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Proceedings of the Conference on Methods in Foreign Language Education

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Proceedings of the Conference on Methods in Foreign Language Education R EF0',R T R ESUMES ED 010 932 FL COO 007 PROCEEDINGS OF THE CONFERENCC cMETHODS IN FOREIGN LANGUAGE EDUCATION. BY- HALLMAN, CLEMENS L. INDIANA UNIV./ ULOOMINGTON, INC. LANGUAGE PROGRAM INDIANA STATE DEFT. PUBLIC INSTR., INDIANAPOLIS PUB DATE 66 EDRS PRICE MF-$0.09HC-$1.36 34P. DESCRIPTORS- *LANGUAGE TEACHERS, *METdODS COUR;ES, *METHODS TEACHERS, *PROGRAM GUIDES, *TEACHER EDUCATIC4, CONFERENCES, INSTRUCTIONAL MATERIALS, LANGUAGE SKILLS, PROFESSIONAL EDUCATION, QUESTIONNAIRES, TEACHER QUALIFICATIONS, BUTLER UNIVERSITY, INDIANAPOLIS, BLOOMINGTON THIS STATEWIDE CONFERENCE, UNDER THE AUSPICES OF THE INDIANA STATE ADVISOR' COMMITTEE FOR FOREIGN LANGUAGES, WAS CONCERNED WITH METHODS COURSES FOR PRO6FECTIVE ELEMENTARY AND SECONDARY FOREIGN LANGUAGE TEACHERS. THE CONFERENCE MADE GENERAL RECOMMENDATIONS FOR PROFESSIONAL EDUCATION, BUT CONCENTRATED ON THE EXISTING WEAKNESSES OF METHODS COURSES. IT SUGGESTED METHODS AND TEACHER EDUCATION PROGRAMS GUIDELINES r'N TRAINING THE FUTURE TEACHER IN (1) USING INSTRUCTIONAL MATERIALS, IN:LUDING LANGUAGE LABS AND NEW MEDIA, (2) DEVELOPING THE FOUR LANGUAGE SKILLS,(3) STUDYING TO COMPETENCY PELATED DISCIPLINES AND THE CULTURE, CIVILIZATION, AND LITERATURE -Cf. THE FOREIGN LANGUAGE, AND (4) LEARNING LANGUAGE ANALYSIS. METHODS COURSES SHOULD INCLUDE PRACTICAL INFORMATION ABOUT CLASSROOM TECHNIQUES AND APPROACHES TO CR METHODS OF PRESENTATION, AND AN OPPORTUNITY NOT ONLY TO OBSERVE A VARIETY OF TEACHING SITUATIONS CF DIFFERING QUALITY AND LEVEL IN ELEMENTARY AND SECONDARY SCHOOLS BUT ALSO TO UNDERGO A WELL-SUPERVISED STUDENT TEACHING EXPERIENCE. AN APPENDIX TO THE PROCEEDINGS PRESENTS THE RESULTS CF A SURVEY CF METHODS COURSES IN INDIANA. THIS DOCUMENT IS ALSO AVAILABLE FROM THE INDIANA LANGUAGE PROGRAM, 101 LINDLEY HALL, INDIANA UNIVERSITY, CLOOMINGTON, INDIANA 47401. (AS) Ediktel by CLEMENS L HALLMAN 4 PROCEEDINGS OF THE CONFERENCE ON METHODS IN FOREIGN LANGUAGE EDUCATION HELD AT BUTLER UNIVERSITY' / NOVEMBER 6, 1965 Confernee sponsors INDIANA LANGUAGE PROGRAM INDIANA STATE DEPARTMENT OF PUBLIC INSTRUCTION INDIANA STATE ADVISORY COMMITTEE FOR FOREIGN LANGUAGES U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE a OFFICE OF EDUCATION TINS DOCUMENT MAS BEEN REPRODUCED EXACTLY AS 'REIMFROM THE PERSON Of OISAVIZATION °MOWN& IT.POINTS OF VIEW OR OPINIONS STATED DC NOT NECESSARILY REPRESENT OFFICIAL OFFICEOF EDUCATION POSITION OR POLICY. PROCEEDINGS OF THE CONFERENCE ON METHODS IN FOREIGN LANGUAGE EDITItTION EDITED Bi CLEMENS L. HAL114AN INDIANA LANGUAGE PROGRAM INDIANA UNIVERSITY 1966 Additional copies of this booklet may be obtained by writing to: Director Indiana Language Program 101 Lindley Hall Indiana University Bloomington, Indiana 47401 TABLE OF CONTENTS FORJORD.. -. GENERAL RECOMMENDATIONS CONCERTING PROFISSI014.AL EDUCATION 1 II. THE ME2HCDS COURSE 3 III. WEAKNESSES Oi METHODS COURSE 8 IV. GUIDMINFS FOR A TEACHER EDUCATION PROGRAM. 9 APPENDIX A: SUMMARY OF SURVEY ON METHODS ... 15 APPENDIX III CONFERENCE PROGRAM 21 APPENDIX C: CONFMENCE PARTICIPANTS 24 FOREWORD The recent change in emphasis in the teaching-learningprocess in foreign language calls for teacherswith different skills and know- ledge than hctd heretofore been required. The foreign language teacher needs to understand and be able to translatemany recent psycho:logical, linguistic, and pedagogical findings to theclassroom. In order to acquire such knowledgemanyin-service programs have been established and attempts made to improve and strengthen existingpre-service programs. Recognizing the immediate need for teachers acquaintedwith new methods, techniques, and materials, the U.S Office ofEducation supported, through. the National Defense Education Act (N.D.E.A.), special institutes for elementary and secondary schoolteachers. In an attempt to find a more permanent solution, the Modern Language FI Association, through a Carnegie grant, has made considerableprogress in identifying effective practices that couldbe incorporated into regular college and university teacher educationprograms. At the state and local level, however, much remainsto be done. Realizing this situation, on May 22, 1965, theIndiana State Advisory Committee for Foreign Languages (an advisorycommittee to the Indiana Language Program and the Indiana State Departmentof Public Instruction) recommended that a concerted effort be madeto strengthen teacher education programs in Indiana colleges and universities. As a first step toward this goal a state-wide conference dealingprimarily with - ii ino the "methods" course for prospective elementary and secondary foreign language teachers was organized and held at Butler University on November 6, 1965. This publication