Application for State Approval of
Teacher Preparation Specialty Programs
K-12 FOREIGN LANGUAGE TEACHING MAJORS
Phone: (517) 335-4610 *** Fax: (517) 373-0542
I. Application Information |
|
Institution |
Eastern Michigan University |
MDE Endorsement Area and Code (from Application Attachment 2) |
FA (French) FL (Japanese) FF (Spanish) FB (German) |
Date of this Application |
September 15, 2004 |
Name and Title of Unit Head |
Elisabeth Morgan, Ph.D. Department of Foreign Languages and Bilingual Studies |
Signature of Unit Head |
|
II. Contact Information for Questions Related to This Application |
|
Contact Person's Name and Title |
Anne Nerenz, Ph.D. Professor, Foreign Language Teacher Certification |
Contact Person's Phone Number |
(734) 668-0097 |
Contact Person's Fax Number |
(734) 487-3411 |
Contact Person's E-Mail Address |
|
III. Type of Request for Approval (Indicate One) |
|
New program for institution |
|
U.S. Department of Education Classification of Instructional Programs (CIP) Code, if vocational occupational area |
|
Compliance with State Board of Education new or modified program criteria |
|
Experimental program |
|
Program amendment (See Section IX for guidelines) |
X |
IV. Program Goals: K-12 Teaching Majors
The Teacher Certification Programs in French, German, Japanese and Spanish are designed to prepare undergraduate and post-baccalaureate students for careers as foreign language teachers in elementary and secondary (K-12) school settings. Graduates of this program:
K-12 certification programs in each of the four languages address the same core components (language, literature, civilization) and include required study abroad and capstone experiences.- demonstrate a high level of language competency and cross-cultural awareness.
- demonstrate that they know how to plan, prepare, and present lessons that offer students a range of opportunities to learn as defined by the national Standards for Foreign Language Learning (1998).
- are committed to all students and their learning, celebrate diversity and work effectively with diverse students, parents, and community members.
- are reflective professionals who use technology effectively and who demonstrate professional dispositions and communication skills.
Eastern Michigan University's K-12 teacher certification programs in French, German, Japanese and Spanish are described in detail below.
V. K-12 Teaching Major in French
Faculty
Faculty members who are responsible for teaching the French courses include: J. Sanford Dugan, Benjamin Palmer, Geneviève Peden, and Thomas Vosteen. All four faculty members hold Ph.D. degrees in French. Their curriculum vitae are on file at the Michigan Department of Education as part of Eastern Michigan University's most recent program review documentation.
Curriculum and Instructional methods
All required and elective courses address the 5Cs outlined in the national Standards for Language Learning. Although faculty members' teaching styles and personalities may differ, students in all courses routinely participate in large group, small group, paired and individual activities and engage in interpersonal, interpretive, and presentational opportunities to learn and use French. In all courses, instruction is delivered primarily in the target language. All foreign language classrooms are equipped with internet hookups and faculty use authentic, web-based materials at all levels of instruction. In addition, a fully-equipped computer lab in the foreign language building allows faculty and students to access the internet to further develop students' listening and reading skills (interpretive language) as well as their cultural knowledge.
Programs of Study
Like the programs in German, Japanese and Spanish:
. candidates seeking K-12 certification in French must major in French.
. the major
- consists of 33 semester hours of coursework.
- includes coursework in each of the following areas:
- Language development
- Literature
- Civilization and Culture
- includes a 6-credit, required study abroad experience.
- includes a required-3-credit capstone seminar.
Specific program requirements for K-12 certification in French are outlined in the following tables and described in detail below.
Group I: Required Language Development Courses (12 credits)
Students seeking K-12 certification in French must complete the following four required courses.
