Rethinking a Focus on Grammar by HC120917114352

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									FL 512, Methods: Teaching for Proficiency
Southern Oregon University Summer Language Institute for Spanish Teachers, Guanajuato, MX
Session II: July 15 – August 3, 2012
M-F 8:00-9:50
Dr. Cathy Barrette
c.barrette@wayne.edu


Course Description:
This course provides an overview of approaches to foreign language instruction and the theoretical
notions underlying current trends in classroom practice. Course objectives are to:
     expand students’ knowledge of pedagogical practices and research in FL teaching
     develop students’ ability to reflect on FL teaching practices and research in a critical way
     apply knowledge of methodology and related research in creating pedagogically sound activities

Required Book:
Omaggio Hadley, A. (2001). Teaching language in context (3rd ed.) Boston: Heinle & Heinle.

Required articles and chapters:
Brandl, K. (2008). Getting Started: Introducing Vocabulary. In Brandl, K. Communicative language
   teaching in action: Putting principles to work. Upper Saddle River, NJ: Pearson, 75-96. (Make a
   copy from instructor’s original in Guanajuato.)
Hall, Joan Kelly. (2002). Methods for Teaching Foreign Languages: Creating a Community of Learners
   in the Classroom. Boston: Allyn & Bacon, 50-57. (Make a copy from instructor’s original in
   Guanajuato.)
Wong, W. (2009). Rethinking a Focus on Grammar: From Drills to Processing Instruction – Data from
   the French Subjunctive. In S. Katz & J. Watzinger-Tharp (eds.), Conceptions of L2 grammar:
   Theoretical approaches and their application in the L2 classroom. Boston: Heinle Cengage
   Learning, 72-92. (Make a copy from instructor’s original in Guanajuato.)

Grading:
      Participation and preparation: 15%
      Microteaching: 25%
      Interpretive and presentational activities: 60%

Attendance: Due to the intensive nature of this program, attendance and punctuality are
mandatory. Each absence will result in the lowering of your grade by 10%. If you miss a class
due to illness, please consult with both the professor and the SLI director.

Late work: No late work will be accepted.

Grade scale:
      A 100-94, A- 93-90
      B+ 89-87, B 86-84, B- 83-80
      C+ 79-77, C 76-74, C- 73-70
      D+ 69-67, D 66-64; D- 63-60
      F 59-0.
Participation/preparation: In order to broaden your understanding of the course content and apply
the concepts studied, it is essential that you attend class, come fully prepared, and take advantage
of the opportunity to actively interact with the other members of the class. Active participation
in discussions, small group work, and peer feedback will be frequent; an informal presentation of
your interpretive and presentational activities to your classmates on the last day of class will also
be part of this grade.

Microteaching: Students will develop and present a 5-10 minute activity that demonstrates the
key features of one of the methodologies studied. To set the stage for the 5-10 minute
demonstration, the student has an additional 5 minutes to explain the context of the activity, such
as the kinds of activities that would normally precede or follow the activity being demonstrated.
See the attached grading rubric for more detailed information.

Interpretive and presentational activities: Students will develop one interpretive and one
presentational activity that apply the concepts studied in the course to teaching a limited set of
vocabulary and grammar. The final project will take the form of step-by-step instructions for
pre-task activities, the activity itself, and any post-task assignments. Each activity should take
approximately 15 minutes of class time to implement with target learners. See the attached
guidelines and grading rubric for more detailed information.

