German 398T – Supervised Teaching in German

Professor Zsuzsanna Ittzes Abrams

Fall 2006

Office: E. P . Schoch 3.162

Telephone: 232-6374 / 471-4123

Class Meets: M & W 2-3:15 in JES 203A

Office Hours: Tuesdays 11-1, Weds 12-1 and by appointment

Readings: Omaggio-Hadley, Alice. 2000. Teaching Language in Context. (3^rd edition). Boston, MA: Heinle & Heinle.

Supplementary chapters and articles (available from IT Copy: 512 West MLK)

Course Objectives and Grading

The purpose of this course is to introduce you to several theories of second language acquisition (SLA) and foreign language (L2) teaching approaches to help prepare you for teaching German in the classroom. This course should help you a) develop practical skills to use in everyday teaching, b) develop an understanding of why certain approaches to teaching might work better than other in different L2 learning contexts, and c) to begin thinking about teaching beyond the scope of your graduate career (aka: professional development). We will discuss topics such as communicative L2 teaching and learning, SLA theories, traditional and alternative ways of language assessment, cognitive, personal and situational variables affecting SLA outcomes, the role of grammar teaching in a communicative FL classroom, situating L2 pedagogy in culture, among other issues. In order to get the most out of this course, it is essential that you read the assigned chapters thoroughly, and participate actively during in-class discussions. Rarely will there be lectures; instead, your readings, experiences and observations will provide most of the content for the course. You will have to evaluate your own and other’s teaching in the framework of communicative L2 pedagogy; what you learn in this course is closely related to the teaching you are engaged in the classroom.

Grading

Class participation & Web-discussions 20%

Observation reports 10%

Presentation of teaching approach / method 10%

Presentation of current pedagogical article 10%

Written examination 20%

*Teaching portfolio (philosophy of teaching, lesson plans, 30% OR

teaching materials & self-review video)

*Materials development of online German textbook 30%

Class participation (20%)

Attendance in German 398T is mandatory. In a graduate course much of the information is contributed by the students themselves. Please come prepared each day to discuss the material from the textbook, apply the information to your own teaching and share with your peers what works in the classroom and what does not. You are expected to have read the assigned material prior to coming to class; while you do not have to turn in written assignments, please take careful notes on the tasks listed in the syllabus to facilitate a meaningful in-class discussion (i.e., try not to wing it – more than once… J). Please use the course Blackboard site as well for exchanging ideas, collaborating on lesson plans and bringing up issues you want to explore more closely.

Observation reports (10%)

You will have to observe several of your peers teaching a variety of levels of language. TAs must turn in 10 observations reports, while AIs 6. You will receive a form to use for the observations. You may observe instructors teaching German or other languages you are familiar with. The wider the range of levels and languages you observe, the more varied styles you will be able to draw on to develop your own teaching style. However, the courses must be language courses.

Presentation of teaching approach/method: Micro-teaching (10%)

In Chapter 3, we will discuss various methods and approaches that have been used in FL teaching. Each of you will be responsible for researching a method or approach (beyond Omaggio-Hadley’s discussion), and give a presentation to your classmates. The presentation should include a) a demonstration of the method through one or two activities using content from Deutsch Na Klar! (maximum 10 minutes), b) the method’s history and development (maximum 5 minutes) and c) a discussion on the pro’s and con’s of the method, and how it could be used in our teaching (maximum 10 minutes). You will be graded on the accuracy of your presentation, the handouts you provide, the efficiency and accuracy of the follow-up discussion, and the length of the presentation.

Presenting Current Article on L2 Pedagogy (10%)

During week 12 each of you will have to read a current article (from 2004-2005) on any aspect of L2 pedagogy that you find particularly important, intriguing, unbelievable. Critique the article and present it to your peers. You should identify 1) the main theoretical arguments, 2) the research design and the main findings (if it is a research-based article), and 3) the pedagogical implications. Address what you would like to incorporate into your teaching from this article, what difficulties you might encounter and how you would cope with these difficulties. In order to share the information effectively with your classmates, handouts would be very helpful. Recommended journals include: CALICO Journal, The English Language Teaching (ELT) Journal, Foreign Language Annals, Language Learning, Language Learning and Technology Online, The Modern Language Journal, (possibly Studies in Second Language Acquisition), SYSTEM, TESOL Quarterly, Die Unterrichtspraxis (feel free to use journals from other foreign languages as well).

