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Startalk Professional Development Course for Swahili Instructors: Theory and Practice
Summer 2009 Location: Room 7191, Helen C. White Hall, 600 N. Park St
PROGRAM DIRECTOR: Dr. Antonia Folarin Schleicher
INSTRUCTORS : Dr. Antonia Folarin Schleicher, AS (UW-Madison)
Dr. Alwiya Saleh Omar, AO (Indiana University)
Dr. Kiarie John Wa Njogu, KW ( Yale University)
Office: 4231 Humanities Building
Telephone: 265-7905 ( Humanities Building Office)
INTRODUCTION TO THE COURSE
This Swahili Professional Development Program, sponsored by STARTALK and organized by the National Council of Less Commonly Taught Languages, is a hands on training of prospective and new teachers of Swahili at the post-secondary level. Ten new or prospective Swahili instructors will be selected to participate in a two-week intensive summer program – July 13-24, 2009. Participants will have hands-on training in the implementation of standards-based curriculum and instruction, backward curriculum design model and communicative approach.
During the first week of the 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 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 also be given time to teach and receive feedback on their teaching activities. NCOLCTL will issue a certificate of completion to all the participants that successfully complete the program.
Major Focus of the Program
- Stands-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. 5 th 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
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Online Teaching Methods Course for LCTL Instructors
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Links to relevant web sites and annotations about the site
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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
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Participants will design standards-based thematic units/lessons. |
Teaching demos
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Participants will use volunteers and non-native speakers of Swahili to practice teaching. |
Daily written reflections
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Participants will keep a daily journal and reflect on lectures and/or readings designated by the program. |
Daily forum on material selection and adaptation
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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
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Self-assessment list
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Participants will conduct pre- and post-program self-assessment using a list provided by the program.
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E-Portfolio
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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 everyday.
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.