TE 407 – Fall 2010

Teaching World Languages to Diverse Learners

Instructors

Jeff Bale, Ph.D.: jbale@msu.edu | (517) 353-0750

David Davenport: davenp98@msu.edu

Sally Warner: sally.jean.warner@gmail.com

• Office hours by appointment only.

Class Meetings

• Tuesdays & Thursdays: 10:20am - 12:10pm in C205 Wells

• Wednesdays: 4:10pm - 6:00pm in 107 and 224 Erickson

Required Materials

1. Hall, Joan Kelly. (2002). Methods for teaching foreign languages: Creating a
community of learners in the classroom. OH: Merrill Prentice Hall. ISBN 0-13-
087910-X.

2. American Council on the Teaching of Foreign Languages. (2006). Standards for

Foreign Language Teaching in the 21st Century (3rd ed). Yonkers, NY: National
Standards in Foreign Language Education Project. ISBN: 0970579810

• It’s best to get the 3rd edition in general but a requirement to get the 3rd edition if
you’re an Arabic major since earlier editions did not have these standards
included.

3. Larsen Freeman, D. (2000). Techniques and Principles in Language Teaching

(Teaching Techniques in English as a Second Language) (2nd ed). Oxford: Oxford
University Press. ISBN-13: 978-0194355742

4. Canter, L. (2005). Classroom Management for Academic Success. Bloomington, IN:

Solution Tree. ISBN-13: 978-1932127836

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 5. Your laptop

6. We will use a Wiki http://languagelinks2006.wikispaces.com to post many

assignments, resources, and class-related information. Each of you will need to join
this site. The Wiki also facilitates your participation in a larger professional
community made up of MSU interns, former interns, and world language
teachers/prospective teachers from around the world.

Course Objectives

Your decision to enter the teaching profession comes at a time when conceptions of
teaching—and education more broadly—are increasingly reduced to a set of isolated and
putatively objective “best practices” that promise student success (but rarely deliver).
While the goals of this course, naturally, are to learn effective strategies for the classroom
to help students engage with and acquire a world language, we will encourage you to look
beyond practices, methods, techniques, etc. and to place them in context: at times the
context of theories of second language acquisition behind the method; at times the
historical context of an approach to language education; at times the social and political
context in which language education takes place.

When we consider language education in these multiple contexts, it becomes clear that
teaching is inherently a moral and political act; what we do not do in the classroom is
equally important as what we actually do. And in both cases, the choices we make have
profound social, personal, intellectual and educational consequences.

Our primary goal for this course, then, is to provide you a framework, a vocabulary and
plenty of hands-on experience to make some of the choices for yourself—and to know
why and on what basis you’ve made them.

More specifically, after actively participating in this course you should be prepared to do the
following:

• Situate world language education in a social, historical and political context;

• Critically examine dominant assumptions (our own, our profession’s, our

institutions’) about the value and goals of world language education;

• Design a world language curriculum that promotes students’ ability to actually

use the language in meaningful ways;

• Use the target language a great deal (more than you use English) when you’re
teaching and interacting with students;

• Continually refine and improve your own target language proficiency;

• Make well-informed instructional decisions based on knowledge of yourself, your

students, principles of second language acquisition and sound pedagogy;

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 • Draw upon a large pool of instructional resources in order to implement a variety
of learning activities depending on the particular students, teaching context, and
learning goals that define any given teaching opportunity;

• Utilize technology in your instruction;

• Design, use, and think about assessment in ways that directly influence
planning, teaching, and student learning;

• Create a safe, caring classroom environment that is inclusive of students with

disabilities as well as students from diverse social, cultural and linguistic
backgrounds;

• Effectively deal with behavioral problems, distractions, and other “management”

issues in your classroom;

• Cultivate an attitude towards teaching that embodies sincere and productive

thinking about your practice, patience and open-mindedness, creativity,
flexibility, a sense of humor, and a commitment to ongoing refinement of your
teaching

• Cultivate an attitude towards and preliminary experience with research as a tool

to refine your practice and your understanding of language education more
broadly.

