UNIVERSITY OF NORTHERN COLORADO SCHOOL...

FL 541 Methods of Teaching World Languages

UNIVERSITY OF NORTHERN COLORADO

SCHOOL OF TEACHER EDUCATION

GREELEY, COLORADO

COURSE: FL 541

Methods of Teaching World Languages 3 credits

Directed Studies as non-scheduled course

INSTRUCTOR: Jingzi Huang, [email protected] 970-351-2546

SEMESTER: Spring 2017

PREREQUISITES: EDFE 125

COURSE MEETING DAY AND TIME: January 9 - May 5, 2017 (F2F: Jan 14, Feb 4, Mar

11, Apr 1 & 22); S: 11:00 to 5:00 + 15 hours on-line

OFFICE HOURS: Before and after F2F meetings, and by appointment

LOCATION: Lowry Campus

Course Description

Catalog Course Description (FL 541) Prerequisite: EDFE 125. Prerequisite to student teaching. Emphasize

standards-based teaching and learning methods, curriculum and classroom organization and design, testing

and evaluation, procedures and materials, in relationship to subject area in a K-12 teaching program.

Extended Course Description

In this course, students will explore approaches to the teaching of world languages and theories

regarding second language acquisition. This course will enable students to apply current theories of

learning and teaching as a basis for reflection and practice. Further, students will examine contemporary

trends in teaching and learning pedagogy, including the Colorado World Language Standards, the national

World-Readiness Standards for Learning Languages, the Interstate Teacher Assessment and Support

Consortium Model Core Teaching Standards (InTASC), Council on Accreditation of Educator Programs

(CAEP-NCATE), and the International Society for Technology in Education (ISTE) Standards.

The World-Readiness Standards for Learning Languages commonly referred to as the Five Cs:

Communication, Cultures, Connections, Comparisons, and Communities in conjunction with the Colorado

Content Standards for World Languages provide the framework for instruction. Students will gain an

understanding of current theoretical bases for second language acquisition with a strong emphasis on how

theory informs classroom practice. The pedagogical methods presented and discussed in this course are

intended to apply to any foreign language. These methods emphasize the interdependence of the four

language skills - listening, reading, writing, and speaking within a culturally authentic context and introduce

students to theoretical researched based studies of linguistic, physiological and psychological issues

necessary to evaluate new ways of presenting language material.

mailto:[email protected]


The course does not promote a particular methodology but rather presents eclectic principles of

learning from which students can draw as they make informed decisions on best teaching practices. In

today's classrooms with diverse learners and curricular options, teachers must possess a repertoire of

teaching skills based on an evolving research and knowledge base. Our study this semester will include

discussion in the following areas:

National & Colorado

State World Language

Standards

ACTFL-CAEP Teacher

Standards

ACTFL Proficiency

Guidelines

& InTASC Standards

Content Based

Instruction

&

Sociocultural

theory

L2 Speaking FLES (Foreign Language

in the Elementary School)

Teaching to diverse

learners &

21st Century Skills

Differentiated

Instruction

L2

Reading

FLEX (Foreign Language

Exploratory courses)

Technology in Language

Learning

&

ISTE Standards

Response to

Intervention

L2

Writing

Foreign Languages in the

Middle School

Student Learning Styles

&

Multiple Intelligences

Constructivism &

Brain-Based

Learning

L2

Listening

Secondary Foreign

Language

Teaching and Learning

Learning Objectives/Outcomes:

Upon completion of this course, students will:

Demonstrate an understanding of Colorado state and national standards for world language teachers

and design unit and daily lesson plans in alignment with the standards for language learning and reflect

theory to practice

Demonstrate an ability to develop lessons that articulate the theoretical and philosophical tenets of language,

literature, and cultural learning and teaching of world languages. Describe the historical development of

different approaches to the teaching of world languages and use theories about learning and teaching

as a basis for reflection and practice.

Demonstrate how to adapt lessons to meet the needs of diverse learners. Use understanding of

individual differences and diverse cultures and communities to ensure inclusive learning environments

that enable each learner to meet high standards.

Use technology as a tool to promote student learning and apply strategies to integrate available

technology in their instruction to maximize student learning.

Plan and consistently deliver instruction that draws on results of student assessments, is aligned to

academic standards and advances students’ level of content knowledge and skills, including formal and

informal assessments, and through reflection use results to make changes and plan further instruction.


Demonstrate an understanding of how to deliver effective instruction and create a learning environment

which accepts, encourages, and promotes the culture(s) and language(s) that heritage language speakers

bring into the classroom.

Create environments that meet the needs of diverse learners, support individual and collaborative

learning, and encourage positive social interaction, and active engagement in learning.

