2010 TEACHER PROGRAM CURRICULUM TEMPLATE & GUIDE

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1 2010 TEACHER PROGRAM CURRICULUM TEMPLATE & GUIDE Host Institution Program Name Language(s) Target Experience Level NCOLCTL (UW-Madison) NCOLCTL Swahili Startalk Professional Development Workshop Swahili New Instructors or Instructors that have never participated in this kind of professional development programs Residential X_ Program Setting (select all that apply) Non-Residential Distance/Virtual Component_X Other (please specify) Duration Weeks: 3 Hours: 60 Designed by Name: Antonia Schleicher ayschlei@wisc.edu A. Brief Description of Program (150 words) Provide an overview of your program. What will participants experience during the program and what do you hope that your participants will remember and be able to do after the program ends? The NCOLCTL Swahili Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of Swahili at the post-secondary level. The program will be organized at UW-Madison. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the

2 UW-Madison LI and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Madison. During the first part of the program, participants will study theoretical aspects of teaching African languages and LCTLs in general. The participants are required to complete especially the fourth module of the online course before they arrive in Madison. The program will provide the participants with hands-on training on the implementation of standards-based curriculum and instruction, backward curriculum design model and the communicative approach. During the first week of the residential program, participants will be introduced to the main theoretical and pedagogical concepts of teaching Swahili as a foreign language through a combination of lectures, seminars, hands-on workshops, and micro-lesson presentations to get a clear understanding of the basic concepts of teaching Swahili as a foreign language. The second week of the residential program will involve practicum. During this period, participants will work closely with coaching Master Teachers that they will observe. They will also reflect on the practices of the master teachers, and discuss issues that arise from the activities of the master teachers. Participants will be given ample opportunity to practice teaching Swahili, with guidance from master teachers during the course of the program. They will receive feedback on their teaching activities. Where applicable, the program will consider instructors who have been teaching Swahili for a long time but have never had the opportunity to participate in this kind of professional development programs. NCOLCTL will issue a certificate of completion to all the participants that successfully complete the program. B. Major Focus of the Program What three to five key words, concepts and/or topics best identify your program? Standards-based instruction Backward Curriculum Design Differentiated instruction Reflective practice and leadership Hands-on training in the communicative approach C. Pre-requisites Are there pre-requisites to this course? If so, what are they? Participants must be native or near native speakers of Swahili. Advanced level speakers of the language will also be considered for the course.

3 D. Information on Career Options and Pathways To Certification How will you provide information to your participants on career options and pathways to certification? Participants will be provided with information about the African Language Professional Development Certificate Program through the NALRC and NCOLCTL. NCOLCTL will also issue a Certificate of Completion to all participants at the end of this three week program. E. Content and Evidence of Learning Refer to the STARTALK Teacher Program Sample in the References section for examples. Use Can Do Statements to illustrate what evidence of learning is desired. Knowledge (What participants need to know) Skills Targeted and to be Assessed (What participants need to demonstrate) Content Examples Can Do Statements for Participants Standards-based Instruction National foreign language learning standards Participants can name and describe the concepts embedded in each of the five national standards goals develop appropriate lesson plans in alignment with the National Foreign Language Learning Standards Backward Curriculum Design Differentiated Instruction Assessment-based curriculum plan Individulized student-centered instruction Modifying content, plan curriculum beginning with student performance outcomes in mind Planning the learning outcomes before implementing instructional goals. deliver instruction in the target language and make it comprehensible for all students deliver instruction that suits various learning styles and abilities adapt the content and delivery of the lesson according to student need adapt content, process and products in ways that are suitable to meet