If this list seems like a tall order, it is. Throughout your career, you will continue to work on
each of these goals. We do not expect mastery or a complete understanding of each item on
this list; rather, we expect to see evidence that you are beginning to discuss, think about,
and implement these objectives. We aim to get you safely launched, headed in the right
direction. And we aim to help you develop your skills as teacher-researchers so that you
learn how to ask the sort of questions that will inform future choices you make in the
classroom.

What You Can Expect of Us

• Model the type of world language instruction we advocate.

o Many things we use and do in class will be things you could likely implement
in your own classrooms.

o We will provide a language learning experience that models target-language

instruction.

• Provide lots of hands-on practice.

o You will spend the majority of class time actively participating and
experimenting with the concepts we’re learning. You will often assume the
role of teacher in micro-teaches in class and field teachers in your placement,
design curriculum, and provide constructive feedback to your colleagues.

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 o Your field placement will give you the opportunity to observe what is going on
in actual schools, think about how the concepts we’re learning in class might
apply there, and try your hand at teaching!

• Be responsive to your needs, interests, and questions.

o Although we have provided a structure for the course in the syllabus, we

remain flexible and invite your ideas about how we should use class time.

o We will listen to your questions, concerns, and ideas and seriously consider
making adaptations to our lesson plans and assignments based on what you
say.

o We will provide timely and helpful feedback on your work.

• Cultivate a professional community of teachers/learners who are respectful,

tolerant, honest, and kind, and maintain high expectations for high quality
work and discussions.

o We will do our best to facilitate discussions in which everyone has

opportunities to safely express themselves and learn from each other.

o We will focus on learning, not grading. But we will not accept work that is not
up to par.

o We will give you opportunities to closely collaborate with a variety of class

members.

Major Units and Assignments

TE 407 is the first in a two-course sequence of teaching methods courses. The scope and
sequence of TE 407 center on the following essential questions:

• How does research help us be more effective teachers?

• If second language learning isn't (just) about learning grammar, then what's it
about?

• How do standards enable us to teach? How do they disable us?

• How do we design instruction to support language learning (with a focus on the

interpersonal and interpretive communication modes)?

Woven throughout our exploration of these major questions, we will also consider:

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 • How do we include disabled students and students from diverse social, cultural and
linguistic backgrounds?

• Whose language do we teach? Who says so?

• What is the state of the profession we are entering?

Under the rubric of these essential questions, we will explore the following topics: theories
of second language acquisition; the “methods”; communicative and task-based language
activities; assessment; and the first stages of lesson planning.

There are a multiple smaller and ongoing assignments that we will discuss as they come up
throughout the semester. For now, these are the major assignments and projects that we
have designed to help you think through these topics and form answers to the essential
questions listed above:

• Target Language Refinement Plan – this assignment helps you develop the
professional habit of ongoing and authentic practice of your language, and to support
your exploration of and proficiency in multiple varieties of the target language/target
culture.

• SLA work – You will be asked to design a short activity to model one of the
traditional “methods” we will discuss in the unit on second language acquisition.
Also, there will be a formal assessment of your understanding of SLA at the end of
that unit.

• MiWLA – MiWLA stands for the Michigan World Languages Association and is the
state-wide professional organization for world languages teachers. Their conference
is held in Lansing every October. You are expected to attend the conference, and
we’ll cancel a class session to help make that possible.

• Micro-teaches – you will be asked to design four communicative and task-based

language activities and teach them to your colleagues.

• Field placement work – in addition to 30 clock hours of observation, we will ask

you to complete a number of assignments based on your observation as well as one
field teach, in which you re-design one of the micro-teaches to fit the context of your
placement.

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 • Final lesson plan project – to consolidate your learning for the first semester, we
will ask you to design the “body” of a lesson plan that demonstrates to us how you
would integrate a series of 3-4 language activities (from the interpersonal and
interpretive communication modes) to support a specific teaching objective or
standard.