Course Title |
Course Number |
Credit Hours |
Course Description |
French Composition |
FRNH 343 |
3 |
Writing for a variety of purposes and a systematic grammar review. Frequent written assignments. In French. |
French Conversation |
FRNH 344 |
3 |
Builds on the foundation in speaking skills acquired in previous courses. Emphasizes pronunciation, acquisition of vocabulary and idioms for daily life, basic sentence structures and the development of greater oral proficiency. Presentation and practice of phonological principles. Includes a formal proficiency assessment. In French. |
Advanced French Composition |
FRNH 443 |
3 |
Extensive written practice for a variety of specific purposes integrating advanced grammatical structures. Frequent written assignments. In French. |
Advanced French Conversation |
FRNH 444 |
3 |
Development of advanced oral proficiency. Emphasizes pronunciation, acquisition of vocabulary and idioms for daily life, advanced sentence structures. Advanced presentation and practice of phonological principles. Includes a formal proficiency assessment. In French. |
Group II: Required Literature Courses (6 credits)
Students seeking K-12 certification in French must complete the following required, 3-credit literary survey courses.
Course Title |
Course Number |
Credit Hours |
Course Description |
Survey of French Literature |
FRNH 341 |
3 |
This survey course covers major authors and literary movements from the beginning of French literature up to the 19th century. In French. |
Survey of French Literature |
FRNH 342 |
3 |
This survey course covers major authors and literary movements of the 19th and 20th centuries. In French. |
Group III: Restricted Civilization and Culture Courses (6 credits)
Students seeking K-12 certification in French are required to complete an additional 6 credits (2 courses) in French culture and civilization, selected from among the following four courses. Although these courses differ in academic content, these courses address the practices, products, and perspectives of culture and are thus viewed as being equivalent with respect to the standards and to their position in the student's program of study.
Course Title |
Course Number |
Credit Hours |
Course Description |
French Civilization in Film |
FRNH 450 |
3 |
The purpose of this course is to study a number of French films and distinguish between fiction and reality as portrayed in the film. Students will research the era and compare the events shown in the film with the societal or historical facts found in their research. In French. |
French Speaking Cultures of the World |
FRNH466 |
3 |
Survey of the more than two dozen different cultures of the world that make up la Francophonie. Language and cultural variations that one must know in order to understand and to communicate successfully with people in those cultures. In French. |
French Culture and Civilization |
FRNH467 |
3 |
A study of French history and civilization. All major pre-World War I historical periods and cultural movements will be covered. In French. |
20th Century French Civilization |
FRNH 476 |
3 |
A study of the main events of the 20th century. The major historical and societal movements will be covered. In French. |
Group IV: Required Immersion Experience (6 credits)
Students seeking K-12 certification in French are required to complete a 6-credit, 6-week cultural and linguistic immersion experience.
Course Title |
Course Number |
Credit Hours |
Course Description |
Intensive French Abroad |
FRNH490 |
6 |
An intensive linguistic and cultural immersion experience of at least 6 weeks' duration offered in an approved French-speaking environment. Instruction at many different levels. May be repeated for credit. In French. |
Group V: Required Capstone Course (3 credits)
Students seeking K-12 certification in French are required to complete an additional 3-credit capstone seminar.
Course Title |
Course Number |
Credit Hours |
Course Description |
Capstone Senior Seminar |
FRNH492 |
3 |
Senior level course for French majors in which they demonstrate knowledge and performance in the areas of language, linguistics, cultures, and literatures of francophone peoples. Students develop a capstone portfolio, demonstrate proficiency levels in oral and written French, and make a final oral presentation to students and faculty. In French. |
VI. K-12 Teaching Major in Spanish
Faculty
Faculty members who are responsible for teaching the Spanish courses include: William Cline, Ronald Cere, Alfonso Illingworth-Rico, Steven Kirby, and Geoffrey Voght. All five faculty members hold Ph.D. degrees in Spanish. Their curriculum vitae are on file at the Michigan Department of Education as part of Eastern Michigan University's most recent program review documentation.
