SYLLABUS

CIED 5262: Special Methods III

Peabody Hall Room 106

Spring 2008

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 12 a.m. and 3 to 5 p.m.

Wednesdays from 2:30 to 4:30 p.m.

Also by appointment

I. Program Affiliation: Curriculum and Instruction

Course Number and Title: CIED 5262: Special Methods III

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 / CIED 5253

Required Texts:

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

Larchmont, N.Y.: Eye on Education.

Blaz, D. (2006). Differentiated instruction: A guide for foreign language teachers.

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 how to integrate the ACTFL program standards and the Arkansas Frameworks into instruction and to help candidates develop a variety of instructional practices that address the needs of diverse language learners.

IV. Competencies: Upon completion of the sequence of special methods courses, 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. 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

B. Focus on the three modes to design activities

1. Interpersonal

2. Interpretive

3. Presentational

C. Evaluating Textbooks

1. Using the Five Cs to evaluate textbooks

VI. Assignments:

Ten weekly reflective journals based on the Scholar-Practitioner Tenets

Five article EDOKs

Five detailed lesson plans focused on standards and differentiation

Activities for each of the three modes for three different topics with grading rubrics

Final: Three textbook evaluations

VII. Evaluation:

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

A. 100 pts. 10 reflective journals

B. 100 pts. Article Reviews (5)

C. 120 pts. Activity design based on three modes

D. 180 pts. Final

Total: 500 pts.

Bonus Points for:

20 pts. Joining Foreign Language Organizations/Attending FL Meetings

and writing a brief report on the events

VIII. Course Requirements:

Class participation based on readings and other assignments:

Assigned readings from these books 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.

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 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.

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.

Learning a language is a life-long adventure!