<p>SPAN XXXX Instructor: Kristin Connor Season/Year Office and hours: Email: </p><p>Teaching Spanish as a Foreign Language Description: This class asks the questions: How is teaching Spanish as a foreign language different than teaching other subjects? What is the most up to date research? How do I create effective and pedagogically sound exercises? Students will approach these questions through a series of readings and in class discussions that will promote critical thinking and analysis of teaching Spanish as a foreign language. Students will also put pedagogy into practice by creating in-class exercises and exam sections based on the latest research. Students will gain experience by guest-teaching in a 1000 level class or at a local high school. Finally, students will prepare themselves for the job market by creating a teaching portfolio to highlight their original work, classroom experience and teaching philosophy. </p><p>Required texts: A series of research articles that correspond to the 9 different mini- modules *Course pack created by the professor* From Input to Output, Bill VanPatten Teaching grammar in Second Language Classrooms, Hoseein Nassaji and Sandra Fotos Grading and Assignments: Participation: 20% Homework and in-class assignments: 10% Quizzes: 10% Classroom Experience and Reflective Teaching Statement: 15% Exercise and Exam Creation: 15% Teaching Portfolio: 30% Participation: Students are expected to attend class regularly with no more than 3 unexcused absences. Active participation includes engaging in group and partner work, contributing to class discussion, meeting minimum requirements for the online discussion boards and preparing thoughtful questions for class based on the readings and discussion board activity. Homework and in-class assignments: In addition to being responsible for the reading assignments, students will also be expected to complete a variety of assignments both at home and in class. Students will also need to complete 1 presentation during the semester. No late work is accepted. Presentations cannot be postponed or missed. Quizzes: There will be pop-quizzes that will cover the content of the readings assigned for that day. There are no make-ups. Classroom Experience and Reflection: Students will guest-teach at a 1000 level class at a college level or guest-teach a class at a local high school. Students will use their original exercises or create new ones to bring to the classroom and observe their effectiveness and reception by the students. After this real-world experience, a 5 page Reflective Teaching Statement will be written. Exercise and Exam Creation: Students will be given 14 different assignments for creating original in-class exercises and exam sections. Students are encouraged to apply knowledge from classroom discussion, personal experience and the articles read for class in order to create pedagogically sound exercises. Exercises and exam sections will be “taken” by fellow students and given a peer review. Students must then revise their exercises based on peer review. Finally, students will write a short reflection (1-2 pages) in which they explain their pedagogical basis for the exercise, the expected effectiveness and/or learning expectation, actual effectiveness and/or learning expectation and plans for improvement. Teaching Portfolio: Through an accumulation of short papers, reflective teaching statement, in- class exercises and exam section creation, students will produce material for a teaching portfolio. Also included in this teaching portfolio are a (1) Resume and C.V. as well as a (2) Teaching Philosophy. There will be a number of steps involved, including writing an outline/flow chart, a first draft, peer review, a rough draft and a final draft. All versions and all steps of the process must be turned in with the final paper in an organized portfolio. Students will also create an online version of their portfolios. </p><p>Syllabus:</p><p>Date In Class Homework Day 1 Syllabus and Classroom Write: Reflection on why Theme: Reflective teaching Expectations they chose to study a foreign language and why they want to teach Day 2 Discussion Write: Reflection on personal experiences in the foreign language classroom Day 3 Discussion Read: Towards Reflective Teaching Day 4 Discussion Read: What is Language? In Class Activity: Write