What We Expect of You

• Keep in mind

o You are transitioning from student to teacher. As instructors we will interact

with you as novice teachers, not as expert students. Therefore, we
encourage you to approach assignments as teachers learning to execute their
craft more effectively, not as students completing work for a grade.

o In terms of professionalism, we expect you to act as teachers: present, on-

time, prepared yet flexible, open-minded, and with a generous dose of good
humor.

o This is a 5-credit class and includes your active participation in three class
sessions per week and your field placement. Successful completion of TE 407
& 408 is required before you can do your teaching internship.

o You are in a professional program, not simply an academic major or course of

study. The Department of Teacher Education and the Secondary Program
take very seriously the Professional Conduct Policy when assessing the
progress of our teacher candidates. Please take time to reacquaint yourself
with that policy, which you can find at
http://www.education.msu.edu/te/Secondary/Policies/Professional-Conduct-
Policy.asp.

• Attendance

o On-time attendance is required at all regular class sessions and scheduled

field placements. If you must miss be absent, you should notify the
instructors or your mentor teacher (MT) as soon as possible by leaving an
email or phone message. Do not rely on your peers to relay messages—make
sure you communicate directly with your MT. You must make up any field
absences. More than two absences in class or field placements can
jeopardize your standing in this class and consequently, affect your ability to
intern next year.

o We do not distinguish between excused and unexcused absences.

Extraordinary circumstances you are dealing with (e.g., serious illness, death
in the family, etc.) will merit extraordinary efforts on our part to help you
keep up with. Otherwise, an absence is an absence.

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 • Participation

o While attendance is mandatory, simply being in class is not enough. You are
expected to actively participate in class activities, share your ideas in
discussions and respectfully listen to others, and contribute to the Wiki.

A Few Class Policies . . .

• Rule of thumb: Engage as you would expect your future students to engage.
• Turn off and put away your cell phones during class. Remember that you’ll be in front
of a classroom soon enough and will come to learn how distracting – and disrespectful –
technology can be when misused. Now is your chance to develop some empathy. If you’re
expecting an urgent phone call for a serious reason (and you’re clever enough to know what
counts as serious), then please let us know prior to class starting and excuse yourself from
class when the call comes in.
• And about that laptop: we encourage you to make use of technology both to help you
learn and to help you teach. Facebook, email, IMs, and the like will rarely contribute to either
effort. Please invest as much courtesy into being attentive in class as we have into preparing
for it.
• In case the first two points about technology weren’t clear enough: if you have
something better or more important to do than participate in class, then please go do it. Do
not hone your multitasking skills during this class.
• Please be respectful about food and drink in the classroom and leave your space as
clean or cleaner than you found it.
• Assignments should be turned in by the announced deadline. If for some reason you
need more time, please consult with the instructors before the deadline to make
arrangements. But do understand that in almost every instance we do not accept late work.
• Use professional and respectful language in all your communication – written and
spoken. Do not post anything online that could come across as unprofessional or could reveal
individual identities. Never refer to your field placement teachers or students by name; use a
pseudonym. (See last section of syllabus for further information.)

Grading

• Remember: the senior year in TE is about transitioning from your role as a student
to your role as a novice teacher. If your primary motivation in this course is the
numerical grade you will get from us, we suggest to you that this will likely not be
enough motivation to sustain you through the next two years.

• Nevertheless, credit can be earned according to the following table. (4.0 = 95%, 3.5
= 90%; 3.0 = 85%; 2.5 = 80%; 2.0 = 75%)

ATTENDANCE AND PARTICIPATION – 20%

• Regular attendance in class

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 • Preparation of readings and other activities for class
• Attentive, appropriate, active participation in class discussions and
activities

CLASS ASSIGNMENTS – 25%

Misc. Class Assignments (including presentations on methods 11%

and the 5 C’s)

MiWLA Conference and Debrief Assignment 4%

Target Language Refinement Plan 10%

FIELD WORK – 25%

30 Hours Field Time (documented in weekly reports) 10%

Field Teach 1 (Activity Plan, Self-Reflection, Mentor T’s 6%

Evaluation)

Field Teach 2 (Lesson Plan, Self-Reflection, Mentor T’s 6%

Evaluation)

“Interview with a Student” Field Assignment 1%

“Meet Your Placement School & Teacher” Field Assignment 1%

Target Language Field Observation 1%

LAB ASSIGNMENTS – 25%

Realia Lab 4%

Pre- Listening/Reading/Viewing Lab 4%

Info Gap Lab 4%

Contextualization Lab 4%

Grammaring Lab 4%

Pick your topic 5%

FINAL PROJECT – 5%

Final Project: Model lesson plan 5%

University Policy on Incompletes

When special or unusual circumstances occur, the instructor may postpone assignment of the
student’s final grade in a course by use of an I-Incomplete of DF-Deferred or ET-Extension
marker.