Content and pedagogical knowledge: student learning objectives/outcomes are articulated through

the standards in Appendix A attached pages 10-15.

Course Texts (mandatory)

1. Judith L. Shrum & Eileen W. Glisan © (2010). Teacher’s Handbook: Contextualized Language

Instruction (4th ed). Boston: Heinle Cengage.

http://college.cengage.com/french/1428290362_shrum/

Shrum & Glisan Textbook website: You will need to link onto the web site for our text:

http://college.cengage.com/french/1428290362_shrum Higher Ed catalog, The Teacher’s Handbook,

in order to download additional appendices and materials that accompany each chapter. You will

need to request a username and a pass code from the Heinle Cengage webmaster to access the site.

Download & Save (hard copy or on computer):

1. World-Readiness Standards for Learning Languages (W-RSLL):

http://www.actfl.org/publications/all/world-readiness-standards-learning-languages

2. The Colorado Academic Content / World Language Standards:

http://www.cde.state.co.us/sites/default/files/documents/coworldlanguages/documents/wo

rld_languages_standards_adopted_12.10.09.pdf 3. Colorado Teacher Quality Standards:

http://www.cde.state.co.us/educatoreffectiveness/teacherqualitystandardsreferenceguide

4. ACTFL/CAEP Program Standards for the Preparation of Foreign Language Teachers:

https://www.actfl.org/sites/default/files/CAEP/ACTFLCAEP2013Standards2015.pdf

5. The ACTFL Proficiency Guidelines: http://actflproficiencyguidelines2012.org/

6. Technology Standards for Teachers: http://www.iste.org/standards/standards-for-teachers/nets-

for-teachers-2008

7. Technology Standards for Learners: http://www.iste.org/standards/standards/for-students-2016

8. InTASC Model Core Teaching Standards and Learning Progressions for Teachers 1.0:

http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf

Articles and excerpts to be handed out.

Students are also encouraged to visit world language websites and recommended bibliography for

additional information (see pages 8-10).

Course Requirements

Assignments Requirements %

Participation Activities/projects (in class and on-line) tied to course

readings;

Assignments prepared as homework to be presented in

class/peer teaching

25%

Initial Work Sample Follow the TWS Guide for Section Requirements; 30%

http://college.cengage.com/french/1428290362_shrum/

http://college.cengage.com/french/1428290362_shrum

http://www.actfl.org/publications/all/world-readiness-standards-learning-languages

http://www.cde.state.co.us/sites/default/files/documents/coworldlanguages/documents/world_languages_standards_adopted_12.10.09.pdf

http://www.cde.state.co.us/sites/default/files/documents/coworldlanguages/documents/world_languages_standards_adopted_12.10.09.pdf

http://www.cde.state.co.us/educatoreffectiveness/teacherqualitystandardsreferenceguide


http://actflproficiencyguidelines2012.org/

http://www.iste.org/standards/standards-for-teachers/nets-for-teachers-2008


http://www.iste.org/standards/standards/for-students-2016

http://www.ccsso.org/Documents/2013/2013_INTASC_Learning_Progressions_for_Teachers.pdf


Follow the Lesson Planning template for lesson plans in the

TWS

Philosophy of Teaching Follow the Assignment Guide 15%

Case Study Analysis and

Report Follow the Assignment Guide 15%

Final Research Paper &

Presentation Follow the Assignment Guide 15%

100%

Grading Standards

A: “A” work is exceptional. It is obvious the student has an outstanding command of the subject matter

based upon careful analysis and preparation. The student asks questions, actively participates in class

discussions and is original and creative in approaching the material and completing the assignments. The

student considers how the material in the class fits with previous learning in other classes and brings that

content to bear in completing assignments in this class. “A” work is successful in accomplishing all of

the basic principles taught in the class in an exceptional manner.

B: “B” work represents excellence in accomplishing most of the qualities of “A” work, however

it fails to achieve the optimum of “A” work.

C: “C” work meets basic requirements of assignments and demonstrates an understanding of the

educational principles taught in the class.

D: “D” work fails to meet the basic quality requirements of the assignments or fails to adequately

demonstrate an understanding of the educational principles taught in the class.

F: “F” work fails to meet many of the basic requirements of the assignments, and/or fails to

demonstrate a basic understanding of communication principles taught in the class.

Your final grade is based on the following percentage break down:

A 94% - 100% C+ 77% - 79% D- 60% - 63%

A- 90% - 93% C 74% - 76% F below 60%

B+ 87% - 89% C- 70% - 73%

B 84% - 86% D+ 67% - 69%

B- 80% - 83% D 64% - 66%

NOTE: A grade of ‘C’ or better is necessary to meet requirements for this course.

