UNIVERSIDAD NACIONAL DEL COMAHUE FACULTAD DE LENGUAS CARRERA: Profesorado en Inglés Afio: 2018 CUATRIMESTRE: Primero y Segundo ASIGNATURA: DIDACTICA ESPECIAL Y RESIDENCIA IT EQUIPO DE CATEDRA: Analla Castro (ASD-Rec) Silvina Rodriguez (PAD) Marfa Adela Garcia Alvarez (AYP) Supervisores Practicas: Silvina Rodriguez (PAD) Analia Castro (ASD), Maria Adela Garcia Alvarez (AYP) Paola Mabel Scilipoti (AYP) Maria Leticia Taccon! (AYP) A. RATIONALE The present course, Diddctica Especial y Residencia II constitutes the last stage of process that started in the 2™ year of the Teacher Training Programme with the Taller de Didéctica Especial. That workshop intends to ease the transition between knowledge about general methodological aspects seen in the first years of the programme and more specific ones, related to the teaching of English as a foreign language, that are part of the syllabuses of the methodological subjects in 3° and 4% year, The 3° year course Didéctica Especial y Residencia I aims to provide student teachers with the basic theoretical knowledge and teaching skills that they will need to become teachers of English for primary level. ‘The present course, Didéctica Especial y Residencia II, seeks to develop a deeper understanding of the many issues that are involved In the teaching of English as a foreign language at secondary school. Student teachers are encouraged to explore how these factors affect learning positively and negatively. They are also given the opportunity to devise plans of action to cater for these factors, design suitable syllabuses and develop thelr students’ intercultural communicative competence taking into account their needs. ‘The course revolves around the notion that teaching can be improved through a more complete knowledge of the learner and of the teacher her/himself. The development of a self- evaluative attitude is fostered throughout the course by placing student teachers in the role of researchers, 2 role which is explicitly brought to the foreground when they are required to design an action research project. The subject includes a theoretical module and the practicum, and trainees are encouraged to relate both parts. This is formally ensured by a series of tasks and assignments student teachers are required to carry out. The theoretical module is structured following Kumaravadivelu’s (2003) model of Postmethod pedagogy, shown in the diagram below, which comprises “the operating principles that can guide practising teachers in thelr effort to construct their own situation-specific pedagogic knowledge in the emerging post method era” (pp.40-41). Each unit in the firstmodule will help future teachers develop the different macro- and micro-strategies that translate the three fundamental principles of practicality, particularity and possibility into concrete classroom actions. The units that make up the second module will equip trainees with the tools to design their own courses. Kumaravadivelu’s (2003:41) Pedagogic Wheel B. AIMS To enable the learners to: a) Make reasoned decisions as regards: 1. the formulation of realistic objectives for each teaching situation 2. syllabus design and planning 3. the choice of techniques and the selection and design of activities best suited to reach the desired aims 4, the evaluation and continuous assessment of the learning process. b) Understand and criticise their teaching practice on the basis of: 1. the recognition of the views of language and learning that underlie their teaching 2. the detection of possible contradictions and inconsistencies between what is intended ‘and what is actually done 3. the search for a theoretical rationale that supports their teaching practice. 4. the understanding of their beliefs about (language) teaching ©) Develop an attitude of cooperation with their peers, and of tolerance and respect towards views and ideas different from their own. d) Become aware of the influence that directly or indirectly they can exert on the formation of society as educators. B,1, OBJECTIVES OF THE THEORETICAL MODULE To enable learners to: a. Become aware of the characteristics of adolescent learners and the ways in which they influence the relationship teacher-student. b. Consider the connections between teenage students’ emotional, social, moral and cognitive development and their motivation to learn English in the light of motivational theories of language learning.c. Understand the role of individual learner differences and affective factors in the development of leaming strategies. d. Analyse