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Mary K. Redmond, Sp '08

ROM S 507: Methodology of Romance Language Learning and Teaching

Spanish Section Revised version of the course plan

Homework preparation for
week 10
Week 10
T. 3/25 / Task:
1. Bring a paper copy of your part of the proposed lesson plan for each person on your team and for MK. We will edit, analyze, re-write, etc. in class.
LP team for Mon. 3/31: Federico, Felix, Paloma, Gustavo, Karen, Rodigo
Send the electronic version BEFORE class to Felix and he’ll bring his laptop to edit.
LP team for Tues. 4/1: Pablo, Pablo, Rafa)
Send the electronic version BEFORE class to ____?
PLEASE bring all textbooks, Instructor’s Manual and Resource Kit, any visuals we’ll need to copy, etc.
2. March 24-28 Meet individually 10-15 minutes minimum with MK to discuss your final paper and presentation. Answer by e-mail when you can meet in my office 423ML.
See a list of topics at end of this document. ***
(except Karen and Pablo GP who already talked with me)
M 3/24 2:20_____, 2:40_____
T 3/25 (in Uris 302) 9:45_____, 12:05 _____
W 3/26 12:00 _____, 12:20 _____, 12:40_____
Topics:
• Lesson planning
• Writing Materials
• Introduction of topics for final papers
Homework preparation for
week 11
Week 11
T. 4/1 / Task:
1. Teach your section Mon. 3/31 or Tues. 4/1
2. Write 2-3 pages of reflections and an analysis of your practice teaching class (in English please). Analyze: What went well and why? What you would change in how you taught and why? Before Sat. 3/5 either leave it in MK’s mailbox in 423A or send as an attachment.
Sequential: Analyze first activity, second activity, transitions, etc. or
Thematic: Analyze 3 or 4 issues; the lesson plan, simplifying your spoken language, giving instructions, corrective feedback, individual student learning, fielding questions, classroom management, etc.
Homework preparation for
week 12
Week 12
T. 4/8 / Readings:
*  Lee and VanPatten, chpt 11, pp. 217-242
Optional Task: Observe a different 122 section on a literature day and write up results of class observation 4: How is Literature taught in a second semester course? Arrange it with the TA and get a copy of the readings. Thurs. 3/27, Thurs. 4/3, Tues. 4/15, Tues. 4/29
Or arrange independently with any TA or instructor to observe an undergraduate course in literature. Please explain the purpose of the observation to the teacher and students.
Topics:
• Strategies for reading
Examples of activities & criteria for assessing reading skills
• Working with literary texts from the language-learner's perspective
• Discussion of class observation 4 + submission of write-up (optional)
• Presentations of final paper Karen
Homework preparation for
week 13
Week 13
T. 4/15 / Readings:
*  Lee and VanPatten, chpt 12, pp 244-254
*  Larsen-Freeman, chpt 11, pp. 140-155
- Shrum, Judith L. chpt 9 pp 265-301
Topics:
• Strategies for writing on the sentential and discourse levels
• Text as cultural artifact (contrastive rhetoric)
• Examples of student writing and criteria for assessing writing skills
• Presentation of final paper Pablo GP
Week 14
T. 4/22 / NOTE CHANGE OF LOCATION: Noyes Language Resource Center
Dick Feldman: Director
Readings: TBA (probably Kern)
Topics:
• Presentation of software and websites dealing with dimensions of intercultural competence
• Other uses of technology in language learning and teaching
Presentations of final papers Gustavo, Rodrigo ??
Week 15
T. 4/29 / Presentations of final papers Federico, Felix, Paloma, Pablo PW, Rafa ??

Submit text version of final paper by Tues, May 6. No extensions will be given.


COURSE REQUIREMENTS

ROMS 507 is a 3-credit course and grading will be determined on the basis of S/U. In order to earn a grade of Satisfactory, you must satisfy the following criteria:

·  Carry out assigned readings and come to each session prepared for discussion.

·  Complete all task-based assignments and come to those sessions ready to share your results.

·  Attend all classes.

·  Write a final, reflective paper.

·  Give a 15-minute oral presentation of the findings in your final paper.

The last two sessions of the course will be given over to these presentations (length dependent upon the number of participants). The foci: providing a summary of findings, sharing insights gained, and providing practical information that the other participants could benefit from.

Description of final reflective paper:

As a way of synthesizing course content and experiences, the final paper should provide groundwork for the development of your own teaching philosophy but with an eye to application for your Fall semester assignment. Suggested format…

–  Provide an outline of topics of pedagogical interest and anticipated concern in relationship to the course you are to teach.

–  Choose one or two of these topics and do some basic research in order to gather more information. (Include citations.)

–  Write a summary of your findings and any examples of techniques or strategies that you think would be useful.

–  Provide reflection on areas of potential intersection with your graduate field of inquiry.

*** In addition to the themes we’ve already discussed, here are other suggestions or possible topics:

• Evaluation and Testing: placements tests, speaking tests, evaluating oral presentations, portfolios in language courses…

• Culture and culture…how to integrate authentic materials, what to include or not include, how to get students doing research on real language use in the target culture(s), how to teach the wide variety of Spanish speaking cultures…stereotypes vs. authentic experience, what interests US students about culture

• Integrating media: video, film, the web, news reports, radio broadcasts, magazines, …

How do we create a “scaffold” so the students can access the materials (pre-listening, cultural background, etc.)

• How to work with the semi-native speaker/bilingual in a general class

• Choose one grammar topic and analyze how it’s taught in novice, intermediate and advanced levels.

• Designing an inclusive environment- facilitating learning for students with disabilities and everyone.

• The European Framework or the ACTFL Proficiency Guidelines: Implications for teaching at the undergraduate level