REQUEST FOR NEW COURSE

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1 Request for New Course EASTERN MICHIGAN UNIVERSITY DIVISION OF ACADEMIC AFFAIRS REQUEST FOR NEW COURSE DEPARTMENT/SCHOOL: WORLD LANGUAGES COLLEGE: ARTS AND SCIENCES CONTACT PERSON: ANNE NERENZ CONTACT PHONE: CONTACT REQUESTED START DATE: TERM FALL YEAR: 2012 A. Rationale/Justification for the Course For the last 10 years, the three-credit elementary world language methods course FLAN 612 Teaching Modern Language in the Elementary Grades has been taught as a large group lecture accompanied by mentored micro-teaching sessions and a 45-hour observation practicum. During the lecture, teacher candidates learn the concepts, theories and approaches to teaching a world language using content-related, standards-based, modified immersion methodologies. This portion of the class meets on campus for two 50-minute sessions per week. During the practicum sessions, teacher candidates teach mini-lessons under the guidance of the methods professor and complete a minimum of 45 hours of mentored observation in approved world language programs at the elementary level. This portion of the class is completed off campus on a variety of pre-approved schedules, e.g. 3 hours once per week for 15 weeks, 3 hours 5 times per week for 3 weeks. The lecture practicum model allows candidates to plan, present, and analyze age-appropriate, content-related lessons which they have designed as well as to perfect the skills they will need to be successful during student teaching and in their future careers as world language teachers. The National Council on the Accreditation of Teacher Education (NCATE) as well as the American Council on the Teaching of Foreign Languages (ACTFL) both recognize the powerful impact of a teacher development model that combines the efficiency of the large group lecture with more faculty-intensive hands-on, mentored small group practice sessions and classroom observations. The fact that our K- 12 certified teacher candidates are employed as full-time language teachers within a semester of certification attests to the long-standing tradition of excellence provided by the lecture practicum model. Under the original course model, students paid for three credits; however, mentoring teacher candidates during small group micro-teaching sessions and supervising candidates in-school practicum experiences requires three or more hours of faculty contact time per week in addition to the large group three-hour lecture. Beginning in Fall 2011, the Dean s Office in the College of Arts and Sciences 1) declared the original 3-credit FLAN 612 lecture-practicum model to be financially unsustainable and 2) suggested that a new three-credit co-requisite micro-teaching practicum course (FLAN 542) be created. This proposal describes the co-requisite micro-teaching practicum course (FLAN 542), a course that will continue to provide world language teacher candidates with much-needed opportunities to develop the essential language skills and professional teaching behaviors needed to design, deliver and sustain world language programs in K-5 settings. Note: An elementary methods course accompanied by a 45-hour practicum experience is required by the Michigan Department of Education in lieu of a 6-credit, 14-week K-5 student teaching experience. Note: A mentored practicum experience is required by the National Council for Accreditation of Teacher Education (NCATE) for K-12 certification. B. Course Information 1. Subject Code and Course Number: FLAN Course Title: Practicum in World Language Instruction - Elementary 3. Credit Hours: 3 4. Repeatable for Credit? Yes No X If Yes, how many total credits may be earned? 5. Catalog Description (Limit to approximately 50 words.): Students apply concepts and theories learned in FLAN 612 to teach varied lesson designs in mentored, weekly small group micro-teaching sessions and in school settings. Co-requite with FLAN 612. Miller, New Course Sept. 09

2 New Course Form 6. Method of Delivery (Check all that apply.) a. Standard (lecture/lab) X On Campus X and Off Campus in school practicum sites X b. Fully Online c. Hybrid/ Web Enhanced 7. Grading Mode: Normal (A-E) X Credit/No Credit 8. Prerequisites: Courses that MUST be completed before a student can take this course. (List by Subject Code, Number and Title.) FLAN 611 Theory and Methods of World Language Instruction FLAN 641 Practicum in World Language Instruction Secondary Successful completion of Phase I courses in the Teacher Preparation Program or Dept. Permission for M.A. or Certificate candidates 9. Concurrent Prerequisites: Courses listed in #5 that MAY also be taken at the same time as a student is taking this course. (List by Subject Code, Number and Title.) None 10. Corequisites: Courses that MUST be taken at the same time as a student in taking this course. (List by Subject Code, Number and Title.) FLAN 612 Teaching Modern Languages in the Elementary Grades 11. Equivalent Courses. A student may not earn credit for both a course and its equivalent. A course will count as a repeat if an equivalent course has already been taken. (List by Subject Code, Number and Title) None 12. Course Restrictions: a. Restriction by College. Is admission to a specific College Required? College of Business Yes No X College of Education Yes No X b. Restriction by Major/Program. Will only students in certain majors/programs be allowed to take this course? Yes No X If Yes, list the majors/programs c. Restriction by Class Level Check all those who will be allowed to take the course: Undergraduate All undergraduates Graduate All graduate students X Freshperson Certificate X Miller, New Course Sept. 09 Page 2 of 5