4 Reflective Practice/Leadership Hands-on training in the communicative approach process and product for diverse learning styles, prior knowledge and readiness to engage in the topic Reflection on putting plans into action Peer feedback Basic tenets of the communicative approach Teaching vocabulary and grammar in context Role of culture in language learning and assessment student need apply the steps of peer coaching accept and act on constructive feedback provide constructive feedback to colleagues based on observations and also learn from this process Discuss the goals of communicative approach. Demonstrate the teaching of vocabulary and grammar in context Illustrate the critical role of teaching culture in language instruction F. Assessment of Participant Progress and Performance What evidence and products are required of participants to demonstrate learning and reflection? See Reference section for suggestions. Evidence/Products Standards-based unit/lesson design Teaching demos Daily written reflections Daily forum on material selection and adaptation Brief description Participants will design standards-based thematic units/lessons. Participants will use volunteers and nonnative speakers of Swahili to practice teaching. Participants will keep a daily journal and reflect on lectures and/or readings designated by the program. Throughout the program, participants will take turns sharing their analysis (e.g., pros and cons, recommendations for improvement, possible adaptation) of

5 materials (e.g., textbooks, CDs, DVDs). Unprompted evidence Classroom discussions Observations and feedback Self-assessment list Participants will have group discussions on readings and presentations. Participants will observe the teaching of Master teachers and peer teachers and provide feedback. Participants will conduct pre- and postprogram self-assessment using a list provided by the program. E-Portfolio Participants will create an E-Portfolio that documents their learning and products created in the program. Components of the E-Portfolio include daily journals entries, unit/lesson plans, material critiques, observation logs, a self-assessment list, etc. G. Program Outline: Non- Residential Distance Learning Participants will work on the 3 modules on the NCOLCTL Online Teaching Methods Course before they arrive in Madison on July 18 th, The Modules are: 1. Fundamentals of Teaching 2. US Academic System 3. Teaching African Languages Participants will be given assignments to make sure that they go through the online course on an independent basis before the residential program begins. Timeline Residential (July 19-30) Day 1 Content Learning Styles Versus Teaching Styles Differentiated Instruction Building a Community of Learners

6 Day 2 Day 3 Preparing a syllabus Setting Expectations for the class Reconciling Learners Goals with the Course Goals Classroom Management Teaching Truly Foreign Languages such as Swahili Difference Between Knowing a Language and Knowing about a Language National Foreign Language Standards Proficiency Guidelines Implications of OPI concepts for teaching and learning using Understanding by Design processes Demonstration of student OPI-style interview followed by peer debriefing of the interview and rating process Major concepts of assessment and its relationship to the planning of effective instruction The role of Context and Content in Language Learning and Understanding Goal-Based Approach to Learning an African Language Components of thematic unit and lesson design Day 4 Day 5 History of Instructional Methodologies Second Language Acquisition Principles Observation Protocol Backward Curriculum Design Facilitated unit/lesson design in teams by theme Classroom Implications of Standards Teaching Interpersonal Communication, Presentational Communication, Interpretive Communication Teaching Vocabulary and Grammar in Context Teaching Culture in Context

7 Day 6 Days 7-9 Micro Teaching Demos Observing Master Teachers of Swahili Discussions and Critiquing the Demos from the Master Teachers Participants Micro Teaching and Dibriefing Day 10 Teacher credentialing pathways What constitutes an effective Chinese language program Criteria and processes for selecting appropriate textbooks and other instructional resources Networking for professional development and growth, professional organizations Building positive community relations and gaining support for Chinese language programs Showcasing students performances Community resources AWARD CEREMONY ON THE EVENING OF THE LAST DAY

8 H. Instructional Strategies How will your program ensure that the following best practices are incorporated into your program? Strategies Differentiate instruction based on participant need Examples Options will be provided to allow participants to focus on areas that specifically meet their diverse needs. This will be accomplished by tiered and mixed level grouping of teachers and appropriate content areas and instructional strategies relevant to the participants teaching contexts. Provide mentoring and coaching Provide opportunities to discuss and examine cultural ways of learning and teaching Model meaningful interaction in the target language Model integration of language, culture and content Model use of authentic materials Participants will provide daily feedback on their reflective journals. Dialogues, Venn Diagrams and other graphic organizers will be used to examine the differences and similarities between the educational experiences of the participants in the program and the instructors background knowledge When introducing the interpersonal mode of communication, participants will have the opportunity to observe master teachers using the target language in their demos When introducing the interpretive mode of communication, a lesson based specifically on culture will be used When introducing the use of authentic materials, a poem that is widely known in the culture will be used to show how it can be adapted for novice, intermediate and advanced levels.

