Date

Preparation Before Class

In Class

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?

-Go over the syllabus.

-Introduce the Course.

-Get to know each other.

-Have participants fill the language learning styles questionnaires.

-Discuss focus questions.

Topics

• Learning Styles Vs Teaching Styles (KW / AS)
• 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 (KW)

Day 2

Learning Truly Foreign Languages / Standards/ Proficiency Guidelines

Focus Questions :

• How is learning/teaching an African Language (such as Swahili) different from teaching a language such as French, Spanish or German?
• Why is it important to have a Swahili Program in American institutions
• What does it mean to know or be competent in a foreign language?
• What are foreign language standards?
• What are proficiency guidelines?

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Readings:

-Jorden and Walton’s article in S.

-Walton’s article in S.

-ACTFL Proficiency Guidelines

-Sample Swahili Language Standards

-Bokamba

-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

• Teaching Truly Foreign Languages such as Swahili (AS)
• Difference Between Knowing a Language and Knowing About a Language (KW)
• National Foreign Language Standards (AO)
• Proficiency Guidelines (AO)
• Implications of OPI Concepts for Teaching and Learning Using Understanding by Design Processes (AO)

Day 3

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

Focus Questions :

1. How can the Proficiency Guidelines and Standards serve as an overall frame of reference within which pedagogical choices can be made?

• What is a Goal-Based Approach to African Language Instruction?
• What role does context and content play in language comprehension and learning?
• What role does technology play in providing richer contexts for language learning?

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Readings:

- Brown

- Berg’s article in S.

- SM, Chapter 2

-Knop’s article in S.

-OH

-Have each student participate in discussing each of the focus questions.

-Assess how prepared each student is in getting ready for the discussions.

Topics

• 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 (AS)

Classroom observation:

-Visit at least two language classrooms of your choice. Observe the approach used in these classrooms and determine the extent to which the principles are being applied in your report. Please turn in your report after the visit for grading.

Day 4

Theories of Second Language Acquisition / Backward Curriculum Design

Focus Questions :

1. What is the difference between learning and acquisition?

2. How do adults become proficient in a second or foreign language?

3. How can you as a language teacher help reduce FL classroom anxiety?

4. What are some of the strategies that good language learners use?

5. What are the major issues in curriculum development in language instruction? (Backward Curriculum Design)

6. What are teaching approaches that have been prevalent over the years?

7. 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.

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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.

-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

• History of Instructional Methodologies (KW)
• Second Language Acquisition Principles (KW)
• Backward Curriculum Design (AO)
• Facilitated Unit/Lesson Design in Teams by Theme

Day 5

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?

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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

-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 master teachers’ demos.

Give a demo of a microteaching *****

Discuss lesson plans and how to write one

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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, AO and KW)
• Teaching Interpersonal Communication, Presentational Communication and Interpretive Communication (AO and KW)
• Teaching Vocabulary and Grammar in Context (KW and AO)
• Teaching Culture in Context (AO and KW)

Instructors prepare participants for their microteaching and debriefing

Day 6

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.

-Have each student participate in discussing each of the focus questions.

-Assess how prepared each student is in getting ready for the discussions.

-Instructors assess the microteaching of each participant and lead the debriefing

****Microteaching by Participants and Debriefing****

Day 7

Microteaching by Participants and Debriefing

Microteaching by Participants and Debriefing

Day 8

Microteaching by Participants and Debriefing

Microteaching by Participants and Debriefing

Day 9

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. How do you decide on the appropriate textbooks and other instructional resource?
3. What are the available professional organizations for Swahili instructors?
4. How do you build a support group for Swahili instructors?
5. How do you showcase your students’ performances?
6. 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
• Criteria and Processes for selecting Appropriate Textbooks and Other Instructional Resources
• Networking for Professional Development and Growth
• Professional Organizations
• Building Positive Community Relations and Gaining Support for Swahili Language Programs
• Showcasing Students Performances
• Community Resources