learners’ communicative needs and wants. e. Compare approaches to syllabus design and types of syllabus and identify the views on language and language learning on which they are based f, Analyse the actions involved and the factors that should be taken into account at the different stages of course development g, Become aware of what is involved in teaching language for communication. fh, Learn about ways of doing teacher research to investigate what goes on in their classrooms. J. Design and analyse pair and group tasks in order to appreciate the value of working cooperatively and collaboratively for self- and group development. j. Distinguish between assessment and testing as two ways of evaluating learners. B.2. OBJECTIVES OF THE TEACHING PRACTICE a) To provide trainees with exposure to real learners, their learning problems and the cognitive, affective and social factors which may influence their learning. b) To encourage students to get to know the context of their teaching better by learning about the institution (regulations, routines, discipline policy, facilities, etc.) €) To provide trainees with an opportunity to have their teaching evaluated and constructively criticised. d) To help trainees develop their own teaching style. €) To provide student teachers with an opportunity to try out new techniques. f) To create @ situation of gradually increasing freedom within which trainees can progress from more to less reliance on the supervisors’ guidance 9) To develop in trainees an awareness of how the language Is needed and used by foreign language leamers. h) To help student teachers use variety of instruments for the investigation of what goes on In their classrooms. By the end of the practicum, trainees will be expected to: a) be more aware of the relevance of the English language for the students and the areas of difficulty that its learning Involves. b) be more aware of the factors that aid and hinder learning in the classroom. ¢) be more sensitive to secondary school students’ emotions, thoughts and attitudes as they affect learning. d) have a deeper awareness of what is needed for the development of the four language skills. ¢) plan a series of lessons which are relevant to what the students need to learn, f) be in control of some basic classroom management skills. 9) account for their classroom decision-making. h) be able to evaluate their students and design appropriate tests, as well as interpret their results, i) be able to identify their own weaknesses and strengths in the teaching situation and devise a plan of action to remedy the spotted shortcomings. C, THEORETICAL MODULE. LIST OF CONTENTS MODULE I TEACHING AND LEARNING A FOREIGN LANGUAGE IN THE POSTMETHOD ERAINTRODI : Learning teachin: 1_ following the pedagogic wheel a) Parameters of postmethod pedagogy: particularity, practicality and possibility b) A macrostrategic framework for language teaching ¢) Teachers’ roles in the post method framework d) Learner-centred psychological principles: teaching adolescents a foreign language Selected Readings + American Psychological Association. Center for Psychology in Schools and Education. 1997. “Learer-centered psychological principles: a Framework for School Reform and Redesign” at: www.apa.ora/ed + Kumaravadivelu, B, 2003. Beyond methods: macrostrategies for language teaching. New Heaven & London: Yale University Press. Chs 1 and 2. 1 - Learn hoo! The contents in this unit will enable student-teachers to maximize learning opportunities, minimize perceptual mismatches and promote learner autonomy: a. Generating and maintaining students’ motivation to learn b. Developing the learners’ full potential. Maslow's hierarchy of needs. ¢. Promoting individualisation: Learning to learn - Identification and development of language learning strategies d. Promoting meaningful learning. Memory, emotion and cognitive depth e. Learning to work cooperatively: social learning strategies Selected Readings + Alvarez, A. 2006. “With a Little Help from my Friends: Learning in Cooperation with Others”. II Jornadas Un espacio de encuentro: el Estado del Conocimiento en la ESI. Escuela Superior de Idiomas, U. N. del Comahue. + Alvarez, A, Rodriguez, S. y Castro, A. 2007. “Memory, emotion and learning, In honour of Earl Stevick.” en: Castro, A. (ed.) Actas de las III Jornadas Un espacio de encuentro: el Estado del Conocimiento en fa EST. Escuela Superior de Idiomas, U. N. del Comahue. + Brewster, J., G. Ellis and D. Girard. 