9 I. Materials & Other Resources Describe the primary resources that you plan to use for the program. Materials/Resources Required reading, including textbook(s) List Principles of Language Learning and Teaching by Douglas Brown 5 th Edition Paperback, Pearson ESL (2006) Teaching Language in Context, 3 rd Edition by Alice Omaggio Hadley African Language Pedagogy-An Emerging Field by Antonia Schleicher and Lioba Moshi African Language Program Development and Administration: A History and Guidelines for Future Programs by Eyamba Bokamba African Language Role Play Cards Multimedia Links to relevant web sites and annotations about the site Online Teaching Methods Course for LCTL Instructors NALRC Website NCOLCTL Website ALTA Website Other (please specify) Copyright and Fair Use websites J. Technology Integration If technology is part of your budget, how will that technology support teacher training? Technological tools needed Explanation

10 Not Applicable

11 References STARTALK-Endorsed Teacher Standards and Sample Curricular Topics STARTALK endorses the Program Standards for the Preparation of Foreign Language Teachers prepared by the American Council on the Teaching of Foreign Languages (ACTFL) and the National Council for the Accreditation of Teacher Education (NCATE). A brief overview of this set of standards and other nationally recognized teacher standards is included at the end of this document. A full description of the ACTFL/NCATE standards can be found at the following URL: Teacher Standards (ACTFL/NCATE) Key Concepts/ Information Can Do Statements for Participants to Demonstrate their Competency Participants can Standard 1: Language, Linguistics, Comparisons 1.a. Demonstrating language proficiency 1.b. Understanding linguistics 1.c. Identifying language comparisons Ability to use the target language at a high level of proficiency Declarative knowledge of the structure of the target language (TL) Awareness of sociolinguistic features of the TL Awareness of the changing nature of the TL Awareness of key similarities and differences between native language (NL) and TL Awareness of variation in TL Demonstrate competence in all four skills and three communication modes in a professional or academic setting. Use the language to communicate effectively in a culturally appropriate manner. Explain linguistic features of the language (sound system, syntax, morphology, etc.) Apply knowledge of language and culture to make appropriate choices according to contexts. Identify examples of recent or current language changes. Compare and contrast key characteristics of NL and TL. Recognize different dialects and registers of the TL.

12 Standard 2: Cultures, Literatures, Cross-Disciplinary Concepts 2.a. Demonstrating cultural understandings 2.b. Demonstrating understanding of literary and cultural texts 2.c. Integrating other disciplines in instruction Knowledge of practices and products of the target culture Awareness of connections between the target culture s perspectives and its products and practices Ability to integrate culture in language instruction Knowledge of major cultural and literary traditions Awareness of connections between cultural/literary texts and cultural perspectives Integrating language, culture, and content Exploring distinctive viewpoints accessible only through the target language Identify cultural products and practices of the target culture. Compare and contrast American and target culture products and practices. Explain how cultural practices and products of a society reflect its perspective, geography, lifestyle and history, and vice versa. Design lessons and activities that integrate products, practices, and perspectives of the target society. Identify cultural and literary traditions of the target society that are representative of its values. Explain key ideas and values of the target culture with reference to the cultural and literary texts that express them. Design lessons and activities that are content rich in other subject matter (e.g. math, science, art). Use the TL as a tool for introducing viewpoints and information that would otherwise be inaccessible. Standard 3: Language Acquisition Theories and Instructional Practices 3.a. Understanding language acquisition and creating a supportive classroom Second Language Acquisition (SLA) concepts, theories, and practices Demonstrate an understanding of language acquisition processes and theories through one s curriculum planning and instruction. Make informed decisions about when and how to teach particular features of the TL. Use the TL exclusively during