Curriculum and Instructional methods
All required and elective courses address the 5Cs outlined in the national Standards for Language Learning. Although faculty members' teaching styles and personalities may differ, students in all courses routinely participate in large group, small group, paired and individual activities and engage in interpersonal, interpretive, and presentational opportunities to learn and use Spanish. In all courses, instruction is delivered primarily in the target language. All foreign language classrooms are equipped with internet hookups and faculty use authentic, web-based materials at all levels of instruction. In addition, a fully-equipped computer lab in the foreign language building allows faculty and students to access the internet to further develop students' listening and reading skills (interpretive language) as well as their cultural knowledge.
Program of Study
Like the programs in French, German, and Japanese:
. candidates seeking K-12 certification in Spanish must major in Spanish.
. the major
- consists of 33 semester hours of coursework.
- includes coursework in each of the following areas:
- Language development
- Literature
- Civilization and Culture
- includes a 6-credit, required study abroad experience.
- includes a required-3-credit capstone seminar.
Specific program requirements for K-12 certification in Spanish are outlined in the following tables and described in detail below.
Group I: Required Language Development Courses (12 credits)
Students seeking K-12 certification in Spanish must complete the following four required courses.
Course Title |
Course Number |
Credit |
Course Description |
Spanish Grammar and Composition |
SPNH 343 |
3 |
Practice in writing for a variety of purposes and a systematic review of Spanish grammar. Frequent written assignments. |
Spanish Conversation and Composition |
SPNH 344 |
3 |
Emphasis on improved pronunciation, acquisition of vocabulary and idioms for daily life, frequent written compositions and the development of greater oral proficiency. Includes a formal proficiency assessment. |
Advanced Spanish Grammar and Composition |
SPNH 443 |
3 |
Extensive written practice for a variety of purposes integrating advanced grammatical structures. Frequent written assignments. |
Advanced Spanish Conversation and Composition |
SPNH 444 |
3 |
Emphasis on greater oral facility, acquisition of additional vocabulary and idioms, advanced sentence structures, and frequent written compositions. Includes a formal proficiency assessment. |
Group II: Required Literature Courses (6 credits)
Students seeking K-12 certification in Spanish must complete the following two required 3-credit courses.
Course Title |
Course Number |
Credit |
Course Description |
Great Works of Spanish Literature |
SPNH 342 |
3 |
Students will read, analyze and discuss in class a selection of great works of Spanish literature from a variety of genres (poetry, prose, theater), and from a variety of historical periods. Course readings will be discussed in their historical, cultural and social contexts. In Spanish.. |
Great Works of Spanish-American Literature |
SPNH 352 |
3 |
Students will read, analyze and discuss in class a selection of great works of Spanish-American literature from a variety of genres (poetry, prose, theater), and from a variety of historical periods. Course readings will be discussed in their historical, cultural and social contexts. In Spanish. |
Group III: Required Civilization and Culture Course (6 credits)
Students seeking K-12 certification in Spanish must complete the following two required 3-credit courses.
Course Title |
Course Number |
Credit |
Course Description |
The Cultures of |
SPNH 301 |
3 |
A panoramic view of the peoples of |
The Cultures of Spanish America |
SPNH302 |
3 |
A panoramic view of the cultures, the peoples and the environment of Spanish America. In Spanish. |
Group IV: Required Immersion Experience (6 credits)
Students seeking K-12 certification in Spanish must participate in an approved cultural and linguistic immersion experience lasting a minimum of 6 weeks.
Course Title |
Course Number |
Credit Hours |
Course Description |
Intensive Spanish |
SPNH 490 |
6 |
An intensive linguistic and cultural immersion experience of at least six weeks' duration in a Spanish-speaking country. Instruction at many different levels. May be repeated for credit. In Spanish. |
Group V: Required Capstone Seminar (3 credits)
Students seeking K-12 certification in Spanish must complete the following required 3-credit course.
