AMLA 600: Second Language and Immersion Methodologies Summer 2015 Concordia College/Concordia Language Villages Dr. Paul J. Hoff

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1 AMLA 600: Second Language and Immersion Methodologies Summer 2015 Concordia College/Concordia Language Villages Dr. Paul J. Hoff Course Description: Second Language and Immersion Methodologies (4 credits) is the initial course in the Master of Education in World Language Instruction program. Students will meet daily for classroom presentations and discussions at Bemidji State University. They also will observe and participate in language learning activities at Concordia Language Villages. During the course, students will examine past and present methods of teaching a second language, drawing on their own experiences to enhance the discussions and understandings. Students will learn about current theoretical bases for second language acquisition, instruction, and assessment, and how theory informs classroom practice. Models and principles for immersion instruction will be contrasted with second language instructional principles. Observation and analysis of a variety of methodologies in action at the Language Villages will help students define their personal instructional philosophy and methodology. Specific course topics include: 1. Current issues and topics in second language teaching and learning 2. Proficiency and performance in a world language 3. Language learning principles of Concordia Language Villages 4. World-Readiness Standards for Learning Languages 5. Contextualized input, output, and interaction in language teaching and learning 6. Integrated language instruction 7. Thematic unit design 8. Diversity in the language classroom 9. Culture products, practices, and perspectives 10. Standards-based performance assessments The purpose of the curriculum at Concordia College is to prepare students to become responsibly engaged in the world. The intended instructional outcomes for this course and all language instruction at the College address the Goals for Liberal Learning as listed below. For the full text of Concordia College s Goals for Liberal Learning, consult: These outcomes also reflect the ACTFL World-Readiness Standards for Learning Languages as noted: 1. Love of Learning: Goal for Liberal Learning 1 and ACTFL s Communities Standard for Lifelong Learning encourage students to show evidence of becoming life-long learners by using the second language and taking an on-going interest in other cultures beyond the classroom.

2 2. Intellectual skills and transferable intellectual capacities: ACTFL s Interpersonal, Interpretive and Presentational Communication Standards coincide with Goal for Liberal Learning 2, which challenges students to achieve a level of linguistic proficiency in a language other than his/her own. 3. Understanding of disciplinary, interdisciplinary, and intercultural perspectives, and their connections: Goal for Liberal Learning 3, like ACTFL s Standards for Cultural Practices, Products and Perspectives, challenges students to understand, appreciate and respect the diversity of human experiences both within the United States and globally, consider international social and political forces that shape people s experiences, and extend her/his perspective to include a language and culture not their own. Like the ACTFL Connections Standards, it encourages students to recognize and evaluate critically multiple perspectives of a discipline and the connections they hold to other disciplines. 4. Examined cultural, ethical, physical, and spiritual self-understanding: Through comparisons to other cultures, Goal for Liberal Learning 4 and the ACTFL Comparison Standards help students to know themselves and to be reflective about their identities. 5. Responsible participation in the world: As in the ACTFL Communities Standard for School and Global Communities, Goal for Liberal Learning 5 cultivates understanding, ability, and sensitivity for thoughtful, informed, and active participation in the world. Goals, Outcomes and Assignments: 1. Students will demonstrate an understanding of current best practices in second language instruction through discussions of class presentations, assigned readings and village observations. 2. Students will demonstrate an understanding of current best practices in second language instruction through written reflections concerning their own instructional practices and the methods they observe in action in the Language Villages. 3. Students will demonstrate an understanding of current best practices in secondlanguage instruction and professional issues in second language education through a written review of a journal article and corresponding oral presentation. 4. Students will demonstrate the ability to use effective teaching strategies through microteaching presentations to course participants. 5. Students will create a resource file of activities and strategies for use in their classroom, identifying how each entry builds communication skills and cultural understanding, and addresses the needs of diverse learners.

3 6. Students will demonstrate synthesis of best practices in instruction and assessment through the creation of a Standards-based Performance Assessment Unit of instruction according to the guidelines for production of the unit. 7. Students will demonstrate an understanding of the characteristics of high quality standards-based instruction and assessment through a final essay articulating their philosophy of language teaching, learning, and assessment along with an action plan stating how they will incorporate what they have learned in this course in their classrooms. The essay must include a reference list. Evaluation: Final course grades will be based on the following components: Class Discussion and Participation 15% Journal Entries 10% Idea File 10% Journal Article Review 10% Microteaching 10% Final Project (SPA Unit of Instruction) 25% Final Essay 20% All work is to be done in English with the exception of microteaching and the instructional materials developed in the target language for use in the classroom. Grading Scale: A B C D A B C D B C D F 59 and below Course Policies: 1. Attendance at all classes and at all observations in the Language Villages is required. 2. Journal entries should be approximately 200 words in length. 3. All assignments must be word-processed and proofread to insure that there are no obvious grammatical or spelling errors. 3. The final essay should be 4-6 pages in length (double spaced, 12 font). 4. Final projects are due August 5 and final essays are due no later than August 7. They should be submitted as attachments to the course instructor (hoffpj@uwec.edu). In the event more time is needed, students must consult with the instructor in advance. The instructor and student will agree on a revised deadline for completing outstanding work and both will sign an agreement indicating the scope of work to be completed and the deadline for completion of the work.