Students will have weekly take-home assignments. This work must be typed (APA format 1” margins-

Times Roman 12 font, double spaced) and handed in on time!

PARTICIPATION IN CLASS!!! ---- INTERACTION, COLLABORATION & REFLECTION best

describe what we will be doing during each class session to help you as future teachers to:


create an inviting and stimulating environment in which learners form a learning community

based on mutual respect and interests with the common goal of pursuing research and inquiry into

innovative and traditional methods of teaching a foreign language

create a content- and context-based curriculum in which concepts and structures are presented in

a spiraling fashion that is cognitively engaging and intrinsically interesting for students

prepare you to be responsive to local, national, and international needs

help learners construct their own knowledge so that it will be meaningful and applicable to their

own needs and goals, thereby granting them ownership of the class and its outcome

encourage self-reflection so that the learners will constantly evaluate their progress as situated

within the learning environment. (adapted from: Byrnes, H., 2002)

Classroom procedures and dynamics:

1. We will discuss the information you will have read in the text and will engage in some hands-on

activities. Since our discussions are based on assigned readings, you will read the sections of the text as

assigned and will come to class prepared to discuss them. It is recommended you take notes on the

chapters to best prepare yourself for discussion as well as for the final exam. Although I will give you

information as needed; this will not be a lecture class!

2. We will engage in group discussions and brainstorming sessions, considering best possible teaching

practices.

3. You will be asked to prepare, present, and discuss mini-lessons in front of the class. This will give

you practice with a group of peers before you experience real-life teaching!

4. During the semester guest speakers will present on diverse teaching and learning topics. You will be

expected to prepare for these presenters, ask questions and participate in these class presentations.


Course Schedule:

Meeting

Date

Topic Reading Assignment Due

Jan. 14

F2F

Introduction to class – Syllabus; Syllabus;

Philosophy

of World

Language

Teaching:

TWS

Section II:

Context

Description;

World Language Standards—State and

National Levels;

World Language Standards Goals

using the standards framework to

contextualize the curriculum (InTASC

Standards);

Standards listed on

p. 3 of the syllabus.

Shrum Ch. 2

Planning Lessons/ Lesson Planning

Outline;

Shrum Ch. 3

Jan. 28

On-line Context in Language Instruction;

Input, Output, and Interaction in

Language Learning;

Brain-Based Research for Student

Learning

Shrum Ch. 1

TWS

Section II:

Context

Description;

Feb. 4

F2F

Teaching World Languages in Elementary

Schools:

Shrum Ch. 4 TWS Section

I: Planning

process with

topic map;

TWS Section

III: Standards,

Unit Goals & Lesson

Objectives

Teaching World Languages in Middle

Schools Shrum Ch. 5

Standards Highlight: CONNECTIONS Integrating Cultures & Comparisons-

Cultural Paradigm, the 3Ps

Feb. 18

On-line Communication/Interpretive

Mode/Writing

Interactive Model-Lesson Plan

Shrum Ch. 6 Philosophy

of World

Language

Teaching

3.

Mar. 11

F2F

Story-based Approach to Grammar – PACE

Model Shrum Ch. 7 TWS Section

V: Unit

Assessment

including pre

and post

assessment

Design

TWS

Section I

and III Communication/Interpersonal Mode Integrating Speaking with Oral/Printed Text

Shrum Ch. 8

Multiple Intelligences

Standards highlight: COMMUNICATION-Interpersonal

Mode

Mar. 25

On-line Standards Highlight:

COMMUNICATION-Presentational

Mode

Shrum Ch. 9 TWS Section

IV and VI: 3

Lesson plans

supporting the

unit with

TWS Section

V: Unit

Assessment

Design


analysis of

student learning

4.

April 1

F2F

Diverse needs of Learners in the Language

Classroom

Designing a Language Lesson

Appropriate for Diverse Learners

addressing Standards:

Shrum Ch. 10 Case Study

Assessing Language Performance Shrum Ch. 11

Standards Highlight: COMMUNITIES

April 15

On-line Technology in Language Instruction

Shrum Ch. 12

Research

Paper

Complete

Initial TWS

April 22

F2F Technology Standards:

ISTE Standards for Students and

Teachers (The International Society for

Technology in Education)

Web Quest design lesson:

Informational

websites include:

http://webquest.org

and

http://www.zunal.com also view Shrum,

pages 467-471 for

Web Quest

description

Case Study

Report

Case Study report sharing;

TWS discussion and presentation

April 29

On-line Conclusion of the course. Shrum Preliminary

Chapter;

Research

Paper

http://webquest.org/

http://www.zunal.com/


UNC University Policies

Liability Statement pertaining to field experiences: applicable only to unpaid field related requirement

such as practicum, service learning, intern, student teaching.