Course Title |
Course Number |
Credit |
Course Description |
Senior Seminar in Spanish |
SPNH492 |
3 |
Senior level course for Spanish majors in which they demonstrate knowledge and performance in the areas of language, linguistics, cultures, and literatures of Hispanic peoples. Students develop a capstone portfolio, demonstrate proficiency levels in oral and written Spanish, and make a final oral presentation to students and faculty. In Spanish. |
VII. K-12 Teaching Major in German
Faculty
Faculty members who are responsible for teaching the German courses are: Carla Damiano and Margrit Zinggeler. Their curriculum vitae are on file at the Michigan Department of Education as part of Eastern Michigan University's most recent program review documentation.
Curriculum and Instructional methods
All required and elective courses address the 5Cs outlined in the national Standards for Language Learning. Although faculty members' teaching styles and personalities may differ, students in all courses routinely participate in large group, small group, paired and individual activities and engage in interpersonal, interpretive, and presentational opportunities to learn and use German. In all courses, instruction is delivered primarily in the target language. All foreign language classrooms are equipped with internet hookups and faculty use authentic, web-based materials at all levels of instruction. In addition, a fully-equipped computer lab in the foreign language building allows faculty and students to access the internet to further develop students' listening and reading skills (interpretive language) as well as their cultural knowledge.
Program of Study
Like the programs in French, Japanese and Spanish:
. candidates seeking K-12 certification in German must major in German.
. the major
- consists of 33 semester hours of coursework.
- includes coursework in each of the following areas:
- Language development
- Literature
- Civilization and Culture
- includes a 6-credit, required study abroad experience.
- includes a required-3-credit capstone seminar.
Specific program requirements for K-12 certification in German are outlined in the following tables and described in detail below.
Group I: Required Language Development Courses (12 credits)
Students seeking K-12 certification in German must complete the following four required courses.
Course Title |
Course Number |
Credit |
Course Description |
German Composition on Cultures and Civilization |
GERN 343 |
3 |
Study of German history and contemporary German life as well as an overview of |
German Phonetics and Conversation |
GERN 344 |
3 |
Additional class work in conversation: improving pronunciation and acquiring a larger, active vocabulary for communication in daily life and presentational skills. Study of the sound system of the German language including both theory and practice. Major focus on the International Phonetic Alphabet as it applies to German. Lecture and practical exercises in class. In German. |
Advanced German Composition |
GERN 443 |
3 |
Review and practice of advanced syntactical patterns and advanced grammatical issues. Thorough practice in composition and research paper writing. In German |
Advanced German Conversation based on Media |
GERN 444 |
3 |
This course aims to develop advanced fluency. Group discussions are based on the reading of current cultural, political, economical topics, including the German Press, Internet, and film. Students practice advanced interpersonal, presentational, and interpretive communication. In German. |
Group II: Required Literature Courses (6 credits)
Students seeking K-12 certification in German must complete the following two required, 3-credit literary survey courses.
Course Title |
Course Number |
Credit |
Course Description |
Survey of German Literature |
GERN 341 |
3 |
This survey course covers major authors and literary movements from the beginning of German literature up to the 19th century. In German. Content of course changes so that it may be repeated for credit; also at 400-level with additional work. |
Survey of German Literature |
GERN 342 |
3 |
This survey course covers major authors and literary movements of the 19th and 20th centuries, including film. In German. Content of course changes so that it may be repeated for credit; also at 400-level with additional work. |
Group III: Required Cross-Cultural Professional Language Course (6 credits)
Students seeking K-12 certification in German are required to complete two 3-credit courses in German civilization and culture.
Course Title |
Course Number |
Credit Hours |
Course Description |
The Cultures of German-speaking Europe |
GERN 366 |
3 |
Compares and analyses the history, the culture, and regional varieties of German in |
German Literature and Film from 1945 - present |
GERN 428 |
3 |
This course explores how literary works and films have shaped the cultural life in post-war German-speaking countries. Classroom discussions, papers and reports. In German. |
Group IV: Required Immersion Experience (6 credits)
Students seeking K-12 certification in German are required to complete an approved 6-credit, 6-week cultural and linguistic immersion experience with a full time program of German classes.
