2013 Course Outline

Startalk Professional Development Course for Swahili Instructors: Theory and Practice

Summer 2013 Location: 10th Street (Union Street)

                                   Bloomington, IN 47408

                                   Room C118

PROGRAM DIRECTOR: Dr. Antonia Folarin Schleicher

INSTRUCTORS: Dr. Antonia Folarin Schleicher, AS (Indiana University), Dr. Alwiya Saleh Omar, AO       (Indiana University), Dr. Kiarie John Wa Njogu, KW  (Yale University)  

Office: Eigenmann Hall, Room 708
           1900 10th St.
           Bloomington, IN 47406
           Ph. (812) 856-4185
           Fax. (812) 856-4189

INTRODUCTION TO THE COURSE

The NCOLCTL Swahili Startalk Professional Development Program is a three-week hands-on training of prospective and new teachers of Swahili at the post-secondary level. The program will be organized at UW-Madison. There are two parts to this program. The first week of the program is a non-residential distance learning session where individual participant will use the UW-Madison LI and NCOLCTL Online Teaching Methods Course. The second part of the program is a two-week residential program in Madison. During the first part of the program, participants will study theoretical aspects of teaching African languages and LCTLs in general. The participants are required to complete especially the fourth module of the online course before they arrive in Madison. The program will provide the participants with hands-on training on the implementation of standards-based curriculum and instruction, backward curriculum design model and the communicative approach. During the first week of the residential program, participants will be introduced to the main theoretical and pedagogical concepts of teaching Swahili as a foreign language through a combination of lectures, seminars, hands-on workshops, and micro-lesson presentations to get a clear understanding of the basic concepts of teaching Swahili as a foreign language. The second week of the residential program will involve practicum.  During this period, participants will work closely with coaching Master Teachers that they will observe. They will also reflect on the practices of the master teachers, and discuss issues that arise from the activities of the master teachers.  Participants will be given ample opportunity to practice teaching Swahili, with guidance from master teachers during the course of the program. They will receive feedback on their teaching activities. 
Where applicable, the program will consider instructors who have been teaching Swahili for a long time but have never had the opportunity to participate in this kind of professional development programs. NCOLCTL will issue a certificate of completion to all the participants that successfully complete the program.
 
Major Focus of the Program

    •    Standards-based Instruction
    •    Backward Curriculum Design
    •    Differentiated Instruction
    •    Reflective Practice and Leadership
    •    Hands-on Training in the Communicative
         Approach
 
Required Texts

All required texts will be provided to participants. Please pick up your copies on the first day of classes. If you already have these resources please do not take another copy. Bring the copies that you have already.

  • H. Douglas Brown. Principles of Language Learning  and Teaching. 5th Edition Paperback, Pearson ESL, 2006.

  

  • Schleicher, A Y F. and Lioba Moshi. African Language Pedagogy: An Emerging Field. Ohio State National Foreign Language Resource Center and NALRC. 2000.

 

  • Bokamba, Eyamba G. African Language Program Development and Administration: A History and Guidelines for Future Programs. National African Language Resource Center, 2002.

 

  • Alice Omaggio Hadley . Teaching Language in Context 3rd Edition ( Boston: Heinle & Heinle, 2001)

 

Other Resources
 
Multimedia: Online Teaching Methods Course for LCTL Instructors (access to this course will be provided to all participants)
 
Relevant web sites: NALRC Website
                                 NCOLCTL Website
                                 ALTA Website
 
Copyright and Fair Use websites
http://www.edutopia.org/copyright-rules-teachers
http://www.universityofcalifornia.edu/copyright/

COURSE REQUIREMENTS

Prerequisite: Participants must be native or near native speakers of Swahili. Advanced level speakers of the language will also be considered for the course.

Readings: This course is not a lecture course. Thoughtful reading is a high priority. Read all that you can, both on the syllabus and even beyond the titles given, by following up on interesting references from the bibliographies in the required readings. Come to class well-prepared to join in the class discussions. Your readiness to participate in the discussions or the lack of it will reflect in your class discussion. Please don’t come to class to merely take notes from those who have prepared. Everyone is expected to participate in the discussions.

Micro-teaching: You will teach or illustrate a module in the area given on the syllabus. For the modules on oral skills, listening, reading, and culture, you will teach Swahili to volunteer students. These modules may be based on ideas from Brown or Omaggio Hadley, or from any of the recommended texts, or be entirely original. Modules should last approximately 15-20 minutes. Any handouts, visuals, or board work should be done exactly as if in class. The goal is to DO the module, not to tell us ABOUT it. You should turn in a written lesson plan for each module and, a brief written self-critique of your teaching of the module.
 
Assessment of Participants’ Progress and Performance

Evidence/Products Brief description
Standards-based unit/lesson design Participants will design standards-based thematic units/lessons.
Teaching demos Participants will use volunteers and non-native speakers of Swahili to practice teaching.
Daily written reflections Participants will keep a daily journal and reflect on lectures and/or readings designated by the program.
Daily forum on material selection and adaptation Throughout the program, participants will take turns sharing their analysis (e.g., pros and cons, recommendations for improvement, possible adaptation) of materials (e.g., textbooks, CDs, DVDs).