UNC purchases insurance that provides liability coverage to teacher candidates (subject coverage

limitations and deductibles of the applicable insurance policy) for claims made against the teacher

candidate while s/he is acting in the course and scope of her/his responsibilities in field experience. Such

coverage is subject to limitations and exclusions for, among other things, alleged intentional acts and

other uncovered claims.

In addition, the teacher candidate, during her/his practice teaching in a school is deemed an employee of

the school district for the purposes of workers’ compensation and liability insurance as provided for

other school employees.

Personal Liability

It is each teacher candidate’s choice to determine if s/he wishes to purchase additional liability coverage.

Several professional organizations, including but not limited to the Colorado Education Association, the

Council for Exceptional Children, and the National Education Association, offer personal – professional

liability insurance that can be purchased by the teacher candidate at her/his expense.

Disability Support Services

Any student requesting disability accommodation for this class must inform the instructor giving

appropriate notice. Students are encouraged to contact Disability Support Services at (970) 351-2289 to

certify documentation of disability and to ensure appropriate accommodations are implemented in a

timely manner.

Sexual Misconduct/Title IX Statement

The University of Northern Colorado prohibits and will not tolerate sexual misconduct or gender-based

discrimination of any kind. UNC is legally obligated to investigate sexual misconduct (including, but not

limited to sexual assault, sexual harassment, stalking, and intimate partner violence). If you disclose an

incident of sexual misconduct to a faculty member, they have an obligation to report it to UNC’s Title IX

Coordinator. “Disclosure” may include communication in-person, via email/phone/text message, or

through in/out of class assignments.

If you wish to speak confidentially about an incident of sexual misconduct, please contact the UNC

Counseling Center (970-351-2496) or the Assault Survivors Advocacy Program (970-351-4040).

If you would like to learn more about sexual misconduct or report an incident, please visit

www.unco.edu/sexualmisconduct

Equity and Inclusion Statement

The University of Northern Colorado embraces the diversity of students, faculty, and staff, honors the

inherent dignity of each individual, and welcomes their unique perspectives, behaviors, and worldviews.

In this course, people of all races, religions, national origins, sexual orientations, ethnicities, genders and

gender identities, cognitive, physical, and behavioral abilities, socioeconomic backgrounds, regions,

immigrant statuses, military or veteran statuses, size and/or shapes are strongly encouraged to share their

http://www.unco.edu/sexualmisconduct


rich array of perspectives and experiences. Course content and campus discussions will heighten your

awareness to each other’s individual and intersecting identities.

The Office of Student Rights & Responsibilities (located in Decker Hall) serves as resource to anyone

seeking support or with questions about equity and inclusion at the University of Northern Colorado

(UNC). If you are a witness to or experience acts of bias at UNC and would like to learn more about bias

response or report a bias incident, please visit Bias Response at http://www.unco.edu/biasresponse/

Academic Integrity Statement

You are expected to practice academic honesty in every aspect of this course. Make sure you know and

understand the pillars of the UNC Honor Code: Honesty, Trust, Responsibility, Respect, and Fairness.

Become familiar the Student Code of Conduct, especially the section on acts of dishonesty. Students who

engage in academic misconduct are subject to grading consequences with regard to this course and/or

university disciplinary procedures through the office of Student Rights and Responsibilities.

INTERNET RESOURCES

Through the internet, you can access a seemingly limitless supply of ideas and materials which may be extremely useful

to you as you plan lessons and think about the field of foreign language teaching. Please share other sites you find with

the class!

Center for Applied Linguistics

http://www.cal.org/

Foreign Language Teaching Forum

http://www.cortland.edu/flteach/

Foreign Language Units

http://commtechlab.msu.edu/sites/letsnet/noframes/subjects/fl/index.html

Foreign Language Lesson Plans and Resources

http://www.csun.edu/~hcedu013/eslsp.html

French Lessons Using the Internet

http://www.fcps.k12.va.us/DIS/OHSICS/forlang/french/08_lessn.htm

Internet Activities for Foreign Language Classes

http://www.clta.net/lessons/

Language Acquisition Resource Center Digital Media Archive

http://larcdma.sdsu.edu/dma/index2.html

Lesson Plans for K-12 Teachers/ESL and Foreign Languages

http://library.csus.edu/guides/rogenmoserd/educ/LESSON.HTM#gen

National K-12 Foreign Language Resource Center

http://www.educ.iastate.edu/nflrc/

France et la Francophonie

http://www.nomade.fr

méta-moteur de recherche

http://www.debriefing.com

Project Reach (Spanish)

