Language 4044 Language Teaching Methods

Spring, 2007

(Prepared: December 26, 2006; Last Change: Jan 13, 2007; August 8, 2007)

Assignments

II. Portfolio Projects - D. Technology

Note: This assignment will be discontinued in 2008, to be replaced as drafted below. This new assignment is at the suggestion of a local high school teacher.

You should work on this throughout the semester. I have put a suggested start date for this portion. I have not put due dates along the way for several reasons: 1) some things cannot be done (well) until you have done certain readings; 2) some things (articles) will take time to find; 3) the reading assignments are often long, so I want to give you the flexibility to fit these projects in as your schedule allows; 4) you are adults and professionals and should not need due dates.

1. Obtain (UMD Library or Interlibrary Loan --start early) one of the following articles, read it, and write a summary and reaction paper. You are welcome to find a different article on the use of technology in the teaching of world languages.

• Bailey, J. "Teaching About Technology in the Foreign Language Class", Foreign Language Annals, v. 29 (Spring 1996), 82-8.
• Burnett, J. "Classroom-management-classroom Survival: One Teacher's Story of Constructing Practice in a Computer-equipped Foreign Language Classroom", Foreign Language Annals, v. 32, No. 3 (Fall 1999), 279-94.
• Calderon-Young, E. "Technology for Teaching Foreign Languages Among Community College Students", Community College Journal of Research and Practice, v. 23, No. 2 (March 1999), 161-9.
• Chavez, C. L. "Students Take Flight with Daedalus: Learning Spanish in a Networked Classroom", Foreign Language Annals, v. 30 (Spring 1997), 27-37.
• Conroy, P. V. "E-Mail or Blackboard: Teaching Advanced French Composition", The French Review, v. 77, No. 3 (February 2004), 550-9.
• Deumert, A., et. al. "Authentic Teachings as the Context for Language Learning", Journal of Educational Technology & Society, v. 8, No. 2 (2005), 83-93.
• DiBella, Inge A. "German in Cyberspace: Tips & Strategies for Beginners", Die Unterrichtpraxis, 30 (Fall 1997), 206-09.
• Finnemann, Micahel D. "The World Wide Web and Foreign Language Teaching", ERIC/CLL News Bulletin, 20, No. 1 (September 1996), 1, 6-8.
• Hall, C. "Overcoming the Grammar Deficit: The Role of Information Technology in Teaching German Grammar to Undergraduates", Canadian Modern Language Review, v. 55, No. 1 (October 1998), 41-60. 
• Huot, D., ed, et. al. "Information and Communication Technologies (ICTs) and the Learning and Teaching of Second Languages [Symposium]", Canadian Modern Language Review, v. 62, No. 1 (September 2005), 1-233.
• Koros-Mikis, M. "Learning Languages in a Creative Way: Young Children Using the Computer in Discovering the Written Word and the Spoken Language", Educational Media International, v. 31 (September 1994), 193-6.
• Micarelli, A., et. al. "Conversation Rebuilding: From the Foreign Language Classroom to Implementation in an Intelligent Tutoring System", Computers & Education, v. 29 (December 1997), 163-80.
• Nutta, Joyce W., Carine M. Feyten, Annette L. Norwood. "Exploring New Frontiers: What Do Computers Contribute to Teaching Foreign Languages in Elementary School?", Foreign Language Annals, 35, No. 3 (May-June 2002), 293-306.
• Sierra-Fernandez, J. L., et. al. "The Effect of Instruction with Computer Simulation as a Research Tool on Open-Ended Problem-Solving in a Spanish Classroom of 16-Year-Olds", The Journal of Computers in Mathematics and Science Teaching, v. 22, No. 2 (2003) p. 119-40.
• Turnbull, M., et. al. "Core French Teachers and Technology: Classroom Application and Belief Systems", Journal of Educational Thought, v. 37, No. 3 (December 2003), 303-28. 

II. Portfolio Projects - D. Teaching Grammar

Below are the grammar points developed by faculty and local teachers as points which must be delivered in Fr/Ger/Span I and II at the high school level. Pick 5, and develop (in the target language) an explanation of the rules associated with this point. (As you'll see in the Structured Input reading, these rules might very well be explained after much input. But whether or not the explanation comes early or later is not relevant. At some point you'll be presenting or developing with students the rules.)

Then, develop a series of structured input and output exercises to help students acquire/learn/practice 3 of these points. It is recommended that if there are more than one of you from a given language, that you divide the grammar points among you, and then share your work.

Here is a sample of an explanation from a local teacher. Note that she does not use Spanish for her rules, as I've requested of you.