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You do not want to take an incomplete. One, there are very few circumstances under
which Dr. Bale will approve one. Two, if you do not have a passing grade in 407, you cannot
move on to 408, and so on.

Secondary Team Student Handbook

You are responsible to familiarize yourself with TE program requirements and policies. Student
handbooks can be found here: http://ed-web2.educ.msu.edu/team4/handbooks.html

Writing Support

Teachers are models and coaches of writing for their students, and must communicate
effectively in writing with colleagues, parents, and others. For those reasons, teacher
candidates are expected to write effectively and conventionally.

If you need more help in meeting those expectations than you can get from your instructors
and other teacher candidates, you should contact the College of Educations Office of Student
Writing Assistance (OSWA), at 513-F Erickson Hall, 517-432-0425, or campbell@msu.edu.
Support is also available through the University’s Writing Center, at 300 Bessey Hall, 432-
3610, Grammar Hotline: 432-1370, Website: http://writing.msu.edu/.

**Please note that, where we deem it necessary, we will refer you to the either OSWA or the
Writing Center to get assistance on a particular assignment before we give it a final grade.

Academic Honesty and Integrity

On the one hand …

We assume that you are honest and that all course work and examinations represent the your
own work. Violations of the academic integrity policy such as cheating, plagiarism, selling
course assignments or academic fraud are grounds for academic action and/or disciplinary
sanction as described in the university’s student conduct code.

Incidents of plagiarism are taken very seriously and will be pursued. You are strongly
cautioned not to copy any text verbatim on class quizzes, tests, reports, projects, or other
class assignments without using appropriate quotations and source citations.

If we suspect that you have committed an act of plagiarism, we will contact you in writing (not
by email) and set up a formal meeting. If our suspicions are indeed correct, you will receive
no credit for that assignment. A second incident will result in zero credit for the course.

On the other …

There is a culture of sharing in education and we encourage you to be part of that culture—
when designing micro-teaches, when designing lesson plans for field teaches, and when
designing your final lesson plan project to use many resources. It is imperative, however, that
you are extremely clear in indicating which ideas/language/materials are entirely your own;
which ideas you modified based on others’ work; and which materials you are borrowing
wholesale.

Thus, when you hand in work related to labs, field teaches and lesson plans, please use the
following language:

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• If you took inspiration from another source or modified another source significantly to
make it work for you, then include on the write-up “Adapted from:” with the full citation
(book title, URL, etc.)

• If you took the entire piece from another source, then include “Taken from:” with the
full citation.

• NOTE: This applies to materials used in preparation for labs, field teaches, and lesson
plans. This does NOT include reflection writings, TLRP, or your in-class content presentations.
Standard procedures for referencing and avoiding plagiarism apply here.

For University regulations on academic dishonesty and plagiarism, refer to

http://www.vps.msu.edu/SpLife/rule32.htm

http://www.msu.edu/unit/ombud/plagiarism.html

Accommodations for Disabilities

Students with disabilities should contact the Resource Center for Persons with Disabilities to
establish reasonable accommodations. For an appointment with a counselor, call 353-9642
(voice) or 355-1293 (TTY). Instructors in the course may request a VISA Form (Verified
Individual Student Accommodations Form) from a student requesting services.

If you are a student with a disability, we strongly recommend that you contact the Resource
Center, register with them and get your VISA Form taken care of. In addition, we strongly
encourage you to speak with us about your disability and the accommodations you need.
Please do not wait until there is an issue—we are more than happy to provide whatever
accommodations you need to make this course successful for you.