13 3.b. Developing instructional practices that reflect language outcomes and learner diversity Comprehensible input and output Dynamics of classroom interaction Knowledge of learner characteristics Differentiation of instruction Learner-centered instruction Knowledge of the US educational system instruction in a way that is comprehensible to students. Provide scaffolded interaction and language use in the classroom to ensure comprehensible input and output. Identify learners diverse needs age, proficiency level, learning styles, linguistic and cultural background (heritage vs. non-heritage), and special needs. Differentiate instruction according to students individual needs. Create a lesson plan and use varied activities that meet learners needs. Interact effectively with American students, parents, and administration. Standard 4: Integration of Standards Into Curriculum and Instruction 4.a. Understanding and integrating standards in planning 4.b. Integrating standards in instruction 4.c. Selecting and designing instructional National standards for foreign language learning State standards Thematic unit and lesson design Backward design Instructional strategies Incorporating and adapting authentic materials Design a curriculum that incorporates the 5 C s. Design a curriculum that adheres to state standards in terms of age, grade, and content. Design a theme-based curriculum. Define realistic objectives and plan appropriate instructional strategies, materials, and assessment to achieve them. Incorporate all three modes of communication in activities. Implement STARTALK-endorsed principles in instruction. Design lessons and activities incorporating level- and ageappropriate authentic materials.

14 materials Standard 5: Assessment of Languages and Cultures 5.a. Knowing assessment models and using them appropriately 5.b. Reflecting on assessment 5.c. Reporting assessment results Formative and summative assessment Reliability and validity Achievement and proficiency tests Analysis of assessment results Feedback Error correction strategies Identify the purpose and usage of assessment. Design assessment tools that accurately measure what they purport to. Develop various types of assessment that require students to demonstrate evidence of learning. Analyze student performance from the results of an assessment. Identify students strengths and weaknesses. Adapt one s instruction to address issues identified through assessment. Provide constructive feedback to students that helps them to improve their skills. Communicate learning outcomes to students, parents, and administrators. Choose appropriate error-correction strategies informed by an understanding of students backgrounds, personalities and learning styles. Standard 6: Professionalism 6.a. Engaging in professional development Maintenance and strengthening of one s own linguistic and cultural competence. Improvement of pedagogical skills Maintain proficiency in the TL. Stay current with ongoing changes in the TL, society, and culture. Stay current with developments in second/world language instruction.

15 6.b. Knowing the value of foreign language learning Being an advocate for teaching the target language Use technology in language teaching. Articulate the reasons for learning a foreign language in general and the TL in particular. Be active in promoting the teaching of the TL. Recognized National Teacher Standards In the field of world language education in the U.S., there exist widely recognized teacher professional standards that describe what world language teachers should know and be able to do. These standards are crucial when certification does not always denote sound teaching practices. Especially in the case of an educated prospective native or heritage language teacher, sometimes there are gaps in the certification process that do not account for all of the qualities a teacher may bring to the table. Within these standards, competence is monitored by multiple measures, weighing pedagogical knowledge, instructional skills, perspective, disposition, assessment of language learners, community, experience, and professional development before accreditation can occur. Though these standards apply to teachers at differing stages in their developing careers and may employ different terminology, they overall reflect the core pedagogical knowledge and skills that are expected of world language teachers and are aligned with one another, providing a continuum of expectations throughout development. There are currently standards written for Arabic, Chinese, Classical languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish, with initiatives underway in Hindi, Swahili, Yoruba and other less commonly taught languages. As of 2007, over 30 state and regional foreign language professional organizations have endorsed these standards. Universities are not as willing to implement them, and so dialogue between all certifying organizations needs to occur in order to find common ground, continuity and shared purpose. Consult the following resources for more information on teacher standards: TEACHER PROFESSIONAL STANDARDS INTASC (Interstate New Teacher Assessment and Support Consortium) Standards The INTASC standards are for licensing new teachers of world languages in the contexts of elementary education and special education. They specify what teachers need to know and are able to do within the first three years of their teaching in order to help students effectively learn the target language and culture. These standards are based on 10 core principles: (1) subject matter knowledge; (2) child development; (3) learner diversity; (4) instructional strategies; (5) learning environment; (6) communication; (7) planning; (8) assessment; (9) reflection/professional development; and (10) collaboration.

