FR505: METHODS OF TEACHING COLLEGE FRENCH FALL Lightbown, P. and N. Spada. (1997). How Languages are Learned. Oxford.

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1 UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN DEPARTMENT OF FRENCH FR505: METHODS OF TEACHING COLLEGE FRENCH FALL 2006 Course meeting time/place: Wednesday 9:30-11:20, 1024 FLB Instructor: Joseph Price Office: FLB 2090-M, MC-158 Office hours: M T W Th 1-3, or by appointment Office phone: (217) joeprice@uiuc.edu Texts: Lightbown, P. and N. Spada. (1997). How Languages are Learned. Oxford. Omaggio-Hadley, A. (2000). Teaching Language in Context, (3rd Ed.). Boston, MA: Heinle & Heinle. Online workbook for Teaching Language in Context, 3rd ed. Go to and click on Online workbook in sidebar on left GOALS OF THE COURSE 1.) To become acquainted with issues and research in foreign language pedagogy 2.) To become acquainted with techniques of foreign language teaching 3.) To develop skills in the creation and evaluation of L2 curricula and instructional materials 4.) To develop skills necessary for future professional development 5.) To develop a Philosophy of Education COURSE REQUIREMENTS 1. Five observations of classes during the first three weeks of the semester. Information about the observations is explained in a separate memo sent to all members of the course. Final deadline for all observations: September 13, 2005.

2 2. Completion of online assignments, submitted by , as directed on the web site. Online assignments (20 points each) 1. Online workbook 1.3 (due 9/6) 2. Online workbook 3.3 (9/21) 3. Online workbook 4.3 (9/27) 4. Online workbook 5.3, part 1 (10/25) 5. Online workbook 6.3, parts 1 & 3 (11/1) 6. Online workbook 7.3, part 2 (11/8) 7. Online workbook 8.3, #2 only (11/15) 8. Online workbook 9.3, #2 only (11/29) 3. Completion of written assignments and activities: Written assignments (50 points each) 1. Philosophy of Education draft (9/6) 2. Listening Activity (10/25) 3. Reading activity (10/25) 4. Speaking Activity (11/1) 5. Writing Activity (11/8) 6. Cultural Activity (#7, p. 385) (11/15) 7. Final version of Philosophy of Education (12/6) You will be asked to draft a Philosophy of Education at the beginning and end of the course as part of your professional development. The first and final versions do not have to be similar; in fact, you might find that they are quite different. The philosophy statement is meant to represent your approach to language learning and teaching to a potential colleague, employer, student, etc. 4. Article presentation. For this assignment, students will read and present a summary of an article pertinent to teaching foreign languages. Students will have minutes to present the article, plus 5-10 minutes for discussion and questions. Students will choose the article from a list provided. Students are expected not simple to summarize the article, but to approach the article critically and to identify the applications for teaching. Also, students are expected to present using a well-organized 1-3 page handout, summarizing the article. 5. A cumulative mid-term exam, which will test all material covered prior to the exam date. 6. Preparation/participation, including discussion in class and on the Illinois Compass website: 2

3 COURSE GRADE This course will be graded on a 1000-point system. Your final grade in French 505 will be calculated as follows: 5 class observations with reports 150 Points 30 pts. Each) 15% Online workbook assignments 160 points 20 points each) 16% Written Assignments 350 Points 50 points each) 35% Article presentation 100 Points 10% Midterm exam 120 points 12% Preparation/participation 120 Points (12 weeks@10pts/wk) 12% PART I: Theoretical Background COURSE CALENDAR Date Topic Assignment for next class Aug 30 Course Introduction - Beliefs about Learning Language, Lesson planning guidelines, Professional development (& teaching portfolios). Sept 6 The notion of proficiency / Knowing a language Read Lightbown & Spada Ch 1, Omaggio Hadley Ch 1 (prepare to discuss questions on pp in class). Write a philosophy of education Submit online workbook (1.3 - expansion activities) Read Lightbown & Spada Ch 2 and 3, Omaggio Hadley Ch 2 Sept 13 Sept 20 Spada Ch 1, Omaggio Hadley Ch 1 Theories of language learning Spada Ch 2 and 3, Omaggio Hadley Ch 2 Language Methods Discussion of Omaggio Hadley Ch 3 Read Omaggio Hadley Ch 3 Submit online workbook 3.3 Read Lightbown & Spada Ch 4 and 5, Omaggio Hadley Ch 4 Submit online workbook 4.3 3

4 Sept 27 Learner Language/Context Read articles Spada Ch 4 and 5, Omaggio Hadley Ch 4 Oct 4 Article presentations Review, read Lightbown and Spada, 6 Oct 11 Article presentations/review Review for exam Oct 18 Mid-term exam Read Omaggio Hadley Ch 5 Submit online workbook, 5.3, part 2 ( What Would you say? ) Prepare Listening Activity, following question 3, p Make enough copies for class members. Design a reading activity, using the model presented on the handout distributed during class. Make enough copies for class members. PART II: PRACTICAL APPLICATIONS Date Topic Assignment for next class Oct 25 Teaching Listening and Reading Read Omaggio Hadley Ch 6 Submit online workbook 6.3, Sections 1 ( What do you think? ) and 3 ( What would you say? ). Create speaking activity, following online workbook 6.3, section 2 ( Trying it out ). Make enough copies of activity for class members. Nov 1 Teaching oral proficiency Read Omaggio Hadley Ch 7 Submit online workbook 7.3, part 1 Prepare a writing activity, using the model from handout distributed during class. Make enough copies for members of the class. 4

5 Nov 8 Teaching writing Read Omaggio Hadley Ch 8 Submit online workbook 8.3 (section 2 only) Prepare cultural activity as directed in question 7, p. 385, using a text from the internet. Make enough copies of activity for class members. Nov 15 Teaching Culture Read Omaggio Hadley Ch 9 Nov 22 Vacances Submit online workbook, Chap. 9, Part 3, #2 only. Nov 29 Testing Write a one-page Philosophy of Education. Be prepared to read and explain it to the class. Dec 6 Conclusion and summary Presentation of Philosophy of Education. Course evaluations. 5