ERIC ED468308: Envisioning a Standards-Based Methods Course: Preparing Second Language Educators for the 21st Century.

18 Pages·2000·0.34 MB·English

by  ERIC

DOCUMENT RESUME
ED 468 308
FL 027 387
Bueno, Kathleen
AUTHOR
Envisioning a Standards-Based Methods Course: Preparing
TITLE
Second Language Educators for the 21st Century.
2000-00-00
PUB DATE
17p.; In: Proceedings for the Texas Foreign Language
NOTE
[Education] Conference (Austin, Texas, March 31-April 1,
2000); see FL 027 384.
Journal Articles (080) Reports Descriptive (141)
PUB TYPE
Speeches /Meeting Papers (150)
Texas Papers in Foreign Language Education; v5 nl p23-37 spec
JOURNAL CIT
iss Fall 2000
EDRS Price MF01/PC01 Plus Postage.
EDRS PRICE
*Academic Standards; Elementary Secondary Education; Higher
DESCRIPTORS
Education; *Language Teachers; *Methods Courses; Preservice
Teacher Education; Second Language Instruction; Second
Language Learning; Teacher Competencies
ABSTRACT
This paper envisions what a standards-based second language
methods course might look like. In exploring the possibilities, the paper
describes a current model for preservice training, generalizations gleaned
from a study of a second language methods syllabi archive, and an analysis of
and reflection upon a particular second language methods course. In examining
the syllabus, the paper uses three types of instruments (a reflective self-
evaluation of the course, a course alignment grid, and comments from student
evaluations of the course over 5 years). Examination of the syllabus provides
insights into the ways methods classes must adapt to provide preservice
experiences that promote the required knowledge base, skills, and
characteristics of second language teachers. The paper concludes with
suggestions for preservice training for second language educators. Charts of
standards assessed by the various class sessions are included. An appendix
presents a list of 10 standards for competent foreign language teachers.
(Contains 23 references.)
(SM)
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Envisioning a Standards-Based Methods Course: Preparing Second
Language Educators for the 21st Century*
00
c,
oo
KATHLEEN BUENO, Southern Illinois University-Edwardsville
C-)
U.S. DEPARTMENT OF EDUCATION
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Office of Educational Research and Improvement
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1
BEST COPY AVAILABLE
Second
Envisioning a Standards-Based Methods Course: Preparing
Language Educators for the 21st Century*
KATHLEEN BUENO, Southern Illinois University-Edwardsville
This article envisions what a standards-based second language methods course
of a cur-
might be. In exploring the possibilities, the author presents a description
from a study of a sec-
rent model for pre-service training, generalizations gleaned
ond language methods syllabi archive, and an analysis of and reflection upon a
particular second language methods course. The article concludes with sugges-
tions for pre-service training for second language educators.
INTRODUCTION
The beginning of a new century encourages reflection on recent accom-
decades,
plishments and on the challenges that lie ahead. During the past two
Initiatives
accomplishments in second language education have been impressive.
second language
in the 1980s provided guidelines for measuring proficiency in a
the 1990s articulated
(ACTFL Proficiency Guidelines, 1986). Collaborative efforts in
by establishing a national set of standards and
a unified vision for the profession
(Standards for Foreign Language Learning:
a set of student performance guidelines
direction to cur-
Preparing for the 21st Century, 1996). These accomplishments give
school districts to promote the
rent efforts by state boards of education and local
development of second language skills and knowledge needed in the new cen-
for second language
tury. These same accomplishments also pose new challenges
and
educators. One crucial challenge centers on determining the knowledge base
second lan-
competencies required to develop and to carry out standards-based
guage instruction.
for de-
Current research on teacher education supports a reflective model
and Fal-
signing pre-service development (Schon, 1987; Wallace, 1991; Hudelson
characterizes profes-
tis, 1993; Kassen and Higgins, 1997). The reflective model
sional development as
the result of the interaction of received knowledge, a field's collective body of in-
formation from research, theory and conventional wisdom, and experiential
knowledge, which includes both practice and conscious reflection on that practice.
(Kassen and Higgins, 1997, p. 268)
research-based
The North Central Regional Education Laboratory's (NCREL's)
framework outlines the necessary components of the reflective model. These in-
clude
building a knowledge base, observing models and examples, reflecting on prac-
tice, changing practice, and gaining and sharing expertise. (Cited in Kassen and
Higgins, 1997, p. 268)
2000 (TexFLEC
* Presented at the Texas Foreign Language Education Conference
2000), University of Texas at Austin, March 31-April 1, 2000.
24
Texas Papers in Foreign Language Education
tiveness of one's teaching, and a col-
Key to this model of pre-service train-
laborative orientation to teaching and
ing are "repeated cycles of practice
the profession. This summary serves
and informed critical reflection" (p.
as a starting point for envisioning a
265).
Over the past few years, con-
model for standards-oriented second
siderable discussion has centered on
language methodology course.
the knowledge and skill base needed
effectively carry out standards-
to
A PROFILE OF SECOND LANGUAGE
based second language instruction. In
METHODS COURSES
"FLTeach"(www.cortland.edu
the summer 1998 issue of the ACTFL
/flteach/syllabi/) contains an archive
Newsletter, Glisan and Phillips outline
of foreign-language methods course
suggested goals for second language
syllabi. A comparative study of the
teacher preparation. Their summary
goals and class activities described in