3 New Course Form Sophomore Masters X Junior Specialist Senior Doctoral Second Bachelor UG Degree Pending Post-Bac. Tchr. Cert. Low GPA Admit Note: If this is a 400-level course to be offered for graduate credit, attach Approval Form for 400-level Course for Graduate Credit. Only Approved for Graduate Credit undergraduate courses may be included on graduate programs of study. Note: Only 500-level graduate courses can be taken by undergraduate students. Undergraduate students may not register for 600-level courses d. Restriction by Permission. Will Departmental Permission be required? Yes X No (Note: Department permission requires the department to enter authorization for every student registering.) 13. Will the course be offered as part of the General Education Program? Yes No X If Yes, attach Request for Inclusion of a Course in the General Education Program: Education for Participation in the Global Community form. Note: All new courses proposed for inclusion in this program will be reviewed by the General Education Advisory Committee. If this course is NOT approved for inclusion in the General Education program, will it still be offered? Yes No C. Relationship to Existing Courses Within the Department: 14. Will this course will be a requirement or restricted elective in any existing program(s)? Yes X No If Yes, list the programs and attach a copy of the programs that clearly shows the place the new course will have in the curriculum. Program K-12 Arabic Language and Culture Program K-12 Chinese Language and Culture Program K-12 Japanese Language and Culture Program K-12 teaching major in French Language and Culture Program K-12 teaching major in German Language and Culture Program K-12 teacher major in Spanish Language and Culture Required X_ Restricted Elective Required X_ Restricted Elective Required X_ Restricted Elective Required X_ Restricted Elective Required X_ Restricted Elective Required X_ Restricted Elective 15. Will this course replace an existing course? Yes No X 16. (Complete only if the answer to #15 is Yes. ) a. Subject Code, Number and Title of course to be replaced: b. Will the course to be replaced be deleted? Yes No 17. (Complete only if the answer #16b is Yes. ) If the replaced course is to be deleted, it is not necessary to submit a Request for Graduate and Undergraduate Course Deletion. a. When is the last time it will be offered? Term Year b. Is the course to be deleted required by programs in other departments? Contact the Course and Program Development Office if necessary. Yes No c. If Yes, do the affected departments support this change? Yes No Miller, New Course Sept. 09 Page 3 of 5

4 New Course Form If Yes, attach letters of support. If No, attach letters from the affected department explaining the lack of support, if available. Outside the Department: The following information must be provided. Contact the Course and Program Development office for assistance if necessary. 18. Are there similar courses offered in other University Departments? Yes No X If Yes, list courses by Subject Code, Number and Title 19. If similar courses exist, do the departments in which they are offered support the proposed course? Yes No If Yes, attach letters of support from the affected departments. If No, attach letters from the affected department explaining the lack of support, if available. D. Course Requirements 20. Attach a detailed Sample Course Syllabus including: a. Course goals, objectives and/or student learning outcomes b. Outline of the content to be covered c. Student assignments including presentations, research papers, exams, etc. d. Method of evaluation e. Grading scale (if a graduate course, include graduate grading scale) f. Special requirements g. Bibliography, supplemental reading list h. Other pertinent information. NOTE: COURSES BEING PROPOSED FOR INCLUSION IN THE EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY PROGRAM MUST USE THE SYLLABUS TEMPLATE PROVIDED BY THE GENERAL EDUCATION ADVISORY COMMITTEE. THE TEMPLATE IS ATTACHED TO THE REQUEST FOR INCLUSION OF A COURSE IN THE GENERAL EDUCATION PROGRAM: EDUCATION FOR PARTICIPATION IN THE GLOBAL COMMUNITY FORM. E. Cost Analysis (Complete only if the course will require additional University resources. Fill in Estimated Resources for the sponsoring department(s). Attach separate estimates for other affected departments.) Estimated Resources: Year One Year Two Year Three Faculty / Staff $ $ $ SS&M $ $ $ Equipment $ $ $ Total $ $ $ F. Action of the Department/School and College 1. Department/School Vote of faculty: For Against Abstentions Miller, New Course Sept. 09 Page 4 of 5