http://www.nflc.org/reach/

Spanish Lessons using the Internet

http://www.fcps.k12.va.us/DIS/OHSICS/forlang/spanish/08_lessn.htm

http://www.unco.edu/biasresponse/

http://www.cal.org/

http://www.cal.org/













http://library.csus.edu/guides/rogenmoserd/educ/LESSON.HTM#esl

http://library.csus.edu/guides/rogenmoserd/educ/LESSON.HTM#esl

http://library.csus.edu/guides/rogenmoserd/educ/LESSON.HTM#gen



http://www.nomade.fr/

http://www.nomade.fr/

http://www.debriefing.com/

http://www.debriefing.com/






Teaching with the Web

http://polyglot.lss.wisc.edu/lss/lang/teach.html

University of Wisconsin Language Links

http://polyglot.lss.wisc.edu/lss/lang/langlink.html

Goethe Institute: http://www.goethe.de/kug/deindex.htm

Deutsche Welle: http://www.dw-world.de

http://college.cengage.com/french/1428290362_shrum (The Teacher’s Handbook site)

The online source for supplementary information (appendices, video clips, etc.) for our course text.

http://eleaston.com

Via this site, you can access just about all the professional FL teaching organizations, and through those sites,

follow links in each of the languages….to the rest of the world!

http://tlc.heinle.com Cengage Brain

This site will also provide links to many professional organizations involved in FL teaching; the text is one of the

“bibles” for foreign language teachers


One of the BEST listservs for FL professionals…great discussion threads and archives

http://llt.msu.edu

An invaluable source of ideas, professional connections, research, useful teaching materials; also access to

online journal, Language Learning and Technology

http://www.educ.iastate.edu

One of the national resource centers for FLT….an invaluable resource for teachers

http://www.reflectiveteacher.com/standards.htm

A source for curricula and standards in all states

http://www.cal.org

Website for the Center for Applied Linguistics, another invaluable resource.

http://groups.yahoo.com/group/flgames

An offshoot of the FLTEACH listserv; really an email list which archives and shares games and activities

Recommended Bibliography

ACTFL/AATF/AATG/AATSP. (1996-1999). Standards for Foreign Language Learning: Preparing for

the 21st Century. Lawrence: Allen.

Allen, E.D. & Valette, R. (1983). Techniques in Teaching Foreign Languages, Oxford University Press.

Armstrong, T. (1994). Multiple Intelligences in the Classroom. Alexandria, VA: ASCD (Assoc. for

Supervision and Curriculum Development).

Asher, J. (1993). Learning Languages through Actions: The Complete Teachers' Guidebook. (4th Ed.)

Los Gatos, CA: Sky Oaks Publications.

Bransford, J.D., Brown, A.L. & Cocking, R.R. (2000). How People Learn: Brain, Mind, Experience, and

School, 2nd ed. Washington D.C.: National Academies Press.

Byrnes, H. (2002). The role of task and task-based assessment in a content-oriented collegiate foreign

language curriculum, Language Testing; October 2002 19: 419-437.

Chastain, K. (1988). Developing Second-Language Skills. San Diego, CA: Harcourt Brace Jovanovich.

Curtain, H.A. & Pesola, C.A. (1994). Languages and Children-Making the Match, 2nd Ed., Longman.

DuBravac, S. (2013). Technology in the L2 Curriculum. Upper Saddle River, NJ.: Pearson Education.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic Books. Lafayette,

R.C., Ed. 1996.

Klippel, Friederike. (1984). Keep Talking: Communicative Fluency Activities for Language Teaching.

Cambridge University Press.

Lightbown, P.M. & Spada, N. (1993). How Languages are Learned. Oxford: Oxford University Press.





http://www.goethe.de/kug/deindex.htm

http://www.dw-world.de/

http://college.cengage.com/french/1428290362_shrum

http://eleaston.com/

http://tlc.heinle.com/

http://www.cortland.edu/flteach

http://llt.msu.edu/

http://www.educ.iastate.edu/

http://www.reflectiveteacher.com/standards.htm

http://www.cal.org/

http://groups.yahoo.com/group/flgames


National Foreign Language Resource Center. (1997). Bringing the Standards into the Classroom: A

Teacher's Guide. Ames: Iowa State University.

National Standards: A Catalyst for Reform. Lincolnwood: National Textbook Company.

Omaggio Hadley, A. (2001). Teaching Language in Context, 3rd ed. Boston: Heinle & Heinle.

Oxford, R. (1994). Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle &

Heinle.

