPI and writing proficiency sample.
7. demonstrate computer skills in the use of instructional materials in the target language.

INSTRUCTIONAL METHODS:

*directed reading of the text and completion of workbook exercises
*classroom discussions of methodology and teaching strategies
*study and application of Oral Proficiency Interview (OPI) procedures
*small group activities on foreign language materials and methods
*group leading activities in lower level classes to apply methods learned
*review of case studies in writing instruction and evaluation of samples
*group activities on incorporating the teaching of culture in language
*writing a lesson plan and presenting a model teaching demonstration
*computer instruction of teaching materials in the target language

ASSESSMENT PROCEDURES

- Students will be graded on the basis of the following components:

-quizzes on the assigned readings (10) 200 points
-group leading, homework, and workbook activities 200 points
-OPI practice demonstration 100 points
-report on journal article 100 points
-developing a lesson plan 100 points
-teaching presentation 100 points
-final OPI and writing proficiency sample 100 points
-final exam 100 points

Grading Scale:

Grading scale is as follows:
A=92.5-100 (925-1000 points); A-=89.5-92.4 (895-924 points);
B+=87.5-89.4 (875-894 points); B=82.5-87.4 (825-874 points);
B-=79.5-82.4 795-824 points); C+=77.5-79.4 (775-794 points);
C=72.5-77.4;(725-774 points); C-=69.5-72.4 (725-774 points);
D+=67.5-69.4 (675-694 points); D=62.5-67.4 625-674 points);
D-=59.5-62.4 595-624 points); F=59.4 or below (594 points or less)

COURSE REQUIREMENTS/POLICIES:

Students are expected to exhibit a positive attitude, to participate in discussion, to do all assigned work in a timely fashion, and to adhere at all times to the University code of academic integrity. Excessive absences from class (determined by each instructor in accordance with department policy) will result in a grade penalty and/or a grade of "FA" in the course. Responsibility for satisfactory academic progress lies with the student. Students must maintain an awareness of their status in the class by careful review of returned tests and graded activities, as well as ongoing communication with the instructor. In compliance with students' right-to-privacy laws, grades are not posted.

Class Procedures:

Assignments are given for each day of class on the attached schedule. A quiz will be given to cover every reading assignment, and these are noted in bold print on the syllabus beside the date for each. A participation grade will also be given which will include written homework assignments, workbook exercises, and group activities. In addition, each student will select a journal article on foreign language pedagogy and will present a brief oral report in class along with a brief written summary. Students will be given opportunities to practice techniques for giving OPIs and will be given an OPI with the proficiency level of Advanced as a minimum goal. Appointments will be made for these interviews before the end of the semester, and a writing proficiency sample will also be completed. Students will learn computer instructional activities in the target language and demonstrate successful completion of these activities.

Make-up Policy:

It is the responsibility of the student to find out what material was covered in case of an absence and to arrange to make up any quiz that he/she is unable to take at the time shown on the class schedule. If you know ahead of time that you will have to miss a quiz, you should notify the instructor and make appropriate alternative arrangements. Homework assignments will be accepted for full credit if they are received before an absence and for half credit if turned in late. Grades for class participation and group activities in class can not be made up. If the student is unable to keep an appointment for the final OPI and writing proficiency evaluation, it is the student's responsibility to notify the instructor in advance to reschedule the interview.

Originally posted November 6, 1999

Maintained by WLAC. Last updated: April 14, 2003