SYLLABUS

CIED 5253: Special Methods II

Peabody Hall Room 306

Fall 2007

University of Arkansas College of Education and Health Professions

Department of Curriculum and Instruction

Instructor: Freddie Bowles

Office: Peabody 304A

Phone: 479-575-3035

E-Mail: fbowles@uark.edu

Office Hours:

Mondays from 10 to 11 a.m. and 2 to 3:30 p.m.

Wednesdays from 1:30 to 4 p.m.

Also by appointment

I. Program Affiliation: Curriculum and Instruction

Course Number and Title: CIED 5253: Special Methods II

Catalogue Description: Special Methods in Teaching Second Languages continues

the study of second language acquisition by focusing on the study of long range planning,

techniques for quantitative and qualitative evaluation, curricular and research design,

the application of technology to second language learning, the utilization of research

findings, and the development of strategies for multiculturalizing curricula and

instruction.

Prerequisites: Admission to the M.A.T. program / CIED 5243

Required Texts:

Hadley, A. O. (2001). Teaching language in context, Third Edition .Boston: Heinle &

Heinle Publishers.

Blaz, D. (2001). A collection of performance tasks and rubrics: Foreign languages.

Larchmont, N.Y.: Eye On Education.

Blaz, D. (2002). Bringing the Standards for foreign language learning to life.

Larchmont, N.Y.: Eye on Education

II. Relationship to Knowledge Base: This course is a pedagogical studies course and is related

to the Scholar- Practitioner model through studying theoretical and practical aspects of methods,

techniques, and materials for effective teaching of second languages in secondary schools.

III. Goal: The purpose of this course is to provide an expanded view of the principles, techniques,

and methods used in second language teaching/learning.

IV. Competencies: Upon completion of CIED 5163, students will:

A. develop lesson plans that reflect both national and Arkansas standards;

B. develop interdisciplinary instructional and/or resource units;

C. review, revise, and adapt textbook units, chapters, or lessons;

D. select and devise strategies and materials for teaching ESL and Heritage language

students;

E. construct unit tests for assessing the 4 communicative skills, culture & literature if

applicable; develop alternative methods of assessment

F. conduct and assess oral interviews;

G. select and/or devise strategies for multiculturalizing second language curricula and

instruction, including strategies for students with disabilities;

H. prepare higher order questions that develop critical thinking skills;

I. apply technology to second language learning and teaching, emphasizing the use of

computers and videodisks;

J. select and use appropriate second language research findings;

K. develop a plan for an action research project;

L. demonstrate an interest in second language professionalism; and

M. demonstrate commitment to education and lifelong learning.

V. Content:

A. Instructional planning—long range

1. Unit planning - resource vs. instructional

2. Syllabus design: grammatical/ situational/ task-oriented/ functional-notional/

content-based/skill-based

B. Curricular design and instructional planning

1. Correlations with national and state standards

2. The multicultural student population

a. The exceptionals

*Teaching the learning disabled in the second language classroom

*Enriching the second language curricula for the gifted and talented

b. Learning styles

c. Multiple intelligences

3. Interdisciplinary study

a. Content-based instruction

b. Middle school - Exploratory courses

c. FLES/FLEX programs

d. Cooperating and collaborating for the development of interdisciplinary units

in the middle level and/or secondary school

4. ESL curricular concerns—academic learning, functional/survival learning

5. Introduction to FL curricula

6. Heritage language curricular concerns-communicative skills, literature interest

C. The use of technology in second language learning/teaching

1. Computers in the language classroom

2. Selection and techniques for the utilization of videos in the curriculum

3. Satellites and distance learning

D. Testing and Assessment

1. The role of ACTFL proficiency levels

2. Development of quizzes/ test items for testing communicative skills & culture

3. Error correction

4. Qualitative evaluations—holistic assessment

5. Compilation of portfolios (audiotapes, videotapes, written materials, creative

materials, manipulatives, etc.)

6. Oral interview techniques, OPI vs. SOPI

7. Development of rubrics

E. Research in second language education

1. Using research findings in curricular development and instructional design

2. Designing an action research project

VI. Assignments: of one interdisciplinary unit plan, reflecting and including the needs and interests

of a multicultural society, using technology in its implementation strategies and including:

A. One battery of quizzes and rubrics for a unit (for all skills, vocabulary, grammar,

pronunciation, and culture; optional-literature)

One unit test for all skills and culture (literature if applicable)

One set of planning wheels: Standards, Bloom’s Taxonomy, Multiple Intelligences,

Disciplines, Communicative Skills

B. Five focused research article reports, one each of ESL, Intro to FL, Heritage language,

Accommodating Students with Disabilities, Assessment

C. Reflective E-journals based on intern experience and connected to ACTFL standards

and college tenets

D. Action research proposal

E. Classroom discussion and participation based on the reading of the text and selected articles

VII. Evaluation:

The grade for each student is based upon the following items:

A. 100 pts. Unit Plan

B. 100 pts. Article Reviews (5)

C. 100 pts. Reflective Journal—e-Mail (20)

D. 50 pts. Classroom Participation

E. 25 pts. Tentative Proposal for Action Research

G. 50 pts. Quizzes

H. 75 pts. Unit Test

Bonus Points for:

A. 20 pts. Joining Foreign Language Organizations/Attending FL Meetings

B. 10 pts. Development of a file of classroom lesson plans, ideas, strategies,

Projects, etc.