Course Title |
Course Number |
Credit Hours |
Course Description |
Intensive German Abroad |
GERN 490 |
6 |
An intensive linguistic and cultural immersion experience of at least 6 weeks duration offered in a German-speaking environment. Full time Instruction at many different levels reflected in the course number. May be repeated for credit. In German. |
Group V: Required Capstone Senior Seminar (3 credits)
Students seeking K-12 certification in German are required to complete a 3-credit senior capstone seminar that focuses on German language, linguistics, cultures, and literatures of the German speaking countries.
Course Title |
Course Number |
Credit Hours |
Course Description |
Senior Capstone Seminar in German |
GERN 492 |
3 |
Culminating course to review German language, linguistics, cultures, and literatures of German-speaking countries. |
VIII. K-12 Teaching Major in Japanese
Faculty
Faculty members who are responsible for teaching the Japanese courses include: Motoko Tabuse, and Hitomi Oketani-Lobbezoo. All faculty members hold Ph.D. degrees in Education. Their curriculum vitae are on file at the Michigan Department of Education as part of Eastern Michigan University's most recent program review documentation.
Curriculum and Instructional methods
All required and elective courses address the 5Cs outlined in the national Standards for Language Learning. Although faculty members' teaching styles and personalities may differ, students in all courses routinely participate in large group, small group, paired and individual activities and engage in interpersonal, interpretive, and presentational opportunities to learn and use Japanese. In all courses, instruction is delivered primarily in the target language. All foreign language classrooms are equipped with internet hookups and faculty use authentic, web-based materials at all levels of instruction. In addition, a fully-equipped computer lab in the foreign language building allows faculty and students to access the internet to further develop students' listening and reading skills (interpretive language) as well as their cultural knowledge.
Program of Study
Like the programs in French, German, and Spanish:
. candidates seeking K-12 certification in Japanese must major in Japanese.
. the major
- consists of 33 semester hours of coursework.
- includes coursework in each of the following areas:
- Language development
- Literature
- Civilization and Culture
- includes a 6-credit, required study abroad experience.
- includes a required-3-credit capstone seminar.
Specific program requirements for K-12 certification in Japanese are outlined in the following tables and described in detail below.
Group I Required Language Development Courses (18 credits)
Students seeking K-12 certification in Japanese must complete the following 6 required courses (18 credits).
Course Title |
Course Number |
Credit |
Course Description |
Japanese Conversation |
JPNE 344 |
3 |
Acquisition of an active vocabulary for daily life and greater oral facility. Intensive study of casual and familiar levels of speech as well as polite forms and some honorifics. |
Japanese Composition |
JPNE 345 |
3 |
Writing for a variety of purposes and a review of kanji and grammar constitute the core of the course. |
Japanese for International Trade |
JPNE 361 |
3 |
Introduction to Japanese business culture and business communication in Japanese. The course provides opportunity for comparative analysis of American and Japanese cultural patterns in business settings. |
Advanced Japanese Conversation |
JPNE 444 |
3 |
The course aims to develop advanced conversational fluency. Students are expected to participate actively in group discussion. In Japanese. |
Business Japanese I |
JPNE 446 |
3 |
The course aims at increase proficiency in business communication in Japanese and to develop knowledge of Japanese economy, industry and foreign trade. Extensive work on the vocabulary and idioms of Japanese economy and business. In Japanese. |
Business Japanese II |
JPNE 447 |
3 |
The course provides an overview of the system of organization, management style and personal relations of Japanese companies. Study of business communication focuses on business correspondence and translation. In Japanese. |
Group II Required Literature Course (3 credits)
Students seeking K-12 certification in Japanese must complete the following required course (3 credits).
