Foreign Language 402

FORL 402
Foreign Language Teaching Methods

1. Catalog Entry

FORL 402
Foreign Language Teaching Methods

Credit hours (3)
Cross-Listed: EDUC 402

This course is designed to provide contemporary training in the theory and methods of teaching foreign languages and ESL (English as a Second Language) to both pre- and in-service teachers.  This course is intended for upper division undergraduate students taking advanced level foreign language courses who intend to teach in K-12 settings and graduate students pursuing K-12 teacher licensure in foreign language and/or ESL endorsement.

2. Detailed Description of Course

This course provides training for undergraduate students preparing to teach foreign languages in K-12 schools. Additionally, graduate students in the MS Curriculum and Instruction program who seek knowledge of second-language acquisition (ESL - English as a Second Language) or for academic credit toward state re-licensing or for national board certification may also enroll. Through peer teaching, members of the class will have the opportunity to put theory into practice and gain experience planning and teaching lessons in the target language.

The course curriculum is organized around the Standards for Foreign Language Learning, commonly referred to as the Five Cs: Communication, Cultures, Connections, Comparisons, and Communities. Students will learn about current theoretical bases for second-language acquisition and how theory informs classroom practice. The course does not promote a particular methodology but rather presents principles of learning from which teachers can draw as they make decisions about instruction. In today's classrooms with diverse learners and curricular options, teachers must possess a repertoire of teaching practices based on an evolving research and knowledge base.

    1) An examination of the history of language teaching methodologies such as the Audio-lingual Method, Cognitive, Natural Approach,
        TPR, Suggestopaedia, the Proficiency Movement, and Community-based Learning
    2) Knowledge of and practical application of current second language acquisition theories to the language classroom  ·
    3) Use of technology to enhance foreign language/ESL instruction
    4) The National Foreign Language and ESL Standards and Virginia Foreign Language and ESL Standards
    5) Contextualized instruction; strategies for successful student learning
    6) The importance of teachers' language proficiency
    7) The role of the four skills (listening, speaking, reading, writing) and culture
    8) Teaching reading skills and strategies - phonemic awareness, phonics, fluency- for foreign language/ESL learning
    9) Similarities and differences between reading in a first language and reading in a second language
    10) The role of vocabulary and text comprehension in teaching foreign language/ESL skills
    11) The role of grammar in teaching foreign language/ESL skills
    12) Assessment of language performance in context
    13) Lesson and curriculum planning
    14) Evaluation and adaptation of textbooks and materials for communicative language teaching
    15) Elementary, middle and high school student development and the implications for curriculum and approach
    16) Student diversity and languages; backgrounds, learning styles, learning strategies, physical and learning disabilities, gifted learners,
         heritage language learners

3. Detailed Description of Conduct of Course

Presentations, readings, and classroom discussions are the basis for the application of linguistic and pedagogical concepts to the choice and use of planning methods, delivery techniques, and assessment procedures. Discussions, lesson planning, and curriculum development, and students' papers focus on both teacher-generated and student­ generated case studies of foreign and second-language learning situations.

4. Goals and Objectives of the Course

Goals, objectives, and assignments in this course address Virginia Licensure Regulations for School Personnel (8VAC20-542-300), and the combined program standards of the Council for the Accreditation of Educator Preparation (CAEP), the American Council on the Teaching of Foreign Languages (ACTFL), and Teachers of English to Speakers of Other Languages (TESOL).

At the conclusion of this course, the teacher candidate/teacher will demonstrate competencies in the following knowledge and skills:
    1) Demonstrate an understanding of key principles of language acquisition and create linguistically and culturally rich learning
        environments. (ACTFL 3a; 8VAC20-542-300 B-1f, B-1h; TESOL 1.2.)
    2) Demonstrate an understanding of child and adolescent development to create a supportive language learning environment for each
        student. (ACTFL 3b;TESOL 1).
    3) Demonstrate an understanding of the Standards for Foreign Language Learning in the 21st Century and the Virginia Standards of
        Learning and use them to develop effective instructional plans. (ACTFL 4a; 8VAC20-542-300 B-1h; TESOL 3.)
    4) Integrate the goal areas of the Standards for Foreign Language Learning in the 21st Century and their state standards in their
        classroom practice.(ACTFL 4b; 8VAC20- 542-300 B-1h; TESOL 3.)
    5) Use the Standards for Foreign Language Learning in the 21st Century and the Virginia Standards of Learning to select and integrate
        authentic texts, use technology, and adapt and create instructional materials for use in communication.(ACTFL 4c; 8VAC20-542-300
        B-1h; TESOL 3)
    6) Design and use ongoing authentic performance assessments using a variety of assessment models for all learners, including diverse
        students. (ACTFL 5a; 8VAC20- 542-300 B-1h; TESOL 4.)
    7) Reflect on and analyze the results of student assessments, adjust instruction accordingly, and use data to inform and strengthen
        subsequent instruction.(ACTFL 5b; 8VAC20-542-300 B-1h; TESOL 4.)    .
    8) Interpret and report the results of student performances to all stakeholders in the community, with particular emphasis on building
        student responsibility for their own learning. (ACTFL 5c; TESOL 4.)
    9) Engage in ongoing professional development opportunities that strengthen their own linguistic, cultural and pedagogical competence
        and promote reflection on practice. (ACTFL 6a; TESOL 5.)
    10) Articulate the role and value of languages and cultures in preparing all students to interact successfully in the global community of
         the 21stcentury. They also understand the importance of collaborating with all stakeholders, including students, colleagues, and
         community members to advocate for the learning of languages and cultures as a vital component in promoting innovation, diverse
         thinking, and creative problem solving, and they work collaboratively to increase P-12 student learning of languages and cultures.
         (ACTFL 6b; 8VAC20-542-300 B-1f; TESOL 2.)
    11) Understand and explain the opportunities and responsibilities inherent in being a professional language educator and demonstrate
         a commitment to equitable and ethical interactions with all students, colleagues and other stakeholders. (ACTFL 6c; TESOL 5.)

5. Assessment Measures

All instructors of this course will assess learning in this class in variety of ways.  These include, but are not limited to, the following:
    1) Class Discussions
    2) Group Assignments
    3) Quizzes/Exams

6. Other Course Information


Review and Approval

April 23, 2014