5 New Course Form (Enter the number of votes cast in each category.) Department Head/School Director Signature Date 2. College/Graduate School A. College College Dean Signature Date B. Graduate School (if Graduate Course) Graduate Dean Signature Date G. Approval Associate Vice-President for Academic Programming Signature Date Miller, New Course Sept. 09 Page 5 of 5

6 SYLLABUS FLAN 542 (Part I) PRACTICUM in WORLD LANGUAGE INSTRUCTION - ELEMENTARY Professor: Anne Grundstrom Nerenz, Ph.D. Office: 344 Alexander Office Hours: Monday 8:00-9:30 and 3:45-4:30 Wednesday 8:00-9:30 and 3:45-4:30 Friday 8:00-9:30 and 11:30-12:30 And by appointment Telephone: Office (734) Departmental Office (Messages only) (734) Home before 9:00 p.m. daily (734) anerenz@emich.edu Description FLAN 542 is a three-credit practicum course designed to prepare teacher candidates of Arabic, Chinese, French, German, Japanese, or Spanish for careers as world language teachers in elementary schools. Students participate in weekly guided discussion sessions based on concepts and theories learned in FLAN 612, prepare and present micro-teaching lessons in mentored small-group settings, and complete a minimum of 45 hours of guided observation of master teachers in a variety of approved K-5 auxiliary, elementary, exploratory, and immersion world language programs. Prerequisites: FLAN 611 Theory and Methods of Modern Language Instruction FLAN 541 Practicum in Modern Language Instruction Secondary Co-requisite: FLAN 612 Teaching Modern Languages in the Elementary Grades. A. Course Goals and Objectives Teacher candidates will deepen the knowledge, skills and dispositions needed to teach world languages in a variety of K-5 standards-based, modified immersion settings and programs. Specifically, teacher candidates will be able to: compare and evaluate varied program models and goals; analyze the impact of program type, curriculum, and teacher use of language on students level of proficiency in the world language; compare and evaluate language-based versus content-based curricula; analyze and design developmentally-appropriate teaching strategies and activities; analyze the role of cultural practices, products, perspectives and comparisons; describe and compare classroom management systems and strategies; design formative and summative assessments based on authentic print and audio texts.

7 B. Outline of content to be covered See the attached course syllabus for a detailed outline of content to be covered. C. Student assignments and presentations Students are expected to: present a minimum of five original micro-teaching lessons; spend a minimum of 45 hours observing in approved K-5 auxiliary, elementary, exploratory, and immersion world language programs; prepare detailed written notes and reflections on each observation; summarize reflections and lead discussions on assigned themes from FLAN 612 lectures, e.g. teachers and students use of the target language, classroom management, engaged learning time. demonstrate and lead discussions of teaching strategies and activities that they have observed; write a10-page analysis and reflection comparing programs and strategies observed; write a 5-page research paper identifying the benefits of teaching world languages in K-5 settings; and prepare a research paper on children with special needs and present key findings to the class. See course syllabus Part II for a detailed list of discussion themes and assignments. D. Method of evaluation Discussions led by teacher candidates, class participation, written homework, teaching demonstrations, observation notes and reflections, and both major papers are evaluated using rubrics. Rubrics are made available to teacher candidates prior to each assignment. Graded course work is weighted as follows: Homework, in-class presentations and quizzes 10% Teaching demonstrations 10% Observation log, written notes and daily reflections 15% Rationale paper 15% Review presentations and participation in discussions 20% Final reflection paper 20% Graduate research paper and presentation 10% E. Grading scale A A B B B C

8 C C D D D F 0-59 F. Special Requirements None G. Bibliography and Reading List Languages and Children: Making the Match (4th edition) Helena Curtain and Carol Ann Dahlberg Pearson, 2010 Standards for Language Learning ACTFL, 2010 Michigan Guidelines for World Language Learning Michigan Department of Education, 2008 Michigan Standards and Benchmarks for World Languages Michigan Department of Education, 2008 H. Other pertinent information Scheduling: FLAN 542 is offered in the winter semester, and sometimes also in the spring semester, of each academic year and is a co-requisite with FLAN 612 Teaching Modern Languages in the Elementary Grades. K-12 Certification: Teacher candidates seeking K-12 certification in Arabic, Chinese, French, German, Japanese or Spanish must complete a major in the language and demonstrate oral proficiency on the ACTFL OPI at a level of Advanced Low (French, German, Spanish) or Intermediate High (Arabic, Chinese, Japanese). K-8 Certification: Teacher candidates seeking K-8 highly qualified status in Arabic, Chinese, French, German, Japanese or Spanish may complete a major or minor in the language and demonstrate oral proficiency on the ACTFL OPI at a level of Advanced Low (French, German, Spanish) or Intermediate High (Arabic, Chinese, Japanese).