2007. The Primary English Teacher's Guide. Penguin. Part 2 ~ Section 5. + Démyei, Z. 2014, “Motivation in Second Language Learning”. In Celce Murcia, M., D. Brinton and M. Snow (eds). Teaching English as a Second or Foreign Language. National Geographic Learning/Heinle Cengage. Ch 33. + Dornyel, Z. and A, Malderez, 1999 (4" printing, 2005). “The role of group dynamics in foreign language learning and teaching’. In Amold, J. (ed). Affect in Language Learning. New York: CUP. Also available at: http://mww.zoltandornyel.co.uk/uploads/1999-dornyel- malderez-cup.pdt + Dornyei, Z. and E, Ushioda. 2011. Teaching and Researching Motivation. Longmen. UK:Pearson. Chapters 5, 6 & 7. + Harmer, J. 2007. The Practice of English Language Teaching. Pearson Longman. Ch.23. * Mcleod, S.A. 2014. “Masiow’s Hierarchy of Needs”. Retrieved. from: www.simplypsychloay,ora/masiow.html + Oxford, R. 2011. Teaching and Researching Language Learning Strategies.UK:Pearson. Chs 1,2, 3 and 4. (2018) ‘+ Stevick, E. 1996, Memory, Meaning and Method. Newbury House. Chs. 2 (pp.23-32) & 6 (pp.128-137). + Tarone, E, A, Cohen. and G. Dumas. 1983. *A closer look at some interlanguage terminology: a framework for communication Strategies”. In Faerch, C. and G. Kasper. Strategies in Interlanguage Communication. London: Longman.Developing icative competence The contents in this unit will enable student-teachers to facilitate negotiated interaction, foster language awareness, minimize perceptual mismatches, activate intuitive heuristics, contextualize linguistic input and integrate language skills: a. Teaching English for communication b. Linguistic competence: Focus on form and focus on forms (proactive and reactive): consciousness-raising, gap-noticing activities. New trends in vocabulary learning. . Sociolinguistic competence. Language in context d. Discourse competence. fe. Strategic competence. Development of communication strategies. f. Integrating language teaching and cultural aspects Selected Readings * Canale, M, 1983. “From Communicative Competence to Communicative Language Pedagogy.”In: Richards, J. and R. Schmidt (eds). 2013. Language and Communication. NY: Routledge, * Ellis, R. 2002. "Grammar Teaching ~ Practice or Consciousness Raising?” In: Richards, 3 and W. Renandya, Methodology in Language Teaching. An Anthology of Current Practice. Cambridge University Press. pp. 167-174. + Long, M, and P, Robinson. 1999. “Focus on Form. Theory, research and practice” In: Doughty C. and J, Williams, Focus on Form in Classroom Second Language Acquisition. Cambridge University Press. + Svetlana, Y. 2011, “The importance of the development of students’ sociocultural competence at the Kazakh-American Free University”. In: The Kazakh-American Free University Academic Journal N&3 pp, 153-157. Available at: htto://www.kafu-academic- ‘ournal.info/iourna/3/ + Willis, D, & 3, Willis, 1996. “Consciousness-raising activities” In: Willis, J. & D. Willis (eds.) Challenge and Change in Language Teaching. Heinemann, » Xin, Z. 2007. “From Communicative Competence to Communicative Language Teaching”. In: Sino-US English Teaching. Vol. 4, N° 9 (Serial N°45). UNIT 3: "ion and assessment The contents in this unit will enable student teachers to evaluate the learning process from the perspective of the different axes in the pedagogic wheel. Aims of evaluation: summative, formative and illuminative Evaluation and testing. Types of tests. Continuous assessment Evaluating the coursebook Illuminative evaluation: The teacher as researcher - Approaches to classroom investigation in teaching - Action Research paoge Selected Readings + Bailey, K, 2014. “Classroom Research, Teacher Research, and Action Research in Language Teaching’, In Celce Murcia, M., D. Brinton and M, Snow (eds). Teaching English as a Second or Foreign Language. National Geographic Leerning/Heinle Cengage. Ch 38, + Brown, H. D. 2004.Language Assessment. Principles and Classroom Practices. Longman, Chapter 1,3 & 10 + Harmer, J. 2007. The Practice of English Language Teaching. Pearson Longman. Ch22 & 24. + Katz, A. 2014. “Assessment in Second Language Classrooms”. In Celce Murcia, M., D. Brinton and M, Snow (eds). Teaching English as a Second or Foreign Language. National Geographic Learning/Heinle Cengage. Ch 21.D.3. TRAINEES’ TASKS. Trainees will be required to do the following tasks, among others: @. Observe lessons and write a report on their observations. b. Arrange the selected teaching points in sequence appropriate to their students’ level. ¢, Analyse the textbook used for the course and make the necessary changes or