WEEK 1
Date       In-class topics                               Homework
July 16     Introduction to the course                   Read OH Ch. 2, pp. 54-70
            OH Ch. 1: On Knowing a Language:
             Communicative Competence,
             Proficiency, and the Standards
July 17     OH Ch. 2: On Learning a Language:            Read OH Ch. 3, pp. 106-116
             Some Theoretical Perspectives                 (traditional methods sections)
July 18     OH Ch. 3: On Teaching a Language:            Read OH Ch. 3, pp. 116-129 (non-
             Principles and Priorities in                  traditional methods sections)
             Methodology (traditional methods             Read Hall (2002)
             sections)

July 19     OH Ch. 3: On Teaching a Language:            Prepare a 5-minute lesson
             Principles and Priorities in                  implementing the methodology you’ve
             Methodology (non-traditional methods          been assigned
             sections)

            Hall (2002)

July 20     Microteaching                                Read OH Ch. 4, pp. 139-161 (skip the
                                                           6 pages of tables)
WEEK 2
Date       In-class topics                          Homework
July 23     Microteaching, cont’d.                  Read Brandl, pp. 75-96
            OH Ch. 4: The Role of Context in
             Comprehension and Learning
July 24     Brandl Ch. 3: Getting Started:          Read Wong
             Introducing Vocabulary
July 25     Wong: Rethinking a Focus on             Read OH Ch. 5, pp. 176-203
             Grammar
July 26     OH Ch. 5: A Proficiency-Oriented        Read OH Ch. 5, pp. 203-226
             Approach to Listening and Reading
July 27     OH Ch. 5: A Proficiency-Oriented        Create an interpretive activity (either
             Approach to Listening and Reading,       listening OR reading); bring a hard
             cont’d.                                  copy of your draft to the next class
                                                     Read OH Ch. 6 , pp. 235-238, 258-
                                                      271
                                                     Skim OH Ch. 6, activity descriptions,
                                                      pp. 238-258


WEEK 3
July 30  Peer editing of interpretive activity      Read OH Ch. 7, pp. 280-283, 302-307,
         OH Ch. 6: Developing Oral                   310-337
          Proficiency (includes feedback)            Skim activity descriptions, pp. 284-
                                                      301, 307-310
July 31     Oral Proficiency, supplemented          Create a presentational activity (either
                                                      speaking OR writing); bring a draft to
            OH Ch. 7: Becoming Proficient in         class on Thursday
             Writing

Aug. 1      Writing, supplemented                   Work on revising interpretive and
                                                      presentational activities; bring a hard
                                                      copy of your draft to class tomorrow
Aug. 2      Teaching Culture                        Revise interpretive and presentational
            Peer editing presentational activity     activities; be prepared to summarize
                                                      them orally for the class tomorrow
Aug. 3      Activity presentations                  Submit interpretive and presentational
                                                      activities by email by 8:00 pm today
FL 512: Methods: Teaching for Proficiency
Guanajuato, SLI session II
C. Barrette

                           MICROTEACHING: Presentation scoring rubric

Presenters:
Methodology:                                                       Score: __________ / 55

I.       Contextualization of activity ______ / 15
         -sample activity introduced with a clear, brief explanation of target student audience
         -sample activity introduced with a clear, brief description of what grammar, vocabulary, and
                     culture students already know before undertaking the sample activity
         -description of the sequencing of the sample activity (i.e., a brief statement of what kind of
                     activity would likely precede or follow it) was provided

II.      Microteaching ______ / 15
         - accurately demonstrated main salient features of the methodology
         - presentation was well-prepared, organized

IV.      Participation _______ / 15
         -all group members played a relevant and active role in demonstrating the methodology
         -all group members accurately represented their role within the assigned methodology
         -participation was coordinated and coherent across group members

V.       General ______ / 10
         - 10-15 minutes in length
         - presentation logically organized/structured




      Presentation order:
       Direct Method:
       Audiolingual Method:
       Total Physical Response:
       Natural Approach:
       Community Language Learning:
       Silent Way:
       Suggestopedia:
FL 512: Methods: Teaching for Proficiency
Guanajuato, SLI session II
C. Barrette

                     INTERPRETIVE AND PRESENTATIONAL ACTIVITIES:
                               Guidelines and grading rubric

Objective: The purpose of developing original pedagogical materials is twofold:
   1. to demonstrate an understanding of the theory and research studied, and
   2. to provide evidence of your ability to apply that understanding appropriately in a concrete
        pedagogical context.

