9/15

Preliminary Chapter

Say what the following organizations are and summarize them in one sentence:

MLA, ACTFL, ADFL, [AATF, AATG, AATI, AATSP], TESOL, CALICO, FLTEACH

What regional conference would you attend each year if you lived in the Boston area? Find it online and say when and where the conference is in 2008?

What is MaFLA and where is it's conference in 2007? What is the cost to attend for students? You will have to search this online to find the answers.

Chapter 1

Define in your own words the following items - be concise, yet accurate.

competence; performance; grammatical competence; sociolinguistic competence; discourse competence; strategic competence; learning vs. acquisition; monitor hypotheses; natural order hypothesis; input hypothesis (define i + 1); affective filter; binding; interlanguage; negotiation of meaning; Swain's output hypothesis; Vygotsky's ZPD

Chap. 2 and Appendix 2.1

Grammar Translation; ALM; The Natural Approach; TRP; ETS; functions; context/content; accuracy; oral text type; 5 Cs; the weave; progress indicator; bottom-up approach; top-down approach

Complete this sentence with two phrases: The National Standards are not...

p. 55 last sentence - THIS IS A VERY IMPORTANT SENTENCE.

Proficiency Guidelines (Speaking)

Rate the following speakers:

• A high school senior that had 7th and 8th grade Spanish and all four years in high school. Last two years in honors courses.
• A college student just finishing Intermediate Spanish.
• A Boston College minor.
• A Boston College major.

9/22

Chapter 3 and Appendix 1.1

objectives (as they relate to lesson planning - see p. 67); L2; IRE; IRF; authentic texts; Oller's Episode Hypothesis; Why are authentic materials preferable; How does one make an authentic text usable in class? CBI; Since the ACTFL Proficiency Guides do not provide a "curriculum" for the teacher, how can they be used?

Appendix 1.1:

In the first segment on teachers providing encouragement, 3 items are listed. Do you see a glaring omission here? If yes, what?

Chapter 4 and 5

Fles; Flex; Immersion; Briefly answer this question:

Why did Shrum and Glisan, the authors of your textbook, chose to highlight the C of Connections in Chapter 4 (Elementary School) while selecting Cultures and Comparisons in Chapter 5 (Middle School)?

9/29

The Standards

According to this document, what is the goal of the foreign language classroom? What are considered the needed "tool" to achieve this goal? Can you give an example of a product that reflects (a) perspective(s) of a culture?

Massachusetts Frameworks (NOTE: this document does not use accents on foreign words)

strands; heritage langauge speakers; target language and culture; For modern languages describe in one sentence what constitutes Stage I, II, III, and IV; Please notice, no need to comment on, how the stages relate to different types of programs (see p. 17 and p. 77 - not PDF page, but page # of the publication); Why is the C of Connections separate from the other 4 and not in the charts on pp. 18-19?; Communicative Competence; Communicative Strategies; Note that on pp. 31-34 all are expressed in terms of functions - what students can do - no need to comment on this;

10/6

Chapter 7
explicit; implicit; Goodman states "language is language only when it is whole", so is he in favor of top-down or bottom-up processing? p. 193:
K-W-L; list some semantic clues in the language you teach; list some syntactic clues in the language you teach; What is PACE?

Presentation; Attention; Co-construction; Extension

discussion webbing; write one or two sentences regarding error correction while discussing a reading; in one sentence - what could an instructor do to limit the errors produced when discussing a reading?

10/20

Chapter 8
No need to comment on this, THIS IS MY COMMENT FOR YOU: How does one get accuracy? By preparing students well for the task at hand. Never ask students to engage in a communicative task for which they are not ready. This creates "Me Tarzan. You Jane." language that is understandable, but not what we want. NOTE: p. 244 in Structuring Group Tasks #5.

Now, define these terms:
a low-level speaker on the OPI; a high-level speaker on the OPI; gambits; task-based instruction; cooperative learning; Jigsaw; role play; Define these types of correction

explicit correction; recast; metalinguistic feedback; elicitation (also called a faded cue); repetition
Now that you have defined them, which of the above do I hate to see in class - which do I never do?

10/27

Chapter 9
After reading this chapter, look at the textbook you are using (either in your real class or for this class) and look at what it does to develop writing skills (for both interpersonal and presentational writing). Based on what you read in this chapter, does your textbook need supplementing in this area or does it do a good job? Be brief, but be specific in your response - one to two pages typed. Start with the name of the textbook and the level.

NOTE: If you are working in a school district and have access to the entire ancillary package, see if/how writing weaves through the material. If you just have access to the textbook itself, read the intro to the book to see if there is any discussion about this.

11/3

Chapter 6
Interpersonal Mode; Interpretive Mode; Presentational Mode; top- down processing; bottom-up processing; discourse signaling cues; topic familiarity; extensive reading; intensive reading; Is it best to edit a text or edit the task? Top of p. 170 - Which of the 9 do you think is the most important? NOTE: List on p. 174-175 is quite good.

Chapter 12

I am presuming a certain familiarity with much in this chapter... so here are just a few items to define: TELL; moos; muds; What do you think of WebCT vs. email as a form of communication between prof and students?

11/10

Reading with a Purpose: Communicative Reading Tasks for the Foreign Language Classroom
Comment briefly on why the title is appropriate for this article.
For Krashen, what components must pleasure reading contain? Student interest is important according to this article, what do you think about instructor interest in the reading? Is that important? What comes first, textual analysis or the "who, what, when, where" of a text? After reading the article, one could think of teaching reading as being comprised of three parts: pre-reading, while reading, and post-reading activities. If you had to place the three in order of importance, what would that order be?

Chapter 10

This chapter is quite important for those going to teach in the Public Schools. . . you may be asked questions about how to best deal with students having special needs in your classes. If you plan to teach in the schools, please read this chapter with great care. The lists on p. 317 and p. 322 may be quite useful for you.
What is your Learning Style (p. 318-319)? Why do you say this?
LD; at-risk students; gifted students; differentiatedl instruction; heritage learners;
To what communities could you introduce students if you taught in the Boston area?

11/17

Chapter 8 Teaching Language in Context, Omaggio Hadley (on reserve in the Language Lab and in O'Neill):
Before reading this chapter, review and consider the triangle from the National Standards in regards to culture (Perspectives, Practices, Products). Galloway's four approaches to teaching culture; What is culture according to Seelye?; culture BBV; Patrikis' sins; culture capsules; culture cluster
Briefly discuss the implications of this sentence: students must be aware that their own view of the world is culturally bound.

11/14

No readings.

12/1

Chapter 11
assessment vs. evaluation; standardized/norm-referenced tests; proficiency tests; reliability; validity; summative vs. formative assessment; proachievement; IPAs; CATs; OPI vs. SOPI

Rubric design tips on p. 375 may be useful to you in the future.