is a compilation of the proceedings of the conference-- it is not intended to serve as a blueprint of the "ideal" methodk. course. The Conference sponsors gratefully acknowledge the contributions of the following people who served in a valuable capacity as recorders and discussion chairmen: Professors Glide Aldrich and Clyde Clark, Butler University; Francis Gravit and Lorraine Strasheim, Indiana University; Earle Randall and Wil3 am aatfield, Purdue University; and Miss Wahneta Mullen, Indiana State Department of Public Instruction. UP. Special appreciation is extended to all those who served on the program. ,See Appendix B) C.L.H. I. GENERAL RECOMMENDATIONS CONCERNING PROFESSIONAL EDUCATION 1. It was suggesed that, wherever possible, a separate methods course be offered for each foreign language. If this is not feasible a "team" approach might be used, i.e., a general foreign language methods course aided by personnel from each language department represented in the 1:general" course. 2. Cate should be taken in the selection of a methods teacher. Depth of training in the language field alone does not qualify anyone to teach a methods course. 3. Consideration should be given to increasing the scope of the methods course even if it means expanding the professional preparation program. 4. Institutions preparing foreign language teachers should have a good, up-to-date curriculum library, including most of the basic classroom textbooks, supplementary material, films, tapes, records, etc. 5. It was suggested that t...e person teaching the methods course also be involved in the student teaching program. Such an arrange- ment can offer many advantages, especially in articulation between theory and practice. 6. Any effort to strengthen local teacher education programs should entail the use of the criteria (guidelines) developed by the Modern Language Association of America (page 9). 7. Colleges and universities may wish to consider the possibility of offering the methods course, or a special seminar, in con- junction with student teaching. In case the first is not possible the latter could prove effective if its purpose is to discuss practical, everydayteaching problems, and is offered in addition to the college foreign language methods course. -2 - 8. Institutions should consider the establishment of a five year teacher education program. There should be a required methods course at the graduate level, especially for "master of arts in teaching" candidates. 10. Teacher training institutions should be concerned with the potential influence of the school cooperating (critic, supervising) teacher on the future foreign language teacher. The selection of a co- operating teacher is of unusual importance. II. THE METHODS COURSE The methods course for school forei language teachers should include: 1. Instruction crasernirigthtparilly,Lbutions of related disciplines. Students need to become acrmainted with the historical basis of foreign language pedagogy as well as to realize the valuable contributions of such areas as psychology, anthropology, and linguistics. As teachers they must be aware of the nature of language learning, contrastive analysis and, more important, know how these areas affect classroom learning, techniques, and materials employad. 2. Practical and specific information concerning classroom presentat ion. There is a great need for prospective teachers to know the various teaching techniques employed in classroom presentation. These should include the many "tricks-of-the-trade." A methods course should include down-to-earth instruction relative to the preparation of a lesson plan, what and how much to include in it, and what a teacher should do the very first day of class. In addition, instruction should deal with how to "spark" a given te4lbook, including how and where to obtain realia. 3. Discussion concerning objectives and practical, realistic goals of foreign language atali. Students should Fe made aware of the end goals of language study as well as of the goals at the various levels of in- struction. Tl'urthermore, they should be apprised as to the appro- priate methods and instructional materials needed to meet such goals. 4. Frlquent_ bservations of elementarand/or secondary school t2ASIAME. Students should be required to observe actual teaching of the foreign language they plan to teach prior to the student teaching 4 experience. Preference is given to the observation of live demonstrations;,however, closed-circuit TV, films, and kinescopes showing good teaching practices can serve as a useful substitute. Perhaps, in some situations, students can observe both live demoistrations and teaching on films. In addition, it was suggested that students have much to gain from observing classes taught in other languages and subjects than their own. Observations of school teaching should bea requirement of
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