You will be designing two activities based on the theory, research, and pedagogical practices studied.
Your interpretive and presentational activities will together form a single lesson on the target grammar,
vocabulary, and culture that you choose.

To contextualize the activities, you will provide information in a cover sheet about:
     your target student audience
     your learning objectives (in the form of the target grammar, vocabulary, and culture you plan to
       introduce or reinforce through your activities)
     the Standards for Foreign Language Learning addressed through your activities, and
     the core beliefs you have about teaching and learning that are represented in the activities.

The activities themselves will consist of
     chronological instructions for preparation, activities, or homework to be completed by students and/or the
        teacher before the planned lesson
     clear directions for the students
     chronological instructions for teachers explaining how to carry out the activity if not sufficiently clear
        from students’ instructions
     a model
     all parts of the activity itself; these can be embedded in the chronological instructions
See the example provided below of a cover sheet and of a presentational activity.

Although you will be preparing the activities in a specific order according to the syllabus deadlines, they
might be sequenced differently when you use them together. For example, the presentational activity
might lead into the interpretive one even though you will draft the interpretive one first. The final order is
up to you, but should be made clear to me in your final submission.

You can choose how to distribute your chosen vocabulary, grammar, and culture across the two modes of
communication/ activities. You might choose to focus on vocabulary only in the interpretive mode, for
example. However, you will most likely mix and match-e.g., vocabulary AND culture in the interpretive
mode, but vocabulary and grammar in the presentational mode.
SAMPLE COVER SHEET
Target student audience
    Age: 7-10 years old
    Prior experience with Spanish: 10 hours in a communicative classroom
    Content already studied prior to this activity:
            o Grammar: tener, ser
                     Students have been exposed to noun/adjective agreement, but are not expected to
                        use it accurately yet.
            o Vocabulary: animals, their body parts, colors
            o Culture related to animals in the US
    Other relevant features of my students or classroom: Inclusive classroom with heritage learners

Learning goals
    Students will reinforce animal vocabulary
    Students will practice the use of ser, tener, and sentence construction
    Students will learn about some animals found in the Hispanic world

Standards addressed
     In my interpretive activity: communication (1.2), cultures (2.2), comparisons (4.2)
     In my presentational activity: communication (1.3)

Core beliefs about teaching and learning
    Vocabulary must be presented and practiced in meaningful contexts
    Connect vocabulary with objects, actions, pictures and/or descriptions to address different
       learning styles
    Students need meaningful input to link grammar forms to their usage
    All input should be embedded in an appropriate context
    Encouraging students to express their personal experiences helps them retain new information
    Opportunities for the negotiation of meaning help students try out their hypotheses about
       grammar and meaning and advance their proficiency
    Active learning facilitates long-term storage of new information and faster retrieval
    Small group (cooperative learning) promotes critical thinking and motivates students
    Low affective filter encourages students to participate
SAMPLE OF A PRESENTATIONAL ACTIVITY
NB: This sample is longer than required for the assignment, but serves to provide a range of ideas.

Theme: Los Animales

Class Outline: Activities A, B, and C would be completed before Activity D (the presentational
activity) to prepare students for the presentational activity itself.

A. Partner/Pre-speaking Activity: ¿Cómo son los animales?
       This is a task-based activity designed to help the students describe animals. It begins by asking
       the students (in pairs) to identify characteristics of certain animals. It then gradually steers
       students towards formulating their own descriptions of animals and putting them into writing.
       The teacher provides a model for the correct use of “ser” third person singular, and the
       conjugated verb “tener”. The activity focuses on core vocabulary for “el cuerpo” as well as
       animal body parts (feathers, tail, etc.).