4 5. Incompletes: A grade of Incomplete is granted only for medical reasons, emergencies, or extenuating circumstances beyond the student's control. It is the student s responsibility to contact the instructor in advance to arrange for an incomplete and the instructor will indicate the deadline for the work to be completed. He will assign a grade of Incomplete, which will be submitted with the final grade report to the Registrar. If the deadline is not met, the grade automatically becomes an F. 6. All work must comply with the policies on Academic Integrity and Plagiarism at Concordia College. Some information is detailed below and more can be found in the handbook and catalog. a. b. Academic Integrity Statement: We expect all students to act with integrity in the classroom and in completing and submitting assignments. Ultimately, students bear the responsibility of ensuring the integrity of their own work. At no time is cheating on examinations, quizzes, or assignments acceptable in the Master of Education in World Language Instruction program of Concordia College. Students are also expected to exercise appropriate caution to avoid plagiarism on written assignments. Students are also expected to take appropriate measures to inform faculty or the appropriate administrative staff if they observe violations of academic integrity by any member of the academic community, including students, faculty, or staff. Individuals found to have violated academic integrity in any form will be placed on probation and may receive further sanctions as well. More serious violations may warrant a year's suspension or expulsion from the Master s Program. If an individual commits a second violation, the minimum penalty will include a semester's suspension from enrollment at Concordia. We expect that the great majority of cases can be resolved in conference between the concerned parties. Regardless of the steps individuals follow to address a violation, a written notice describing the facts of the case, the nature of the violation and the penalty assessed must be sent to the Office of Graduate Studies and Continuing Education. Statement on Plagiarism: Plagiarism involves the misattribution of an idea or image. As scholars, all members of the Master of Education in World Language Instruction program are required to recognize and acknowledge the intellectual contributions of others and avoid representing these contributions as their own. We must also faithfully represent the original author's intended meaning. Plagiarism may be willful or innocent, but either represents a serious violation of academic integrity. With the wealth of informational resources available to scholars today, one might conclude that it is increasingly difficult to avoid plagiarism. We firmly reject this argument. Proper scholarship requires that we give credit where credit is due. This means that only ideas which are original to the author or of common

5 knowledge may be stated without formal attribution. All sources used in the preparation and presentation of an academic work must be carefully and thoroughly documented. This means that more than a bibliography or "List of Works Cited" must be included with all written assignments that use the ideas of others. In practice, this requirement specifies that individual ideas, quotations, and passages be properly attributed using the citation style and criteria specified by the American Psychological Association (APA). Texts (Required): Clementi, Donna and Terrill, Laura (2013). The Keys to Planning for Learning. Alexandria, VA: American Council on the Teaching of Foreign Languages. Shrum, Judith L. & Glisan, Eileen W. (2010). Teacher s Handbook: Contextualized Language Instruction, Fourth Edition. Boston: Heinle Cengage Learning. World-Readiness Standards for Learning Languages, Fourth Edition (2015). Alexandria, VA: American Council on the Teaching of Foreign Languages. Recommended Texts/Other Resources: ACTFL Performance Descriptors for Language Learners (2012). Alexandria, VA: American Council on the Teaching of Foreign Languages. ACTFL Proficiency Guidelines (2012). Alexandria, VA: American Council on the Teaching of Foreign Languages. American Psychological Association. (2009). Publication Manual of the American Psychological Association sixth edition. Curtain, Helena, and Dahlberg, Carol Ann (2015). Languages and Children-Making the Match: World Language Instruction in K-8 Classrooms and Beyond, Fifth Edition. New Jersey: Pearson Education. Hamilton, Heidi E. and Crane, Cori, and Bartoshesky, Abigail (2005). Doing Foreign Language. New Jersey: Pearson Education, Inc. NCSSFL-ACTFL Can-Do Statements (2013). Alexandria, VA: American Council on the Teaching of Foreign Languages. Omaggio Hadley, Alice (2001). Teaching Language in Context, 3 rd Edition. Boston: Heinle & Heinle.

6 Teaching Foreign Languages K-12: A Library of Classroom Practices (2003). S. Burlington, VT: Annenberg Media.

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