16 NBPTS (National Board for Professional Teaching Standards) The NBPTS are for experienced subject matter teachers. The standards incorporate the essential knowledge, skills, dispositions and commitments that are expected of accomplished teachers. They center on the following facets: (1) knowledge of students; (2) knowledge of language; (3) knowledge of culture; (4) knowledge of language acquisition; (5) fair and equitable learning environment; (6) designing curriculum and planning instruction; (7) assessment; (8) reflection; and (9) professionalism. PROGRAM STANDARDS ACTFL (American Council on the Teaching of Foreign Languages)/NCATE (National Council for Accreditation of Teacher Education) Standards The ACTFL/NCATE Standards are for graduates of world language teacher preparation programs. Six content standards are adopted in these standards: (1) Language, Linguistics and Comparisons; (2) Cultures, Literatures and Cross-Disciplinary Concepts; (3) Language Acquisition Theories and Instructional Practices; (4) Integration of Student Standards into Curriculum and Instruction; (5) Assessment of Languages and Cultures; and (6) Professionalism. These standards consist of 16 supporting standards, which describe the knowledge of world language content and pedagogy that teachers should possess, the skills that they need for planning, teaching and assessing, as well as their prescribed attitudes and beliefs about language teaching and professional growth. TEAC (Teacher Education Accreditation Council) Principles The Teacher Education Accreditation Council has established quality principles for teacher education programs. These quality principles describe what are required of candidates in teacher preparation programs. In addition to subject matter and pedagogical knowledge and teaching skills, the principles promote multiculturalism and integration of technology into language instruction.

17 OVERVIEW OF TEACHER STANDARDS Teacher Standards Category (based on NPBTS) Preparing for Student Learning Advancing Student Learning Supporting Student Learning NPBTS INTASC ACTFL/NCATE Standards (for experienced subject matter teachers) #1 Knowledge of Students #2 Fairness #3 Knowledge of Language #4 Knowledge of Culture #5 Knowledge of Language Acquisition Principles (for new teachers) #2 Learner Development #1 Content Knowledge (Language& Culture) #1 Content Knowledge (Language& Culture) #2 Learner Development #6 Multiple Paths to Learning #3 Diversity of Learners #7 Articulation of Curriculum& Instruction #8 Learning Environment #9 Instructional Resources #4 Instructional Strategies #5 Learning Environment #7 Planning for Instruction Standards (for pre-service teachers) #1a Language Proficiency #1b Understanding Linguistics #1c Language Comparisons #2a Cultural Understandings #2b Literary, Cultural Texts & Traditions #2c Integrating Other Disciplines in Instruction #3a Language Acquisition #3b Instructional Practices, Language Outcomes & Learner Diversity #4a Standards-based Planning #4b Standards-based Instruction #4c Selection & Developing Materials #10 Assessment #8 Assessment #5a Knowing and Using Assessment #5b Reflecting on Assessment #5c Reporting Assessment Results #11 Reflection as Professional Growth #12 Schools, Families & Communities #13 Professional Community #14 Advocacy for Education in #9 Reflective Practice & Professional Development #6 Communication #10 Community #6a Professional Development #6b Advocacy for Foreign Language Learning

18 World Languages