adjustments. d, Decide on the most suitable presentation techniques for the targeted functions, pattems, vocabulary items and topics. €. Design and sequence controlled practice activities, both oral and written, f, Design interaction tasks. g. Write lesson plans and progress tests. h. Design students’ worksheets and select suitable teaching aids, i. Select or write texts for listening and reading comprehension. J. Grade students’ written work and assess their performance in class. k, Design and administer a questionnaire and analyse and report its results. |. Reflect on their teaching practice, which will be formalised in an action research project at the end of the course (final assignment). The design of the project will aim to investigate any problematic aspect identified during the teaching practice. m. _ Keep a portfolio of their work during the first part of the teaching practice and write a brief report on the reasons for the inclusion of that material in it. E. EV) ON Students pass the course if they comply with the following requirements: A. Theoretical Module 1. Students will pass the course and sit for a final exam if they comply with the following requirements: a) 80% of attendance b) two mid-term examinations divided into part A and B - pass mark (for each of the four parts): 7 (seven) ¢) average mark of all practical assignments (oral and written): 7 (seven) d) Action research project - pass mark: 7 (seven) FINAL EXAM: a) At home, trainees will prepare a topic from the syllabus and present it relating it to as many theoretical aspects as possible. b) At the final exam, student teachers will be given a problematic situation provided by the teachers. Trainees will be expected to think of possible causes and solutions to the problem proposed. At all times student teachers must relate the theoretical contents discussed throughout the course. Note: The marks of the mid-term tests will be awarded considering both the content of the answers as well as the accuracy of the language used by the trainee. A maximum of 5 (five) serious language mistakes will be accepted. There will be two make up instances. In the first one, students will make up for the topics they fail in parts A and B of the first mid-term test, In the second, they will make up for failed topics in parts A and B of the second mid-term test. 2, Students will promote the theoretical module of the subject if they comply with the following requirements: ~ Pass the 80% of the written assignments with a minimum mark of 8 (eight) - Pass the action research project with a minimum mark of 8 (eight) ~ Pass mid-term tests -not the make-ups- with a minimum mark of 8 (eight)~ Give an oral presentation on the basis of a problematic situation provided by the teachers. In this talk trainees will be expected to think of possible causes and solutions to the problem proposed. At all times student teachers will be encouraged to relate the theoretical contents discussed throughout the course. B. Teaching Practice: Pass mark: 6 (six) Student teachers need to pass the two different parts of their practice in order to pass the “Teaching Practice” module of the subject. The following are the aspects that are taken Into account, both during the preparation of the plans and when actually teaching: A. Preparation and Lesson Plans 1, General shape and balance of activities. 2. Integration of skills 3. Clarity, limitation and specification of objectives. 4, Clarity of specification of procedures. 5. Suitability of aids, materials and methods for the class and its level. 6. Anticipation of learners’ difficulties Note: A maximum of 3 (three) serious language mistakes will be accepted per lesson plan, more mistakes will imply that the lesson plan is failed. Should a trainee go over that limit, s/he will have to hand in one extra lesson plan per failed original version. For a trainee to ass the teaching practice s/he will be allowed to fail no more than 4 (four) lesson plans. 8. The Lesson 1. Personal qualities 2. General class management 3. Elicitation techniques 4. Communicative interaction techniques 5. Use of teaching alds 6. Sensitivity to learners 7. Treatment of errors 8. Ability to adapt and extemporise . Language 1. Knowledge of and ability to handle linguistic matters 2. Quality and quantity of teacher talk D. Achievement Of Aims/Objectives NOTE: Should a student fail the teaching practice, he/she will be required to do the whole course agaii ' , i add UgseA Prof. Avalia. Godt Matre Prof. Ma, Adgla!Gayela Alvarez oa / i : Prof: ni