a Rough Draft of a Teaching Philosophy Day 5 Discussion Read: Teacher decision making Day 6 Discussion Read: The structure of a language lesson</p><p>Day 7 Discussion Read: If you don’t know where you’re going Day 8 Discussion Read: Chapter 1 From Theme: Getting Started In-Class Activity: Write a Input to Output lesson plan for one day’s worth of class Day 9 Discussion Read: Chapter 2 From Input to Output Day 10 Discussion Read: Chapter 3 From Input to Output Day 11 Discussion Read: Chapter 4 From Input to Output Day 12 Discussion Read: Chapter 5 and Epilogue From Input to Output Day 13 Discussion Read: Building Depth of Theme:Teaching **Introduction to Rassias Spanish L2 Vocab Vocabulary Method***</p><p>Day 14 Discussion Read: Rethinking In-Class Activity: Develop Communicative Language an in-class exercise to Teaching enhance vocabulary learning Day 15 Discussion Read: The Relationship Between Depth of Vocab Knowledge and L2 Learner’s Lexical Inferencing Strategies Day 16 Discussion Read: Scaffolding In-Class Activity: Develop Inclusion in a Grade 8 a vocabulary exam section Classroom Day 17 Discussion Read: Part I Teaching Theme: Teaching Grammar **Rassias Method and Grammar in Second Grammar** Language Classrooms Day 18 Discussion Read: Part II Teaching In-Class Activity: Develop Grammar in Second an in-class exercise to teach Language Classrooms a grammar point Day 19 Discussion Read: Part III Teaching Grammar in Second Language Classrooms Day 20 Discussion Read: Grammar as a Joint In-Class Activity: Develop Achievement a grammar exam section Day 21 Discussion Read: The effects of Theme: Teaching Listening **The Immersion dynamic assessment Classroom** Day 22 Discussion Read: Learner Variables In-Class Activity: Develop an in-class exercise to enhance listening skills Day 23 Discussion Read: Listening in a Multilingual World Day 24 Discussion: Develop an Read: Diagnostic assessment for listening assessment of reading and skills listening Day 25 Discussion Read: Time Spent on Theme: Teaching Reading **Deciding between the Reading and Reading goals of Form vs Content** Comprehension Day 26 Discussion Read: Reading and In-Class Activity: Develop Learning from L2 Texts an in-class reading exercise Day 27 Discussion Read: The Effect of Pleasure reading Day 28 Discussion: Read: Assessing the Roles In-Class Activity: Develop of Depth and Breadth of an assessment for reading Vocab Knowledge in skills Reading Comprehension Day 29 Discussion Read: Extending the Theme: Teaching Writing **How to add Kinesthetic flipped classroom Exercises to a Writing Assignment** Day 30 Discussion Read: Toward a New- In-Class Activity: Develop Process Based Indicator for an in-class writing exercise Measuring Writing Fluency Day 31 Discussion Read: Integrating Process and Genre Day 32 Discussion Read: Second language In-Class Activity: Develop writing in the composition an assessment for writing classroom skills Day 33 Discussion Read: Errors and good Theme: Teaching Speaking **Pronunciation** learners **Review of Rassias method** Day 34 Discussion Read: Teachers’ and In-Class Activity: Develop Students’ Preferences for an in-class speaking Correction exercise Day 35 Discussion Read: Willingness to Communicate Day 36 Discussion Read: Is it fun? In-Class Activity: Develop an assessment for speaking skills Day 37 Discussion Read: Learning a New Theme: Teaching Culture **Authentic cultural Language is Learning a experiences** New Culture Day 38 Discussion Read: The Nexus of In-Class Activity: Develop Language and Culture an exercise for teaching culture Day 39 Discussion Read: Implementing a Culture Portfolio Day 40 Discussion Read: Reading Culture: In-Class Activity: Develop Using Literature to an assessment for testing Develop C2 Competence culture knowledge Day 41 Discussion Gather semester materials: Theme: Teaching Portfolios exercises, exam sections, lesson plan, reflective teaching statement, teaching philosophy etc. Day 42 In-Class Activity: Review Review and Revise and revise your reflective Teaching Portfolio teaching statement and materials teaching philosophy Day 43 Peer Review: Reflective Finish organizing teaching Teaching Statement portfolio. Revise Teaching Philosophy Day 44 Peer Review: Teaching Finish Teaching Portfolio Philosophy Day 45 Summary of the semester: Turn in Teaching Portfolio</p>