Course Title |
Course Number |
Credit |
Course Description |
Survey of Japanese Literature |
JPNE 445 |
3 |
This course will introduce a variety of literary works in Japanese including excerpts of original works, letters, essays, short stories and poetry. In Japanese. |
Group III: Restricted Civilization and Culture Courses (3 credits)
Students seeking K-12 certification in Japanese must complete one of the following restricted culture and civilization courses (3 credits). Although these courses differ in academic content, these courses address the practices, products, and perspectives of culture and are thus viewed as being equivalent with respect to the standards and to their position in the student's program of study.
Course Title |
Course Number |
Credit Hours |
Course Description |
Culture of |
ANTH 385 |
3 |
A historical and topical survey of Japanese culture. In English. |
Readings in Japanese Culture |
JPNE 448 |
3 |
In this course, students will read short writings about Japanese culture, economics, and politics in Japanese. In Japanese. |
Group IV: Required Immersion Experience (6 credits)
Students seeking K-12 certification in Japanese must complete the following required cultural and linguistic immersion experience (6 credits).
Course Title |
Course Number |
Credit |
Course Description |
Intensive Japanese Abroad |
JPNE 379 |
6 |
An intensive linguistic and cultural immersion experience of at least one academic semester duration offered in |
Group V: Required Capstone Seminar (3 credits)
Students seeking K-12 certification in Japanese must complete the following required course (3 credits).
Course Title |
Course Number |
Credit |
Course Description |
Seminar in Japanese Studies |
JPNE 494 |
3 |
Extensive study of Japanese language as well as issues related to language teaching in the |
IX. Overview of Foreign Language Methodology Courses Common to the French, German, Spanish, and Japanese K-12 Certification Programs
Faculty
Anne Nerenz teaches FLAN 411 and FLAN 412 and supervises all foreign language student teachers during the practicum experience. She holds a Ph.D. in Curriculum and Instruction with a specialization in French and Foreign Language Education from the University of Wisconsin, Madison. She is a tenured full professor in the Department of Foreign Languages and Bilingual Studies and has taught at EMU for 18 years. A short curriculum vitae is attached.
Instructional Methods
FLAN 411 and FLAN 412 include lecture and recitation components. In the lecture portion of the classes, all students enrolled in the course meet in a large-group session. In this portion of the course, students listen to lectures, take the role of language learners in demonstration lessons presented by the professor, present and reflect on model lessons, critique model lessons on videotape, and participate in discussions, role-plays, and large group, small group, paired and individual activities. In the recitation portion of the classes, small groups of students (4 -5 students) meet with the professor. During the recitation period, students present lessons which they have planned and prepared and critique and reflect on each other's teaching demonstrations.
Program of Study
Candidates seeking K-12 certification in French, German, Japanese and Spanish must complete FLAN 411 and FLAN 412. Syllabi are attached to this program amendment application. The course titles and descriptions are provided below.
Course Title |
Course Number |
Credit |
Course Description |
Theory and Methods of Modern Language Instruction |
FLAN 411 |
3 |
This course is designed to prepare graduate and undergraduate students for careers as foreign language teachers in secondary school settings. Students in FLAN 411 will focus specifically on: 1) the history and development of instruction in modern foreign languages, 2) language acquisition theory, 3) research on adolescent development and learning, 4) curriculum, instruction, lesson design and activities that support the Standards for Foreign Language Learning and the Michigan World Language Content Standards, 5) testing, authentic assessments, and evaluation rubrics. |
Methods of Teaching Modern Languages in the Elementary Grades |
FLAN 412 |
3 |
Through lecture, discussion, micro-teaching experiences and classroom observations, students will focus specifically on 1) the history of foreign language instruction in the elementary grades in the United States, 2) research on early foreign language learning, 3) the philosophy of, and rationale for, foreign language instruction in K-6 settings, 4) curriculum and developmentally-appropriate instructional methods, activities, and materials in standards-based FLEX, immersion, and FLES programs, and 5) student and program evaluation in the elementary school setting. |
Pre-requisites FLAN 412
Prior to enrolling in FLAN 412.