Unprompted evidence
• Classroom discussions

• Observations and feedback

• Participants will have group discussions on readings and presentations.

• Participants will observe the teaching of Master teachers and peer teachers and provide feedback.

Self-assessment list Participants will conduct pre- and post-program self-assessment using a list provided by the program.
E-Portfolio Participants will create an E-Portfolio that documents their learning and products created in the program. Components of the E-Portfolio include daily journals entries, unit/lesson plans, material critiques, observation logs, a self-assessment list, etc.

The instructors will guide you with respect to the above expectations. Issuing of certificates will depend on successful performance of course requirements. Please feel free to ask any questions that you may have with regards to the course.

ATTENDANCE: Attendance counts towards your successful participation in this program. It is impossible for you to participate in class discussions if you are not in class. Coming late to class will affect your participation so please plan to arrive on time every day.

Remember to turn off your cellular phones as you come into the classroom. Side talks that distract others from learning or concentrating should be avoided.

Discussion of Online Teaching Methods Course Questions:

1.  How is learning/teaching an African language
     different from learning/teaching a language such
     as French, Spanish, or German?
2.  How might you address a conflict of styles, if the
     way you teach conflicts with the way your
     students learn?
3.  Why should listening and reading be actively
     taught in African language courses?
4.  When it comes to the teaching of cultural
     understanding in a language class, there are two
     opposing views.  One view is “teaching       
     language through culture” while the other is
     “teaching culture through language”.  Discuss in
     detail each of these views, noting the advantages
     and disadvantages of each view.  In your own
     opinion, discuss which view supports the basic
     tenets of the communicative approach and
     illustrate how you would use this view to teach a
     culture topic of your choice in a language class.
5.  How might you incorporate your students’
     academic interests into their language studies?

 

SCHEDULES

Course Outline

Date   
Preparation Before Class                In Class

Day1

 

 

 

 

 

 

 

 

 

 

 

 

 

Introduction to the Course

Focus Questions:
1. What kind of a language learner are you?
2. What do you do to prepare for a course that you are going to teach irrespective of what the course is?
3. What does an ideal syllabus contain?
4. How do you set your expectations for your class?
5. How do you reconcile students’ goals for the course with your goals for the course?
6. What are the different strategies that learners use to acquire a foreign language?
7. How would you deal with individual differences in your classroom?
8. What are some practical ways in which you might accommodate learner differences in preferred learning style, personality, or strategy use?
9. How can learning styles and teaching styles conflict?

Readings:
-Jorden and Walton’s article in S.
-Walton’s article in S.

-Go over the syllabus
-Introduce the Course.
-Get to know each other.
-Google group discussions (AO)
-Have participants fill the language learning styles questionnaires.
-Discuss Online Teaching Methods Questions
-Discuss focus questions.

Topics  
• Learning Styles Vs 
   Teaching Styles (JW)
• Differentiated
   Instruction (AS)
• Building a Community of
   Learners (AS)
• Setting Expectations for  
   the Class (AS)
• Reconciling Learners
   Goals with the Course
   Goals (AS)
• Classroom Management 
   (AS)
• Preparing a Syllabus (JW)

Day 2

Standards/ Proficiency Guidelines/ Authentic Context, Content, Function, and Task/ Assessment/ OPI Style Interview

Focus Questions:
• What does it mean to know or be competent in a foreign language?
• What are foreign language standards?
• What are proficiency guidelines?
• How can the Proficiency Guidelines and Standards serve as an overall frame of reference within which pedagogical choices can be made?
• What role does context and content play in language comprehension and learning?
• What role does technology play in providing richer contexts for language learning?
• What is a Goal-Based Approach to African Language Instruction?
********************************
Readings:
-Jorden and Walton’s article in S.
-Walton’s article in S.
-ACTFL Proficiency Guidelines
-Sample Swahili Language Standards
-Bokamba
- Brown
- Berg’s article in S.
- SM, Chapter 2
-Knop’s article in S.
-OH

 

 

 

- Review
-Have each student participate in discussing each of the focus questions.
-Assess how prepared each student is in getting ready for the discussions.
- Have students go over the OPI rating on page 42, OH.
 
Topics
• Difference Between Knowing a Language and Knowing About a Language (AS)
• National Foreign Language Standards (AO)
• Proficiency Guidelines (AO)
• Implications of OPI Concepts for Teaching and Learning Using Understanding by Design Processes (AO)
• Demonstration of Student OPI-Style Interview followed by Peer Debriefing of the Interview and Rating Process (AO)
• Major Concepts of Assessment and its Relationship to the Planning of Effective Instruction (KW)
• The Role of Contexts and Content in Language Learning and Understanding (KW)
• Goal-Based Approach to Learning and African Language (AS)
• Components of Thematic Unit and Lesson Design (KW)

Day3

 

 

 

 

 

 

 

 

 

 

Theories of Second Language Acquisition / Backward Curriculum Design

Focus Questions:
- What is the difference between learning and acquisition?
- How do adults become proficient in a second or foreign language?
- How can you as a language teacher help reduce FL classroom anxiety?
- What are the major issues in curriculum development in language instruction? (Backward Curriculum Design)
- What are teaching approaches that have been prevalent over the years?
- Using Brown’s 12 overarching Principles of second language learning and teaching, how might you formulate a possible theory of second language learning and teaching.
 
