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.  The course titles and descriptions are provided below. 

Course Title	Course Number	Credit Hours	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 World language teachers in secondary school settings. Students in FLAN 411 will focus specifically on:  1) the history and development of instruction in modern World languages, 2) language acquisition theory, 3) research on adolescent development and learning, 4) curriculum, instruction, lesson design and activities that support the Standards for World 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 World language instruction in the elementary grades in the United States, 2) research on early World language learning, 3) the philosophy of, and rationale for, World 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.

* Students must have successfully completed FLAN 411: Theory and Methods of Modern Language Instruction.  

* 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.

* 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. 

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 World 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.

Differences between FLAN 411 and FLAN 412

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:

 

 

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