à Students must have successfully completed FLAN 411: Theory and Methods of Modern Language Instruction.
à Students must have satisfactorily completed all 300-level required and elective target language courses and have a demonstrated proficiency of at least level 5 (Intermediate Mid) on the STAMP test.
à Students must have successfully completed all pre-admission professional preparation courses as described by the College of Education and register for student teaching during one of the two semesters subsequent to taking this course.
Additional Field Experience Component
This course includes a 45-hour on-campus instructional component as well as an additional 45-hour field experience component to be completed off-site in an approved elementary foreign language setting.
Similarities between FLAN 411 and FLAN 412
All beginning teachers need information about a range of topics, including language acquisition theories and research, state and national foreign language standards, child and adolescent development, student learning styles, lesson design and classroom activities. In addition, students need opportunities to practice designing, preparing, and presenting lessons so that what they know (competence) is actually reflected in what they are able to do (performance). Both FLAN 411 and FLAN 412 are designed to support and develop both the beginning teacher's competence as well as his or her performance skills.
In addition, particular skills that are taught and practiced in FLAN 411 which also serve as the knowledge base for FLAN 412 include:
- focusing curriculum and instruction around state and national standards,
- focusing instruction around language functions and vocabulary as well as meaningful, age-appropriate content and cultural contexts (practices, products, perspectives);
- developing a conversational teaching style characterized by comprehensible input such that lessons for students at all levels of proficiency can be conducted solely in the target language;
- assessing students' comprehension;
- planning a variety of lesson types, including direct, inquiry, and cooperative learning lessons, listening, reading, and writing lessons, and dialogue, vocabulary, Gouin series, mini-dialogue, and grammatically-patterned lessons; and
- planning for extended sequences of instruction and preparing thematic, functional, standards-based learning scenarios accompanied by authentic assessment activities and assessment rubrics.
While much of what beginning teachers need to know and be able to do is applicable to both K-6 and 7-12 settings, there are significant differences among the learners, the curriculum, and the activities that are age- and developmentally-appropriate at the elementary, middle, and high school levels. Students in FLAN 412 will address all topics and skills considered in FLAN 411but from the point of view of the elementary learner. In addition, FLAN 412 will:
- address the differing developmental needs of the K-2 (lower elementary) and 3-6 (upper elementary) learner;
- focus on the differences in goals and rationales among the three common types of elementary program: FLEX (Foreign Language Experience), immersion, and FLES (Foreign Languages in the Elementary School);
- focus on content-based and content-related curricula and unit design in FLES and immersion settings;
- address thematic, interdisciplinary curriculum and unit design in FLES, FLEX, and immersion settings;
- offer a variety of age- and developmentally appropriate activities, including songs, rhymes, finger plays, games, story-telling, dramatizations, dialogues, and other activities;
- consider appropriate types of student and program assessment.