Religious Observance Policy

Michigan State University has long had a policy recognizing that many individuals observe
religious holidays associated with their particular faiths. The MSU policy on religious
observance can be found on the web at
http://www.reg.msu.edu/read/UCC/Updated/religious.pdf

Confidentiality

Classroom Discussions: Your field experiences are an important part of your learning and
you will be discussing them in your courses. Just as teachers are expected to respect the
privacy and dignity of the children and families with whom they work, so we expect you to
use discretion. In casual conversations or social situations, do not relate stories from
classrooms or schools that may be embarrassing to teachers or students or that include
sensitive information about a child or family. When discussing classroom situations in class,
do so carefully. Use a fictitious name for the student involved if you need to include family
or individual information in your explanation or if the situation is particularly difficult. Mask
the name of a student on any written or visual work shared in class or used in an
assignment. When discussing teaching practice you have observed in the field, be mindful of
maintaining a tone of professional courtesy.

Interviews: Use pseudonyms and screen/mask identifying information when reporting

interviews with children/youth/adults. If an assignment requires you to interview an adult,
you should clearly state or give to the interviewee, in writing, the purpose of the interview
and the uses you will make of the material. Ask your instructor for an example if you are

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unsure how to word this statement.

Photographs/Videotapes/Audio tapes: Always ask permission of the classroom teacher

to make photographs, videotapes, or audio tapes of students or to use them in
displays/portfolios. Occasionally there are circumstances which require that a student's
whereabouts be kept secret and photographs are not allowed. Some schools and districts
require written permission from parents/guardians for taking any photographs, videotapes
or audio tapes. Be sure to check with the classroom teacher on what is needed.

Portfolios: If you use students' work or interview material in your portfolio, use
pseudonyms and screen/mask names and personal identifying information.

District Requirements: Ask your classroom teacher if there are any other district or school
requirements regarding confidentiality that you should be aware of.

Dress and Deportment in Schools

When you are in school, you are expected to dress appropriately. You will be viewed and
judged as another adult by students, parents, teachers and other people in the building. Be
polite and considerate of other adults in the building including the principal, custodians,
secretary, paraprofessionals, etc.

Alcohol and Illegal Drugs

The University Drug and Alcohol Policy will be enforced which prohibits the possession or
use of illegal drugs and alcoholic beverages in classes and field placements. Students are
expected to be free of the influence of such substances in classes and field placements.

Professional Communication

Professional education can be an intensely personal and challenging process. In your classes
and field placements, you are expected to give and accept constructive feedback
appropriately and to react appropriately in stressful situations. You are also expected to
take an active role in your learning and contribute to the learning of your fellow students.
If you have concerns, problems, or questions about any aspect of your coursework or
fieldwork, you should first address them to the instructor or team person who is most directly
involved. This applies to situations at the university as well as in the field. If the situation is
not resolved at that level, you should request assistance from the Team coordinator or faculty
leader.

Procedures for Resolving a Dispute

Step 1.The student and instructor should try to solve the problem, with help.
1.1. If problems arise in the relationship between instructor and student, they should
promptly seek advice and attempt to resolve their problems promptly in informal, direct
discussions. The supplement to this step of the procedure, appended, provides advice for
conducting those discussions.
1.2. If the dispute arises from TE 150, TE 250, or TE 348, the student and instructor
should seek advice from the faculty course coordinator. If the dispute arises from TE 301,
401, 402, 501, 502, or 801 through 804, the student and instructor should seek advice
from the team coordinator and/or faculty course coordinator.

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 1.3. The more difficult the issue and the more interpersonal conflict that has already
occurred, the wiser it will be to include the team or course coordinator directly in the
discussion immediately.
1.4. Disputes might involve any of several policies that are discussed in Step 2; instructor
and coordinator should be aware of them.

Step 2. The student and/or instructor should take the matter to the Teacher
Preparation Coordinator or Team Leader, and/or to the MSU Ombudsman, as
indicated below.

2.1. If the problem remains unresolved after direct discussions called for in Step 1, then
the student and/or instructor should take the dispute either to the Teacher Preparation
Coordinator (for matters arising from TE 150, 250, or 348) or to the Team Leader (for
matters arising from TE 301, 401, 402, 501, 502, or 801 through 804).