Phillips, J. K., Ed. (1997). Collaborations: Meeting New Goals, New Realities. Lincolnwood: National

Textbook Company.

Richard-Amato, P. (1988). Making it Happen: Interaction in the Second Language Classroom, From

Theory to Practice. NY: Longman.

Richards, J.C. & Rodgers, T.S. (2001). Approaches and Methods in Language Teaching. Cambridge:

Cambridge University Press.

Rivers, Wilga. (1988). Teaching French: A Practical Guide. National Textbook Company.

Rivers, Wilga. (1989). Teaching Spanish: A Practical Guide. National Textbook Company.

Skaife, L., and V. Rodríguez. (1995). Creative Communicative Activities for the Foreign Language Class.

Lincolnwood: National Textbook Company.

Teaching Foreign Languages. From the Theory Into Practice series- The Ohio State University: Volume

XXVI, Number 4, Autumn 1987.

Wagner-Heaston, M. (2008). Brain-Compatible Foreign Language. Akademikerverlag GmbH & Co.

KG, Saarbrucken, Germany

Wong, Harry and Rosemary Tripi Wong. 1991. The First Days of School: How to be an Effective

Teacher. Wong Publications.


Appendix A

FL 541 Course Syllabus Guide Learning Objectives/Outcomes CAEP InTASC CO

Quality

Standards

COWL

8.10

ACTFL CAS-CO

Academic

Standards

Readings &

Assignments

including Pg #

1. Demonstrate an understanding of Colorado state and

national standards for world language teachers and

design unit and daily lesson plans in alignment with

the standards for language learning and reflect theory

to practice.

1.1

7,8 1a,e,3d 4b,

5a,b,c,d,

7e

4a,4b,4c 1-4 Shrum, CH 2-3-p.67#2

Teaching Philosophy

Essay

Work Sample

2. 2. Demonstrate an ability to develop lessons to teach

oral language, reading, writing, grammar, and culture.

Describe the historical development of different

approaches to the teaching of world languages and use

theories about learning and teaching as a basis for

reflection and practice.

1.1

4a 3b,4a,9a

,c,d,10d

2a,b,c,

3a

Shrum Ch1,

Teaching Philosophy

Essay

Work Sample

3. 3. Demonstrate how to adapt lessons

to meet the needs of diverse learners. Use

understanding of individual differences and diverse

cultures and communities to ensure inclusive learning

environments that enable each learner to meet high

standards.

1.1

1,2,4 2a 3f,4a,4b

4c,

3a,b Shrum, CH10-

pg 383#1,

CH 4-pg. 139 #2

Teaching Philosophy

Essay

Work Sample

4. 4. Use technology as a tool to promote student learning

and apply strategies to integrate available technology

in their instruction to maximize student learning.

1.1

8 1a, 3c 4c, Shrum, CH12-

Pg. 474 #3

Work Sample

http://www.cde.state.co.us/standardsandinstruction/coloradostandards-academicstandards


5. 5. Plan and consistently deliver instruction that draws

on results of student assessments, is aligned to

academic standards and advances students’ level of

content knowledge and skills, including formal &

informal assessments, and through reflection use

results to make changes and plan further instruction

1.1

1,6 1a,3h, 7b,

8a,b,c

5a,5b 1-4 Shrum, CH 11-

pg.440 #1

Work Sample

6. 6. Demonstrate an understanding of how to deliver

effective instruction and create a learning environment

which accepts, encourages, and promotes the culture(s)

and language(s) that heritage language speakers bring

into the classroom.

1.1

2 2a,3b 3c,3d,3f 3b, Shrum, CH 5,

Pg.170 #1

Teaching Philosophy

Essay

Work Sample

7. Create environments that meet the needs of diverse

learners, support individual and collaborative

learning, and encourage positive social interaction,

and active engagement in learning.

1.1

1,2 2a,3b,3d 3a,7a 3b, Shrum, CH10

Work Sample


Performance-Based Standards for Colorado Teachers; Endorsement for World Languages:

http://www.cde.state.co.us/cdeprof/educatorlicensing_9915_writtencomment_draftrules

Pages 81-72 World Languages Education Endorsement (Grades K-12) 8.10

ACTFL/CAEP:


InTASC (CAEP) Standards: http://www.ccsso.org/Documents/2011/InTASC%202011%20Standards%20At%20A%20Glance.pdf

Standard #1: Learner Development. The teacher understands how learners grow and develop,

recognizing that patterns of learning and development vary individually within and across the cognitive,

linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate

and challenging learning experiences.

Standard #2: Learning Differences. The teacher uses understanding of individual differences and diverse

cultures and communities to ensure inclusive learning environments that enable each learner to meet high

standards.