X. Overview of Additional Required Professional Preparation Courses Common to French, Spanish, German and Japanese K-12 Certification Programs
Required Professional Preparation Courses |
|||
Course Title |
Course Number |
Credit Hours |
Course Description |
Human Development and Learning |
EDPS 322 |
4 |
The study of childhood psychology from birth through adolescence with a focus on intellectual and psychosocial behavior and the role of parents and teachers in fostering learning and development. |
Education of Students with Exceptionalities |
SPGN 251 |
3 |
An introductory survey course providing the historical, philosophical, and organizational factors leading to the enactment of federal and state laws, rules, and regulations governing special education. Characteristics, educational considerations, and implications of all areas of exceptionality are addressed. |
Schools in a Multicultural Society |
SOFD 328 |
3 |
A study of the interactive relationship between schools and society, and the development of a culturally responsible pedagogy. Special emphasis on educational equity and the theoretical foundations of multicultural education. |
Curriculum and Methods -Secondary |
CURR 305 |
3 |
The concept of curriculum and its relationship to differing philosophies of education and styles of teaching. The instructional process and multiple teaching strategies examined and applied through lesson planning and demonstration. Classroom management principles and techniques considered in the light of a curriculum and instruction perspective. Includes a planned practicum experience in public schools in addition to the regularly scheduled hours. |
Introduction to Assessment and Evaluation |
EDPS 340 |
3 |
Basic principles in evaluation and assessment. Students will construct and interpret tests and alternative assessments; critique standardized tests; assess social, affective and behavioral factors; use computer applications; and examine assessment issues. |
Teaching Reading in the Secondary School |
RDNG 311 |
3 |
The developmental sequence for reading skills at the junior and senior high school levels and methods for teaching the sequence, including teaching programs for all students. Providing reading instruction within the context of the various areas. Required for all students who seek certification to teach in secondary schools. |
Instructional Applications of Media and Technology |
EDMT 330 |
2 |
This course guides pre-service teacher educators to critically and creatively apply the concepts, principles, hardware and software associated with the infusion of technology in solving educational problems and meeting challenges in their roles as facilitators of learning. |
XI. Overview of Field Experiences Common to all French, Spanish, German and Japanese K-12 Certification Programs
Required Field Experiences |
|||
Field Experience in Teacher Education |
FETE 201 |
1 |
Prospective teachers will participate in a service-learning experience in a diverse community and examine their beliefs and attitudes about working with others who are different from themselves. |
Field Experience in Teacher Education |
FETE 302 |
1 |
Field placement in a middle level or high school. Focus is on reflective teaching and assessment decisions. |
Field Experience in Teacher Education |
FETE 402 |
1 |
Field placement in a middle level or high school with a diverse student population. Emphasis is on developing literacy in diverse populations and adapting instruction to individual student needs. |
Additional Pre-student Teaching Field Experience of 40 hours |
- |
- |
Field placement in an approved teaching-learning situation of the student's choice that involves learners of foreign languages in age-appropriate learning environments (e.g. after-school language program, tutoring, summer language camp) |
Additional Field Experience of 45 hours in an elementary foreign language setting |
FLAN 412 |
- |
Students seeking K-12 certification will complete an additional 45-hour field experience in an approved elementary foreign language setting in conjunction with FLAN 412. See the course description above as well as the course syllabus for additional information about this field experience |
Student Teaching |
EDUC 492 |
12 |
Student teaching courses provide practical experience in the appropriate classroom under the guidance of mentor supervising teachers. The student teacher's role as an instructional decision-maker is reflected in planning for teaching, managing the classroom, and directing the learning activities of pupils. Student teachers are given increasing tasks for directing the activities of the classroom, gradually assuming full responsibility. |
Student Teaching
All foreign language student teachers will complete a minimum of 14 weeks of student teaching, in one or more secondary classroom settings, under the direction of a qualified mentor teacher. Student teachers will be supervised by the methods professor.
XI. Overview of Required Seminars
During the student teaching semester, all candidates seeking K-12 certification in French, Spanish, German, and Japanese are required to participate in a series of eight 3-hour seminars (24 contact hours) designed and taught by the methods professor. Seminar topics include: 1) standards and benchmarks, 2) writing objectives, 3) unit design, content-outlines and content mapping, 4) direct, inductive-inquiry, and cooperative learning lesson designs, 5) pre-assessment strategies, 6) post-assessment and data analysis, 7) portfolio development and 8) interviewing skills. As part of their student teaching and seminar commitment, students are also required to audio- and video-tape at least three lessons, reflect in writing on those lessons, and prepare and present their professional portfolio to a panel of in-service teachers, university faculty, students, and peers. In addition to these seminars, stu dents are also required to attend an all-day on-campus professional development workshop sponsored by the College of Education Office of Academic Services.
XII. Standards for the Preparation of French, German, Japanese and Spanish Teachers
The matrix in Appendix A outlines the way in which the required courses and experiences described above allow students seeking K-12 certification in French, Spanish, German, and Japanese to meet the newly-approved Michigan Standards for the Preparation of French Teachers.