SPANISH (ISD 709; Spring 2007)

• Spanish I -
  • Verbs
    • PRESENT TENSE (REG & IRREG)
    • PRESENT PROGRESSIVE
    • PRESENT PROGRESSIVE WITH PRONOUN PLACEMENT
    • REFLEXIVE VERBS
    • GUSTAR
    • INDIRECT OBJECT PRONOUNS
    • DIRECT OBEJCT PRONOUNS
    • SUBJECT PRONOUNS
    • DEFINITE ARTICLES
    • INDEFINITE ARTICLES
    • NOUNS (GENDER)
    • NOUN AND ADJECTIVE AGREEMENT
    • POSSESSION USING “DE”
    • POSSESSIVE ADJECTIVES
    • FREQUENCY ADVERBS
    • TENER QUE, HAY QUE
    • TENER PHRASES (TENER SED, ETC.)
    • USE OF ARTICLES WITH TITLES
    • ESTAR + LOCATION
    • ESTAR + ADJECTIVES
    • INTERROGATIVES
    • ACABAR DE
    • SABER VS. CONOCER
    • COMPARATIVES
    • WEATHER
    • TIME
    • NUMBERS
    • DATES
    • PREPOSITIONS OF LOCATION
    • AFFIRMATIVE  “TÚ” COMMANDS
    • IR + A
    • DE + EL = DEL
    • A + EL = AL
  • Vocabulary
    • GREETINGS
    • PROFESSIONS
    • PHYSICAL DESCRIPTIONS
    • PERSONAL CHARACTERISTICS
    • CLOTHING
    • HAY
    • DAYS OF THE WEEKS
    • COLORS
    • SNACKS
    • FRIENDS AND FAMILY
    • PLACES
    • ACTIV ITIES
    • SPORTS
    • SEASONS
    • STORES
• Spanish II -

  • SPANISH II – GRAMMAR TOPICS

    • REVIEW PRESENT TENSE
    • REVIEW SER/ESTAR
    • PRETERITE
    • IMPERFECT
    • TÚ COMMANDS (AFIRM & NEG)
    • PRONOUN PLACEMENT WITH COMMANDS
    • REFLEXIVE VERBS
    • PRESENT PROGRESSIVE (WITH PRONOUNS)
    • PROPOSITIONS OF PLACE
    • DEMONSTRATIVE ADJECTIVES
    • DEMONSTRATIVE PRONOUNS
    • POSSESSIVE ADJECTIVES
    • POSSESSIVE PRONOUNS
    • GUSTAR TYPE VERBS
    • ORDINAL NUMBERS
    • CARDINAL NUMBERS
    • DIRECT OBJECT PRONOUNS
    • INDIRECT OBJECT PRONOUNS
    • TWO ABOVE – TOGETHER
    • TENER EXPRESSIONS
    • “MENTE” ADVERBS
    • DEBER
    • ACABAR DE

  VOCAB.

  • DAILY ROUTINE AND BODY
  • CHORES AND HOUSE
  • TAPAS AND FOODS
  • PROFESSIONS AND DESCRIBING ARCHITECTURE
  • FARM ANIMALS
  • AIRLINE TRAVEL AND PASTTIME ACTIVITIES
  • ART
  • MEDIA
  • FAMILY AND CELEBRATIONS
  • CHILDHOOD ACTIVITIES
  • PERSONAL REACTIONS

• Spanish III -

  • GRAMMAR TOPICS

    • REVIEW VOCAB. FROM I AND II.
    • REVIEW PRESENT, PRETERITE, IMPERFECT, PRESENT PROGRESSIVE
    • REVIEW SER/ESTAR, ACABAR DE, REFLEXIVE VERBS, MENTE ADVERBS
    • REVIEW TÚ COMMANDS
    • USTED/UDS COMMANDS
    • NOSOTROS COMMANDS
    • ALL COMMANDS AFIRM AND NEG. WITH PRONOUN PLACEMENT
    • HACE EXPRESSIONS (PRESENT AND PRETERITE)
    • IMPERSONAL EXPRESSIONS WITH INFINITIVE
    • IMPERSONAL EXPRESSIONS WITH SUBJUNCTIVE
    • SUBJUNCTIVE
    • SUBJUNCTIVE VS. INFINITIVE VS. INDICATIVE
    • FUTURE
    • CONDITIONAL
    • PRESENT AND PAST PROGRESSIVE
    • PAST PARTICIPLE
    • PAST PARTICIPLE USED AS ADJECTIVE
    • PRESENT PERFECT
    • POR/PARA
    • PREPOSTIIONS OF PLACE
    • REPORTED SPEECH ( DECIR, OÍR, VER, SABER, LEER, IMAGINARSE QUE…..
    • NEGATIVE CONCEPTS
    • QUESTION WORDS WITHOUT ACCENTS
    • COMPARATIVES/SUPERLATIVES
    • “SE” IMPERSONAL
    • “SE” RECIPROCAL
    • MORE DOLER AND GUSTAR TYPE VERBS

  VOCAB.

  • DIET AND EXERCISE
  • PERSONAL CARE
  • BEACH ACTIVITIES
  • MEDICAL—HEALTH ISSUES, SOLUTIONS, BODY
  • EXTENSION OF HOUSE AND HOTEL
  • CITY/TOWN –STREETS, SHOPPING
  • CLOTHING – SIZING, DESCRIBING
  • BANKING
  • ENVIRONMENT-DESCRIBING, CONSERVATION, RECYCLING
  • WILD ANIMALS
  • CAMPING
  • WEATHER
  • PROFESSIONS – EXTENSION, ACQUIRING A JOB, BENEFITS

GERMAN

FRENCH