Standard #3: Learning Environments. The teacher works with others to create environments that support

individual and collaborative learning, and that encourage positive social interaction, active engagement in

learning, and self-motivation.

Standard #4: Content Knowledge. The teacher understands the central concepts, tools of inquiry, and

structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline

accessible and meaningful for learners to assure mastery of the content.

Standard #5: Application of Content. The teacher understands how to connect concepts and use differing

perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related

to authentic local and global issues.

Standard #6: Assessment. The teacher understands and uses multiple methods of assessment to engage

learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision

making.

Standard #7: Planning for Instruction. The teacher plans instruction that supports every student in

meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-

disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard #8: Instructional Strategies. The teacher understands and uses a variety of instructional

strategies to encourage learners to develop deep understanding of content areas and their connections, and

to build skills to apply knowledge in meaningful ways.

Standard #9: Professional Learning and Ethical Practice. The teacher engages in ongoing professional

learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her

choices and actions on others (learners, families, other professionals, and the community), and adapts

practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration. The teacher seeks appropriate leadership roles and

opportunities to take responsibility for student learning and development, to collaborate with learners,

families, colleagues, other school professionals, and community members to ensure learner growth, and to

advance the profession.

ISTE (Technology) Standards: http://www.iste.org/standards/standards-for-teachers/nets-for-teachers-

2008

Standard #1. Facilitate and Inspire Student Learning and Creativity: the teacher uses knowledge of

subject matter,

http://www.cde.state.co.us/cdeprof/educatorlicensing_9915_writtencomment_draftrules


http://www.ccsso.org/Documents/2011/InTASC%202011%20Standards%20At%20A%20Glance.pdf




teaching and learning, and technology to facilitate experiences that advance student learning, creativity,

and innovation in both face-to-face and virtual environments.

Standard #2. Design and Develop Digital Age Learning Experiences and Assessments: the teacher

designs, develops, and evaluates authentic learning experiences and assessment incorporating

contemporary tools and resources to maximize content learning in context.

Standard #3.Model Digital Age Work and Learning: the teacher exhibits knowledge, skills, and work

processes representative of an innovative professional in a global and digital society

ACTFL-CAEP Standards addressed in Teaching Philosophy Assignment:

Standard 3.a.: Understanding Language Acquisition and Creating a Supportive Classroom.

Candidates demonstrate an understanding of language acquisition and use this knowledge to create a

supportive classroom environment that includes TL input and opportunities for meaningful interaction …

Candidates describe their understanding of teacher / student roles in the classroom, the SLA/FLES theories

that support their philosophy of teaching, and their goals as future teachers.

Standard 3.b.: Developing Instructional Practices that Reflect Language Outcomes and Learner

Diversity. Candidates develop a variety of instructional practices that reflect language outcomes and

articulated program models and address the needs of diverse language learners… Candidates describe

their understanding of teacher / student roles in the classroom, an understanding of the 5 Cs of World

Readiness Standards for Learning Languages, and their understanding of how to address the diverse

learning needs of students.

Standard 4.a.: Understanding and Integrating Standards in Planning. Candidates demonstrate an

understanding of the goal areas and standards of the Standards for Foreign Language Learning, and their

state standards and they integrate these frameworks into curricular planning… Candidates relate the 5 Cs

of World Readiness Standards for Learning Languages to their understanding of the value of language

learning, and their desire to teach, and their understanding of teacher/student roles in the classroom.

Standard 4.b.: Integrating Standards in Instruction. Candidates integrate the Standards for Foreign

Language Learning and their state standards into language instruction… Candidates relate the 5 Cs of

World Readiness Standards for Learning Languages to philosophy of teaching, and to their goals as

professional language teachers.

Standard 6.a: Engaging in Professional Development. Candidates engage in professional development

opportunities that strengthen their own linguistic and cultural competence and promote reflection on

practice. Candidates delineate their plans for professional development to achieve the goals they set forth

in their Philosophy of Teaching.

Standard 6.b: Knowing the Value of Foreign Language Learning. Candidates know the value of

foreign language learning to the overall success of all students and understand that they will need to

become advocates with students, colleagues, and members of the community to promote the field.

Candidates explain what they believe to be the value of foreign language learning, and describe how they

plan to advocate for foreign language learning in their career.

FL 541 Methods of Teaching World Languages: Individualization of Instruction and Knowledge of

Diversity

The standards listed below related to individualization and diversity of instruction are taught across

teacher education and methods courses. The following standards/objectives addressed in the FL 541

Methods course assignments, activities and assessments are evident in the syllabus.