9 Course and University Policies LiveText subscription All students seeking teacher certification or endorsement are required: 1) to subscribe to LiveText and 2) submit portions of their work via LiveText; a subscription to LiveText is required for these students. Contact the College of Education to obtain a key code that will allow you to purchase LiveText at a discounted rate. Academic dishonesty Academic dishonesty, including all forms of cheating and/or plagiarism, will not be tolerated in this class. Penalties for an act of academic dishonesty may range from receiving a failing grade for a particular assignment to receiving a failing grade for the entire course. In addition, you may be referred to the Office of Student Judicial Services for discipline that can result in either a suspension or permanent dismissal. The Student Conduct Code contains detailed definitions of what constitutes academic dishonesty, but if you are not sure about whether something you are doing would be considered academic dishonesty, consult with the instructor. Classroom Management Issues Students are expected to abide by the Student Conduct Code and assist in creating an environment that is conducive to learning and protects the rights of all members of the University community. Incivility and disruptive behavior will not be tolerated and may result in a request to leave class and referral to the office of Student Judicial Services (SJS) for discipline. Example of inappropriate classroom conduct include repeatedly arriving late to class, using a cellular phone, or talking while other are speaking. You may access the code online at Student and Exchange Visitor Statement (SEVIS) The Student Exchange Visitor Information System (SEVIS) requires F and J students report to the Office of International Students, 229 King Hall within 10 days of the event: Changes in your name, local address, major field of study, or source of funding. Changes in your degree-completion date. Changes in your degree level (ex. Bachelors to Masters). Intent to transfer to another school. Prior permission from OIS is needed for the following: Dropping ALL courses as well as carrying or dropping BELOW minimum credit hours. Employment on or off-campus. Registering for more than one ONLINE course per term (F-visa only) Endorsing I-20 or DS-2019 for re-entry into the USA. Failure to report may result in the termination of your SEVIS record and even arrest and deportation. If you have questions or concerns, contact the OIS at , not your instructor. Special Needs Accommodations If you wish to be accommodated for your disability, EMU Board of Regents policy #8.3 requires that you first register with the Disability Resource Center, 240 Student Center.. You may contact the Disability Resource Center by telephone at Students with disabilities are encouraged to register with ASO promptly as you will only be accommodated from the date you register with them forward. No retroactive accommodations are possible.

10 SYLLABUS FLAN 542 (Part II) PRACTICUM in WORLD LANGUAGE INSTRUCTION - ELEMENTARY Session 1 Topics: Syllabus Introduction to the course Principles of critical, analytical observation Homework for Session 2, 1. When was the program established? 2. What type of program (Auxiliary, FLEX, FLES, immersion) is it? 3. What are the program s overall goals? 4. In what regard is the program held by stakeholders e.g. students, families, classroom teachers, administrators, and the community at large? Session 2 For review (student presentation): program models; language-based and content-based curricula Homework for Session 3: 1. Name and describe the key features of the curriculum. 2. To what extent does the curriculum emphasize language goals and/or core content goals? 3. Evaluate the curriculum goals for each level or grade. 4. By whom was the curriculum prepared? 5. To what extent does the curriculum allow for articulated progress toward overall oral proficiency and the new Michigan world language high school graduation requirement?

11 Session 3 For review (student presentation): program types, curriculum models; analysis of K-5 programs since 1960 Homework for Session 4, 1. Elementary programs since the 1960s have not been uniformly successful. List and compare the strengths and weaknesses of the programs you have observed. 2. To what extent do these programs exhibit the flaws and problems that made early attempts to integrate world languages into every child s K-5 experience? Explain. 3. In what ways could these programs be strengthened and these problems eliminated? Session 4 For review (student presentation): Enrollment and funding trends Homework for Session 5, 1. To what extent do the programs in which you have observed explicitly state to stakeholders the benefits of early language learning? 2. To what extent were stakeholders involved in developing the program rationale? 3. How is the program rationale disseminated? 4. To what extent do you believe the rationale to be appropriate and effective? Explain. Rationale paper due. See assignment directions and rubric. Session 5 For review (student presentation): curriculum types; program types and strengths; making connections to and supporting core curriculum and district goals Homework for Session 6, 1. To what extent have connections been made to the 8 elementary content areas (language arts, math, science, social studies, music, art, health/physical fitness, information technology)? 2. What connections could have been made or strengthened? 3. In what ways does, or would, making connections to core content influence the relationship between the classroom teacher, the world language teacher, and other stakeholders?