*******************************
 Readings: -
Brown
OH Chapter 2
- Krashen’s article, page 53 in S.
- Schulz’s article, page 31
Terrell’s article in S.
Week 12’s articles in S.

- Review
-Have each student participate in discussing each of the focus questions.
-Assess how prepared each student is in getting ready for the discussions.
-Discuss the questions on page 53, OH.

Topics  
• Assessment of Foreign Language Proficiency (KW)
• History of Instructional Methodologies (KW)
• Second Language Acquisition Principles (KW)
• Backward Curriculum Design (AO)
• Facilitated Unit/Lesson Design in Teams by Theme (AO/JW)
• Material Development (JW)

Day4

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Teaching the Language Skills: Integrating the “Four Skills” Speaking, Listening, Reading, and Writing / The Accuracy Issue
(Classroom Implication of Standards)

Focus Questions:
1. How do you plan a lesson?
2. How can we help learners develop their proficiency in speaking and writing?
3. What is the role of the target language in a language classroom even at the elementary level?
4. What do people talk about in real life?
5. How do we teach grammar in a communicative oriented classroom?
6. Should students’ oral errors be corrected in the language-learning process? If not, why not?
7. If errors should be corrected, what criteria would you use for giving feedback on error?
8. Discuss whether your criteria would vary, depending on the type of language activity in which students are involved (e.g., communicative versus manipulative practice, etc.)
9. What are “skill getting” and “skill using” activities?
10.What is writing as a “support skill” as opposed to writing as a “communicative art”?
11.What is the place of both in a foreign language curriculum?
12.What do people write in real life?
****************************
Readings:
- Brown
• OH Chapters 6 and 7
• Bragger’s article in S.
• Rassia’a article in S.
• All of Week 7, 8’s articles in S.
• Week 9’s article in S.
• Rifkin’s article on TA training

- Review
- Have each student participate in discussing each of the focus questions.
- Assess how prepared each student is in getting ready for the discussions.

*****Have participants watch a master teacher’s demos.  This demo will be given in Yoruba while participants are the students since they do not speak Yoruba******
 
Give a demo of a microteaching *****
Discuss lesson plans and how to write one
********************************  
Topics (All these topics will be followed with a demo. Instructors will give a brief presentation and then give a real life demo of how these are accomplished in the classrooms. Debriefing follows each demo by instructors)  
• Classroom Implications of Standards (AS)
• Teaching Interpersonal Communication, Presentational Communication and Interpretive Communication Skills (AS)
• Discussion of Teaching Vocabulary and Grammar in Context (KW and AO)
• Discussion of Teaching Culture in Context (AO and KW)

Day5

 

 

 

 

 

 

 

 

 

 

 

 

 

Teaching the Language Skills: Integrating the “Four Skills” Listening, Speaking, Reading and Writing Skills

Focus Questions:
1. What do native speakers listen to or read in your respective African languages?
2. How are listening and reading skills similar and how are they different?
3. How can authentic materials be used in teaching comprehension skills in the lower proficiency ranges?
4. Why should reading and listening be actively taught?
5. How are reading and listening skills similar?
6. What specific strategies can be used for teaching listening and reading, particularly at the Novice, Intermediate, and Advanced proficiency ranges?
********************************
Readings:
- Brown
-OH Chapter 5
-Week 7, 8’s articles in S.

- Review
- Have each student participate in discussing each of the focus questions.
- Assess how prepared each student is in getting ready for the discussions.
****Microteaching by Swahili Master Teachers  with Volunteer Students and Debriefing****

• Demo on Teaching Vocabulary and Grammar in Context (KW and AO)
• Demo on Teaching Culture in Context (AO and KW)
-Instructors prepare participants for their microteaching and debriefing

 

 

Day6  Microteaching by Participants and Debriefing  Microteaching by Participants and Debriefing
Day7  Microteaching by Participants and Debriefing Microteaching by Participants and Debriefing
Day8  Microteaching by Participants and Debriefing  Microteaching by Participants and Debriefing
Day9  Microteaching by Participants and Debriefing  Microteaching by Participants and Debriefing

 Day 10

 

 

 

 

 

 

 

 

 Building a Community of Swahili Language Teaching Professionals

Focus Questions
 
1. How do you build a viable Swahili Progam?
2. What are the available professional organizations for Swahili instructors?
3. How do you build a support group for Swahili instructors?
4. How do you showcase your students’ performances?
5. How do you reach out to the Swahili speaking community as resources?
********************************
Readings:
Bokamba

 Topics (All Instructors Participate in discussing these topics)

• Teacher Credentialing Pathways
• What Constitutes an Effective Swahili Language Program
• Networking for Professional Development and Growth
• Professional Organizations
• Building Positive Community Relations and Gaining Support for Swahili Language Programs
• Showcasing Students Performances
• Community Resources

 

 

 

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