Written Examination (20%)

This exam, scheduled during week XX, will help you prepare for the preliminary exams of the doctoral program in our department. To help familiarize you with the format of the prelims, there will be short identifications of key terminology, longer open-ended essay questions, and a short text-interpretation. In preparation of this exam, you are very much encouraged to collaborate with your peers, form study groups and review together. The open-ended questions often will not have right or wrong answers, they will seek your opinion and ask you to support it with research and pedagogical arguments/evidence. You will have 90 minutes to complete the exam (there will be recommended time-limits for each sub-test based on realistic prelim expectations).

EITHER PLAN A or PLAN B from the following (commitment required by 2nd week)

PLAN A. Teaching portfolio (30%)

As all assignments in this course, the teaching portfolio consists of materials that serve practical purposes. The components of the portfolio are 1) a philosophy of teaching statement, 2) lesson plans and actual teaching materials, and 3) a self-review video. These items help you focus on your teaching and make you a more reflective teacher; they also help you think critically about the activities you design for your teaching. The materials you include must be tasks that you yourself design, try out in class and can describe in a paragraph or so why it worked or did not work. In the long-run, having a complete teaching portfolio (which you will have to revise periodically) are now commonly asked of job candidates; by maintaining your portfolio conscientiously, you will significantly reduce the amount of work (and preparation, worry) you face in the midst of job interviews when you are also madly trying to finish your dissertation while fighting your way through the maze of paperwork you need to file for your defense J. The portfolio, not surprisingly, must be submitted in a pocket - or other professional looking folder - that has been approved by me. Please also refer to the materials developed by the Division of Instructional Innovation and Assessment on how to develop a teaching portfolio: http://www.utexas.edu/academic/cte/teachfolio.html.

philosophy of teaching statement

1-2 pages maximum, size 12, Time New Roman or other sarif font; describes your beliefs about language learning and teaching, about your roles as instructor, about your views on teaching culture, the four skills, authentic materials, etc. (you do not have to mention all of these items, just what you consider important). If you only have 1-2 pages to “make a case for yourself” (why the hiring department should choose you), what is it that you would want them to read?

lesson plans and teaching materials

you need to create several lesson plans focusing on the different issues we cover in class: reading, writing, listening, speaking, culture teaching or integrated skills. You will need to include any materials that are in your lesson plan, such as quizzes, warm-up and review activities, etc. You must include at least one quiz, explaining why you choose that format and content, what your grading criteria are and why. If you submit any collaborative work, please describe who did what, and make sure that you provide a bit more material than if you worked alone.

self-review video

whenever you feel comfortable (enough), have a peer video-tape your class 3-4 times. Using the tape from the 3^rd or 4^th session, select a segment of teaching that was particularly successful in your view, and one that was not. Reflect on the reasons why those segments were (un)successful; besides turning in the video, you will need to turn in a 1-2 page statement of your reflection.

PLAN B. Materials development for on-line German textbook (30%)

Depending on the number of students selecting this option, groups or pairs will develop static content for a chapter of the on-line German textbook. The static content entails activities that develop vocabulary, grammar (and grammar explanation), discourse knowledge, cultural information, self-test items, as well as relevant lists of vocabulary and expressions. Please refer to Francais Interactif for the model (that’s what the grant is for) at http://www.laits.utexas.edu/fi/. The subcomponents include

Outline of chapter content (topic, vocabulary, themes)

One to two pages, provides detailed overview of what the objectives are for the chapter, what sub-tasks are needed to achieve this objective, what relevant vocabulary, grammar and other materials should be learned

Actual authentic cultural material to teach vocabulary and grammar

Research and find authentic materials (listening comprehension, images, audio-files) that portray the real-life use of the vocabulary and grammar delineated under Outline. Demonstrate how these materials are useful for achieving the intended language learning objectives of the chapter.