12 Session 6 For review (student presentation): Child development and implications for developmentally-appropriate practice Homework for Session 7, 1. During each observation, describe the developmental level of five randomly selected students. Justify your response using specific examples. 2. To what extent were the lesson content, materials, and activities appropriate for world language learners at this (these) developmental level(s)? Explain and provide examples. Session 7 For review (student presentation): Developmentally-appropriate practice Homework for Session 8, 1. With the help of the world language teacher, identify in each class period at least one child with special needs and/or a child who struggles with world languages and/or a child who excels in the world language. 2. To what extent were lesson content, materials, and activities adapted to accommodate individual children s needs and skill levels? Explain and provide examples. Session 8 For review (student presentation): Adaptations and accommodations Homework for Session 9, 1. To what extent was the target language used by the world language teacher? 2. For what purposes (rote Q and A, rewards, directions, presentations, management, interactive communication using IRF) was the target language used by the world language teacher? 3. To what extent and in what ways did the world language teacher support and reinforce meaning? 4. To what extent did the teachers use of language simulate the first/native language learning environment? Explain.

13 Session 9 For review (student presentation): Tailoring target language input and supporting meaning Homework for Session 10, 1. To what extent do teachers use formulaic language? 2. What types of formulaic language (question/answer pairs, directions, rewards, management, songs, ) were used and with what effect? 3. How do teachers support and monitor students comprehension? Describe and explain the impact of these strategies. Session 10. For review (student presentation): Input and output teacher and student use of the target language Homework for Session 11, In writing, answer the following questions. Be prepared to lead discussion on these topics. 1. In what ways do teachers model and present new language to students? 2. To what extent do teachers use IRF to engage students in meaningful communication? 3. To what extent and using what strategies do teachers correct errors in students speech? With what effect? Session 11 For review (student presentation): Lesson formats, IRF and error correction Homework for Session 12, In writing, answer the following questions. Be prepared to lead discussion on these topics. 1. Consider Harry Wong s emphasis on classroom procedures. What role do routines and procedures play in the classrooms you have observed? With what impact on student learning? 2. Compare the classroom routines and management strategies in self-contained world language classes with those in guest teacher specialist classrooms. Explain.

14 Session 12 For review (student presentation): Management strategies Homework for Session 13, In writing, answer the following questions. Be prepared to lead discussion on these topics. 1. What types and genres of reading materials have teachers used (environmental print, authentic texts, board and story books, poems, lists, recipes, )? 2. Which core curriculum standards for reading and listening/viewing have teachers integrated into and supported in the lessons you have observed? What standards and core content areas could also have been addressed? 3. What types of writing activities have you observed (letter and character formation, copying, )? 4. Which core writing goals have teachers integrated into and supported in the lessons you have observed? What additional standards and benchmarks could have been addressed? Session 13 For review (student presentation): Role of and emphasis on core curriculum standards for reading and writing Homework for Session 14, In writing, answer the following questions. Be prepared to lead discussion on these topics. 1. To what extent have cultural practices, products, perspectives and comparisons been integrated into the lessons and overall instructional units you have observed? 2. To what extent are world language cultural goals linked to school-wide diversity, global education, or multi-cultural goals? 3. To what extent does the curriculum emphasize language and culture in contrast with language and core curricular content connections? 4. How do teachers balance these two differing approaches to curriculum and lesson design? Session 14 For review (student presentation): The role of cultural practices, products, perspectives and comparisons in the K-5 curriculum Homework due with final reflection paper, In writing, answer the following questions: 1. What is the role of formative and summative assessment in the K-5 classroom? 2. What daily assessment strategies have you observed? What impact have they had on curriculum design and how have assessment results been used to adjust lesson

15 plans? 3. Explain the importance of summative assessment and its impact on K-5 program articulation in the classrooms you have observed. 4. To what extent are the programs in which you have observed aligning their curriculum goals and assessments with the new 2-credit world language high school graduation requirement? 5. To what extent do the teachers you have observed communicate assessment results with stakeholders and advocate for their programs? Explain. By final exam date DUE: Observation log, written notes and daily reflections; see assignment directions a rubric. DUE: Final analysis and reflection on observation experience; see assignment directio and rubric. DUE: Content-related instructional unit and assessments

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