Standard VI: Knowledge of Individualization of Instruction


The teacher candidate is responsive to the needs and experiences children bring to the classroom

including those based on culture, community, ethnicity, economics, linguistic and innate learning

abilities. The teacher is knowledgeable about learning exceptionalities and conditions that affect the rate

and extent of student learning and is able to adapt instruction for all learners.

6.1 Employ a wide range of teaching techniques to match the intellectual, emotional, and social

level of each student, and choose alternative teaching strategies and materials to achieve different

curricular purposes

6.2 Design and/or modify standards-based instruction in response to diagnosed student needs,

including the needs of exceptional learners and English language learners.

6.3 Utilize his/her understanding of educational disabilities and giftedness and their effects on

student learning in order to individualize instruction for those students.

Standard IX: Knowledge of Diversity

The teacher candidate shall be knowledgeable about and demonstrate respect for cultural diversity.

9.1 Recognize and understand how students differ from one another.

9.2 Creates an environment that allows for diversity by providing appropriate learning

opportunities for individuals with diverse backgrounds, experiences, abilities, values, and

perspectives.

9.3 Selects materials that meet the needs of a variety of learners.

Concepts Objectives Text(s)/Readings/

Video

Assignments

and

Activities

How Assignment/

Activity

is Evaluated

Individual

Learners

Strategies for

integrating

back-ground

knowledge of all

learners

Assessment of

learners

Individual

Differences

Conducive

Learning

Environment

Teaching

Techniques

for Different

Intellectual,

Emotional, &

Social Levels

Become familiar with

the theoretical and

philosophical tenets of

language, literature,

and culture learning

and teaching of world

languages with in a

socio-cultural

framework

Demonstrate how to

adapt lessons to meet

the needs of diverse

language learners;

create, teach, and

evaluate multimedia

and other instructional

units on listening,

speaking, reading, and

writing in a cross-

cultural context

Demonstrate how to

adapt lessons to meet

the needs of learners

with special needs

Demonstrate the ability

to individualize

instruction toward

Judith L. Shrum

& Eileen W.

Glisan © (2010).

Teacher’s

Handbook:

Contextualized

Language

Instruction (4th

ed). Boston:

Thomson/Heinle.

Chapter 10

Armstrong, T.

(1994). Multiple

Intelligences in

the Classroom.

Alexandria, VA:

ASCD (Assoc.

for Supervision

and Curriculum

Development).

Oxford, R.

(1994). Language

Learning

Strategies: What

Every Teacher

Personalized

Lesson

Planning &

Peer Teaching

Work Sample:

Section IV &

VI

Field

Experience

Observations

Reflective

Essays of

lesson

preparation/des

ign and

execution

Student

Diversity

Assignment-

Inventory

With Self-test

& discussion

PTEP

Assessment

Rubrics

Lesson Plan

Rubrics

Peer

teaching/Oral

presentation

rubrics

PTEP

Classroom

observation &

teaching

rubrics

Research paper

Reflective

Essays


Diversity

Issues

Modification

&/or

Accommodation

Respect for

Cultural

Diversity &

Individual

Differences

facilitating student

learning

Demonstrate

responsiveness to the

diverse needs and

experiences students

bring to the classroom

Learn instructional

methods and acquire

techniques to impart

critical cultural

concepts with respect to

issues of race, gender,

and class.

Create an environment

that allows for diversity

by providing

appropriate learning

opportunities for

individuals with diverse

backgrounds,

experiences, abilities,

values, and

perspectives.

Differentiated

Instruction

Should Know.

Boston: Heinle &

Heinle.

Phillips, J. K.,

Ed. (1997).

Collaborations:

Meeting New

Goals, New

Realities.

Lincolnwood:

National

Textbook

Company

Wagner-Heaston,

M. (2008). Brain-

Compatible

Foreign

Language.

Saarbrucken, DE:

Akademiker

Verlag.

Discussion

Multiple

Intelligence-

Inventory-H.

Gardner

Discussion &

group

presentation of

Vygotsky’s

theory of ZPD

Socio-cultural

theory of

language

learning

Discussion &

group

presentation on

Brain-Based

learning

theory-focus

on background

knowledge and

physiology of

how one learns

Presentation/

Discussion

Special

Education

Teacher’s

Handbook CH

9:

Design/Create

a teaching /

learning model

that reflects the

five aspects of

differentiated

instruction and

supports the

nature of the

student and the

essential

meaning of the

curriculum.

Design a

Language

Work Sample

lesson plans

Case Study

Reflection

paper

Philosophy of

Teaching


Lesson

Appropriate for

Diverse

Learners.

Teacher’s

Handbook CH

10: Teach &

Reflect p. 383

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