B. Information Gap Activity: Animal Match-up
        This activity helps the students make the connection between the animal and its characteristics.
        Though it requires interpersonal communication, it is also an informal approach to presentational
        communication, which will prepare the students for their final presentation (Activity D – Mi
        animal favorito es…). Half of the students will receive a picture of an animal and the other half
        of the class will receive a description of an animal. For this activity, the students are to mill
        around the classroom until they find a match. Once all the matches have been made, each pair
        presents its match to the class.
                 Ex. Student 1: “El pato…” Student 2: “tiene plumas”
                 This activity prepares the student for his/her own presentation in front of the class.

C. Cultural Integration: Animales de América Latina
       The teacher will introduce students to some of the animals that are specific to parts of Latin
       America. Some of these include: alpaca, anteater, boa constrictor, black caiman, chinchilla,
       jaguar, piranha, quetzal, scarlet macaw, sloths, toucan. Explain that many of these animals are on
       the endangered species list. Let the students know that they may use one of these animals for their
       animal presentation (Mi animal favorito es…) if they choose.

D. Presentation: Mi animal favorito es…
       This final activity focuses on presentational communication in both speaking and writing. Now
       that the students have completed all the previous activities, they should be ready to present their
       favorite animal, using descriptive words and sentences, animal vocabulary, body vocabulary, and
       correct usage of either ser or tener. They are to draw their favorite animal, and then label all of
       the parts that they have learned (one final tool to help them formulate their sentences). Then they
       will make up four sentences about the animal, write them down, and then present their animal to
       the class one by one. To turn this into a game, the teacher could make the other students try to
       guess what the animal is based on the description given.
Activity guidelines for the teacher:
1. Walk the students through the instructions as written for this activity.

Student handout
        Instructions: Once you have chosen your favorite animal, write its Spanish name below on
        the line and draw a picture of it in the box. Then label the animal as best you can (labeling
        body parts; its color; fur or feathers, etc.) Use your labels to write four sentences below
        your picture, describing your animal. Be prepared to present it to the class!
                                    Mi animal favorito es…
                                          ____________
                                       nombre/name of animal




       1.   ________________________
       2.   ________________________
       3.   ________________________
       4.   ________________________
2. Show them the model (below) before they begin.

Model:
                                  Mi animal favorito es…

                                          __la oveja__


                                    El cuerpo




              La oreja
                                                       La lana

   Los ojos



     La nariz                                                                        La cola

                    La boca




                                                                 La pata




1. La oveja tiene dos (2) ojos negros.

2. Tiene lana.

3. Tiene una cola.

4. Es blanca.


3. Monitor students’ progress in class and assist with spelling/sentence concerns.

4. Have each student present his/her favorite animal in front of the class.
GRADING RUBRIC: Interpretive and Presentational Activities

Name:

Contextualization: ________ / 25
    clear statement of the target student audience _____/5
    clear learning objectives _____ /5
    explicit statement of the Standards for Foreign Language Learning addressed through the
       activities _____/5
    clear, coherent bulleted list of the author’s core beliefs about teaching and learning that are
       represented in the activities. _____ /5
    core beliefs reflect current knowledge of theory, research, and pedagogical practice ______/5

Quality of the activities: ______ / 50
    instructions for instructor are clear, complete; a competent teacher could implement these
        activities without further assistance _____/15
    activities are appropriate for learning objectives and target learners ______/20
    Standards identified are effectively addressed in the activities _____ /5
    author’s beliefs match activities and implementation chosen _______/10

All required elements of the activities were submitted: (proportionate deduction from final grade for
missing elements) (Deduction: _______ %)
     chronological instructions for preparation, activities, or homework to be completed by students and/or the
        teacher before the planned activity (30%)
     chronological instructions for teachers that explain how to implement the activity (e.g., in pairs, groups;
        time limits; the kind and amount of feedback provided, resources available to students, etc.) (15%)
     clear directions for the students (15%)
     a model (5 %)
     all parts of the activity itself; these can be embedded in the chronological instructions (25%)

Total score: _______ /75

								
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