VIII. Course Requirements:

Class participation based on readings and other assignments: (50 points)

Assigned readings from this book should be read prior to the class session in which they will be

discussed. Students are expected to participate in class discussions. Contributions may also

include outside readings and/or personal experience. Class participation will also be assessed.

Students are required to purchase the textbook and the Chalk & Wire© student account.

As part of the professional educational coursework in the Department of Curriculum &

Instruction, each student will use the Chalk & Wire© electronic portfolio system. This system

will allow the collection of artifacts and resources (i.e., documents, presentations, pictures, 

video, audio, etc.) that illustrate mastery of the seven Scholar-Practitioner Tenets throughout

the educational experience at the University of Arkansas. Access to these resources will be 

available following this experience. Each student is required to purchase a Chalk & Wire©

account from the bookstore. When completing professional education coursework, instructors

will direct certain assignment and artifacts be submitted to the Chalk & Wire© system.

The electronic portfolio will take the place of the paper portfolio used previously in most of our

licensure programs. An electronic portfolio is an effective method of illustrating critical media

literacy skills to prospective employers. Accounts can be purchased for one, two, three, or four

years--one-year accounts are renewable. This is a requirement of all secondary MAT students

beginning 8-22-07.

IX. Grading Scale:

A = 100-90

B = 89-80

C = 79-70

D = 69-60

F = below 60

X. Academic Honesty:

Academic honesty involves acts, which subvert or compromise the integrity of the educational

process at the University of Arkansas. Included is an act by which a student gains or attempts

to gain an academic advantage for himself or herself or another by misrepresenting his or her

or another’s work or by interfering with the completion, submission, or evaluation of work.

The application of the University of Arkansas Academic Honesty Policy, as stated on

in the 2007-2008 Undergraduate Studies Catalog, will be fully adhered to

in this course. Grades and degrees earned by dishonest means devalue those earned by

all students; therefore, it is important that students are aware of the University of

Arkansas Academic Honesty Policy. Academic dishonesty involves acts, which may

subvert or compromise the integrity of the educational process.

XI. Inclement Weather Procedure:

If Fayetteville schools are closed due to inclement weather, we will not have class.

XII. Attendance Policy and Late Work Policy:

Attendance—you have to be present to win!

All assignments are due in class on the due date as hard copies that day

unless otherwise required. Failure to meet this requirement results in a zero for that assignment

unless previous arrangements have been made with me. No late work is accepted (you can

arrange to turn assignments in early).

*** Incompletes will not be given this semester due to departmental recommendations.

XIII. Attendance is mandatory, since we only meet once a week, you are required to attend.

XIV. Syllabus Changes: The instructor reserves the right to make changes as necessary to the syllabus.

If changes are necessary during the term of this course, the instructor will post both notification

and nature of the change(s) on the course bulletin board.

XV. Course Resources

A. Mullins Library

B. Internet

C. Professor's Library

XVI. Research Base

Texts:

Hadley, A. O. (2001). Teaching language in context, Third Edition .Boston: Heinle &

Heinle Publishers.

Blaz, D. (2001). A collection of performance tasks and rubrics: Foreign

languages. Larchmont, N.Y.: Eye On Education.

Blaz, D. (2002). Bringing the Standards for foreign language learning to life.

Larchmont, N.Y.: Eye on Education

Non-text Sources:

Selected articles may be assigned from the following professional journals:

Foreign Language Annals

The Modern Language Journal

Hispania

The French Review

Canadian Modern Language Review

Le francais dans le monde

The German Quarterly

Unterrichtspraxis

English Language Teaching

The TESOL Quarterly

Classical Journal

The ACTFL Foreign Language Education Series (Yearbooks 1985- ) Lincolnwood, IL:

National Textbook Co.

References:

Bardovi-Harlig, K. & Hartford, B.S. Beyond Methods: Components in language teacher

education.

Blaz, D. (2000). Foreign language teacher’s guide to active learning. Larchmont, N.Y.:

Eye on Education.

Blaz, D. (1998) Teaching languages in the block. Larchmont, N.Y.: Eye on Education.

Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language

acquisition research. New York: Longman.

Nunan, D. (1990). Action research in the language classroom. In J. C. Richards & D.

Nunan (Eds.), Second Language teacher education (pp. 62-81). Cambridge:

Cambridge University Press.

Welcome to class

and Good luck with the semester.

Learning is forever.