Description of relevant grammatical content

You need to present the use of grammar that you cover in this chapter. Keep in mind that your students may not know anything at all about German grammar, so the language and examples have to be clear and effective. You may want to run the material by your students J (i.e., try it out in class)

Several activities that practice the content

Design at least 6-7 activities that can be used on-line (remember the limitations of technology in evaluating communicative responses, but these could be used in class as print-outs). The activities should reinforce both the grammar and vocabulary, discourse and cultural content of the chapter. They should be contextualized (i.e., no lists of isolated sentences that review minute grammar points but students do not really have to understand them to be able to complete the activity)

Self-test items

Design 2-3 activities that are self-quizzes, so students can evaluate their own progress and learn what they still need to improve to accomplish the chapter’s objectives.

Group work will be evaluated on the assumption that everybody is doing his/her fair share. It is up to the group to ensure that nobody has to take on other members’ “burden” and that everyone is professional about contributing in a timely fashion with good quality work.

Special Needs

The University of Texas at Austin provides upon request appropriate academic accommodations for qualified students with disabilities. To determine if you qualify, please contact the Dean of Students at 471-6259; 471-4641 TTY. If they certify your needs, the Department of Germanic Studies will work with you to make appropriate arrangements.

Policy on Scholastic Integrity

Students who do not comply with University rules on scholastic integrity are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since dishonesty harms the individual, all students and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For further information, visit the Student Judicial Services web site at www.utexas.edu/depts/dos/sjs This site offers excellent resources on how to cite sources and paraphrase. The Undergraduate Library also has workshops and brochures that can help you develop skills on writing research papers.

Course plan (subject to change with mutual agreement)

Dates

Reading assignments & In-class discussions (for “prepare activities,” please make good written notes so we can have a meaningful discussion in class; no narrative responses are necessary)

Wed, Aug 31

Course organization. Introduction to course objectives and approach. Course requirements. Evaluations and observations. What is “good” language teaching? What is language learning? What makes an effective language teacher? What is language learning?

Mon, Sept 5

LABOR DAY – NO CLASSES

Wed, Sept 7

BlackBoard training – class meets in the MEZES hall computer lab (PCs) 2.120 --- please bring a document on a disk, CD or flash drive or have it accessible from the Internet (e.g., a syllabus or homework assignment)

Mon, Sept 12

Chapter 1, “On Knowing a Language: Communicative Competence, Proficiency, and the Standards for FL Learning” (prepare activities 2, 3, 6 for in-class discussion)

Wed, Sept 14

Chapter 2, “On Learning a Language: Some Theoretical Perspectives” --- What is the “learning” vs. “acquisition” dichotomy? (prepare activities 1 & 2, 3 [pick ONE theory that you like] and 5)

Schulz, R. A. 1991. Second language acquisition theories and teaching practice: How do they fit? The Modern Language Journal, 75, 1, 17-26.

Mon, Sept 19

Presentation by Dr. Karron Lewis, Center for Teaching Effectiveness: Learner Styles (class meets in the TOWER, room 2203, on the 22^nd floor)

Wed, Sept 21

READ ONE OF THE FOLLOWING (we will read all, so different students will have to sign up for each of these articles)

Ehrman, M. E., Leaver, B. L. Oxford, R. L. 2003. A brief overiew of individual differences in second language learning. System, 31, 313-330.

Gregersen, T. & Horwitz, E. K. 2002. Language learning and perfectionism: Anxious and non-anxious language learners’ reactions to their own oral performance. The Modern Language Journal, 86, 562-570.

Oxford, R. L. 1990. Language Learning Strategies (excerpts) (complete SILL as HW)

Shrum, J. L. & Gilsan, E. W. 2005. Addressing diverse needs of learners in the language classroom (excerpts fro chapter 10). Teacher’s handbook: Contextualized language instruction (3^rd ed.). Boston, MA: Thomson-Heinle.

Mon, Sept 26

Chapter 3, “On Teaching a Language: Principles and Priorities In Methodology” (complete activity 1) --- Micro-teaching: Presentations of teaching methods

Wed, Sept 28

Micro-teaching: Presentations of teaching methods

Mon, Oct 3

Micro-teaching: Presentations of teaching methods

Wed, Oct 5

Micro-teaching: Presentations of teaching methods

Mon, Oct 10

Chapter 4, “The Role of Context in Comprehension and Learning” --- contextualization and authenticity in language pedagogy (design an activity set that sets up a reading text: state what background knowledge the students will need to activate in order to understand it, design an effective advance organizer, and identify what schemata are activated --- answer questions on pp. 149-150)

Wed, Oct 12

Evaluate German language textbooks for contextualized grammar instruction (complete activity 3, p. 170)

READ:

Hinkel, E. & Fotos, S. 2002. New perspectives on grammar teaching in second language classrooms. (chapters 1 – Hinkel & Fotos; 2 & 9 – Ellis)

Krashen, S. D. 1999. Seeking a Role for Grammar. Foreign Language Annals, 32, 2, 245-257.