2.2. Additionally, the student and/or instructor can consult the MSU Ombudsman about
MSU policies and their situation.

2.3. At this step, the Teacher Preparation Coordinator or Team Leader should determine
which policy applies and proceed accordingly:

2.3.1. Note the matters for special handling in section A, above.

2.3.2. An instructor could be claiming that a student has violated some provision of
MSU’s policy on integrity of scholarship and grades, which addresses cheating,
plagiarism, and related matters (the policy can be found on MSU’s and the
Ombudsman’s website). The Teacher Preparation Coordinator or Team Leader should
see that the policy is followed and particularly that, when the penalty grade 0.0 for a
course is given only for academic dishonesty, the instructor notifies the Associate Dean,
who as necessary will inform the student's academic dean of the circumstances.

2.3.3. An instructor could be claiming that an undergraduate student has violated or

failed to satisfy professional criteria stated in the teacher preparation program’s Criteria
for Progression to the Internship, which appears in Academic Programs. The Teacher
Preparation Coordinator or Team Leader will handle these cases as required by Section
II of the Criteria for Progression to the Internship.

2.3.4. An instructor might be claiming that a teacher candidate or intern has violated or
failed to satisfy the TE Department's Professional Conduct Policy for Teacher Candidates.
For undergraduates, the Teacher Preparation Coordinator or Team Leader should
determine whether the Criteria for Progression for the Internship should be invoked and,
if so, follow procedures provided in Section II of that policy. Otherwise, the case should
be handled as a Departmental matter, which the Teacher Preparation Coordinator or
Team Leader handles on behalf of the Department Chair, consulting with the Chair as
needed.

2.3.5. A student could be bringing a complaint, unresolved in Step 1, about an instructor

or about instruction, related to MSU’s Code of Teaching Responsibility, or to Academic
Freedom for Students at Michigan State University (both available from the MSU
website), or related to the terms of a syllabus or a team handbook. In all of these
situations, the Teacher Preparation Coordinator or Team Leader will be acting on behalf
of the Department Chair, consulting with the Chair as needed. In general, The Teacher
Preparation Coordinator or Team Leader should be guided by the descriptions of

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 undergraduate rights and responsibilities in section 2.3 of Academic Freedom for
Students at Michigan State University and, for interns, of graduate student rights and
responsibilities in the corresponding section of Graduate Student Rights and
Responsibilities.

2.3.6. In the instances named in 2.3.5, the Teacher Preparation Coordinator or Team
Leader should be guided also by the description of faculty rights that constrain student
rights, recorded in section 2.2 of Academic Freedom for Students at Michigan State
University and the corresponding section of Graduate Student Rights and
Responsibilities. Specifically, the Teacher Preparation Coordinator or Team Leader
should:
1 Refer complaints concerning instructional practice or competence of a tenure-stream
faculty member directly to the Department Chair, and handle complaints concerning
instructional practice or competence of term faculty members and doctoral student
instructors.
2 Note that the only ground on which a grade can be disputed is that the instructor
gave the grade in bad faith. Also note that a finding of bad faith can be reached only by
a unit hearing board in a hearing on a grievance submitted by the student. See section
2.2 of Academic Freedom for Students at Michigan State University.

The Teacher Preparation Coordinator or Team Leaders should handle the many other
potential situations not otherwise discussed here.

Step 3. Submitting a formal grievance

If still aggrieved after the Teacher Preparation Coordinator’s or Team Leader’s
disposition of a matter, a student may then submit a formal, written grievance.

3.1. The student should consult the MSU Ombudsman about a grievance, as the
University policies are not always simple and straightforward.

3.2. A student’s grievance of an instructor’s or the Department’s actions regarding

actual or potential violation of laws, violation of the professional criteria in the Criteria
for Progression to the Internship, academic dishonesty, or academic records should be
submitted to the Associate Dean; see section 2.4 of Academic Freedom for Students at
Michigan State University (undergraduate teacher candidates) or Article 5 of Graduate
Student Rights and Responsibilities at Michigan State University (interns) for the policy
and procedure that applies.

3.3. All other grievances should be filed with the Department Chair, who will review
them for possible consideration by a Department hearing board. A grievance alleging
violations of academic rights must include a proposed remedy that could be
implemented by the Department Chair.

Step 4. Handling written grievances

For written grievances, the Department Chair and Department hearing board, if engaged,
will follow the procedures described in section 2.4 of Academic Freedom for Students at
Michigan State University (for undergraduate students) or Article 5 of Graduate Student
Rights and Responsibilities at Michigan State University (teacher preparation interns).

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