Mon, Oct 17

Chapter 5, “A Proficiency-Oriented Approach to Listening and Reading” --- spoken & written discourse; teaching listening and reading (design a listening and reading activity set [i.e., including pre-reading/listening, comprehension check and post-reading/listening tasks]

Wed, Oct 19

Designing and evaluating listening and reading activities (activity 6)

FIRST SET OF OBSERVATION REPORTS DUE (3 / 5)

Mon, Oct 24

Chapter 6, “Developing Oral Proficiency” --- interlanguage development; negotiation of meaning; cross-cultural interaction (complete activities 1, 2, 3)

Wed, Oct 26

Evaluating textbooks for promoting oral proficiency (activity 5) - discuss activities 6, 7, 8; design speaking activities and integrated tasks

Mon, Oct 31

Chapter 7, “Becoming Proficient in Writing” --- differences in writing between L1 and L2; genres of writing; teaching writing; error correction (complete activities 1, 3) --- in class, complete activities 4 and 2

Wed, Nov 2

Designing and evaluating writing activities (activities 2 and 5)

Mon, Nov 7

Class meets in MEZES computer Lab 2.120

READ

Kern, R. & Warschauer, M. 2000. Introduction. Theory and practice of network-based language teaching. In Warschauer, M. and Kern, R. (Eds). Network-based Language Teaching pp. 1-19. New York, NY: Cambridge UP.

AND TWO OF THE FOLLOWING:

Brandl, K. 2002. Integrating Internet-Based Reading Materials Into the Foreign Language Curriculum: From Teacher- to Student-Centered Approaches. Language Learning & Technology, 6, 3, 87-107.

Jogan, M. K., Heredia H., A., Aguilera M., G. 2001. Cross-Cultural E-mail: Providing Cultural Input for the Advanced Foreign Language Student. Foreign Language Annals, 34, 4, 341-346.

Katz, S. L. 2001. Videoconferencing with the French-Speaking World: A User’s Guide. Foreign Language Annals, 34, 2, 152-157.

Pelletieri, J. 2000. Negotiation in Cyberspace. The Role of Chatting in the Development of Grammatical Competence. In Warschauer, M. & Kern, R. (Eds) Network-based Language Teaching: Concepts and Practice. Cambridge UP.

Wed, Nov 9

Chapter 8, “Teaching for Cultural Understanding” and Read selected chapters from

PLUS READ:

Kramsch, C. 1990. Context and culture in language teaching (chapters 1, 6 and 7). New York, NY: Oxford UP. --- interculture; what is culture? Teaching “culture”?

(using the models provided in these chapters, design an activity set that teaches a particular aspect of the cultures of the German-speaking countries – critique your own activities: what culture does it teach? How do you ensure to achieve the objective you want to?)

Mon, Nov 14

Teaching culture using Film. Presentation by Professor Sabine Hake

Class meets in the EPS Conference room, 4.104

Wed, Nov 16

Chapter 9, “Classroom Testing” – hybrid classroom tests, testing the four skills; testing grammar; critiquing previous exams (complete activity 4 – you can use a reading or a listening text)

PLUS READ:

Song, B. & August, B. 2002. Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of Second Language Writing, 11, 49-72.

Mon, Nov 21

Presentation of current article on L2 pedagogy (4 students)

Wed, Nov 23

Presentation of current article on L2 pedagogy (4 students)

Mon, Nov 28

Presentation of current article on L2 pedagogy (3 students)

Wed, Nov 30

discuss self-observation videos (4 students)

Mon, Dec 5

discuss self-observation videos (4 students)

Wed, Dec 7

discuss self-observation videos (3 students)

SECOND SET OF OBSERVATION REPORTS DUE (3 / 5)

Teaching portfolio OR On-line Textbook materials are due

TBA

FINAL EXAM