incorporates ideas gleaned from the
a selected group of eight syllabi that
Professional
Board for
National
represent different regions around the
Teacher Standards (1994), the Na-
country provides a useful profile. Five
tional Commission on Teaching and
of the methods courses are located in
America's Future (1996), and research
either colleges of arts and sciences or
studies in teacher education (Hudel-
in schools of humanities. Three are
son and Faltes, 1993; Schrier, 1993).
housed in schools of education. The
desired
goals
encompass
These
course goals shared by all of the in-
knowledge bases, skills, and charac-
structors include
teristics of second language teachers.
The knowledge bases and skills in-
An understanding of the second
clude a high degree of proficiency in
language teaching/ learn-ing proc-
the language to be taught, an appro-
ess
priate level of knowledge of the target
culture(s), knowledge of current re-
Effective techniques for teaching
search on second language acquisi-
and evaluating the progress of
tion, understanding of and skill in de-
second language learners
language
communicative
livering
teaching methods, and knowledge
and ability
to effectively
multiple
re-
with
integrate
Familiarity
sources to enhance second lan-
technology in second language in-
guage learning
struction.
entail
characteristics
a
The
continued
An introduction to technology and
profes-
commitment
to
sional development, a positive atti-
hands-on practice
tude toward student learning, a dedi-
cation to the role of manager and
Familiarity with second language
monitor of learning, a devotion to
teaching approaches
analysis and reflection on the effec-
4
25
Standards-Based Methods Course
tional wisdom. These assignments pay
An understanding of how to inte-
tribute to the dedication and resource-
grate culture in the foreign lan-
fulness of second language methods
guage curriculum
instructors as they endeavor to facili-
tate professional development in the
In addition, at least half of the instruc-
areas of expertise outlined in the first
tors also covered the following goals:
part of this article. They also provide a
wider repertoire for later considera-
Familiarity with the national stan-
tion as the process of envisioning con-
dards
tinues.
The next step in the envision-
Development of a picture file
ing process involves examining a par-
ticular methods syllabus in light of the
These goals form a portrait of the cur-
National Standards for foreign lan-
rent conventional wisdom regarding
guage instruction and existing state
second language teacher preparation.
standards for foreign language learn-
Comparisons of the variety of
ers and for teacher certification. For
activities that exist on the syllabi pro-
this purpose, the author has chosen to
vide further insights into the nature of
use the syllabus from her fall 1999
provided
pre-service
experiences
methods course. In examining the syl-
teachers by the
second language
labus, she has used three types of
methods course. Seven of the eight
instruments. The first is a reflective
instructors require students to com-
course
the
self-evaluation
of
to
readings,
supplementary
plete
completed in spring 1999. The second
write lesson plans, to create instruc-
is a course alignment grid prepared
tional activities and to participate in
for this study. Finally, the author has
class discussions. Six assign oral pres-
comments from
student
included
entations, final exams, and the crea-
evaluations of the course over the past
tion of rubrics and evaluation instru-
five years. The examination of the
ments. Four include critiques of jour-
syllabus provides insights into the
picture
peer-
files,
articles,
nal
ways methods classes must adapt to
teaching, and a file of supplementary
provide pre-service experiences that
materials. Three listed web board par-
knowledge
required
promote
the
ticipation, a series of three- to five-
base, skills, and desired characteristics
page papers, use of a list serve and
of second language teachers.
textbook evaluation. These seem to
In the reflective self-evaluation,
constitute common pre-service
in-
the instructor described the methods
class activities.
course as "a challenging course to
The complete set of assigned
teach." First, it presents a challenge
activities displays additional alterna-
because it draws from several disci-
tives. A number of these activities re-
plines and relates them to professional
late to the use of technology. Other
practices. Second, the course requires
activities seem to relate to making
constant updates and experimentation
connections to research and conven-
26
Texas Papers in Foreign Language Education
These statements encapsulate
due to advancements within the pro-
the difficulties and reticence exhibited
fession and in educational technology.
by pre-service teachers when they are
As a result, the instructor made sig-
confronted with the knowledge base
nificant changes each year, which cen-
related to second language instruction
ter on a few key issues that blend in-
in the methods course.
structional concerns with issues raised
Prioritizing topics for inclusion
in course evaluations. These issues in-
second language methods
the
clude three interrelated concerns: pro-
in
course requires careful deliberation
viding a balance between theory and
and curricular planning. Decisions re-
practice, prioritizing topics for inclu-
quire an analysis of the overall pre-
sion in the course, and determining
service program to determine which
appropriate course requirements.
topics constitute the exclusive venue
Maintaining a balance between
second language methods
theoretical discussion and hands-on
the
of
course and which ones need to be re-
practice permeates the literature on
cycled within the context of second
pre-service training (Savignon, 1997;
language teaching. A related concern
Van Patten, 1998; McLaughlin, 1987).
substitution
or
In order for pre-service teachers to
adaptation
entails
practice informed critical
when instructors perceive deficiencies
reflection
in skill development or if state stan-
about their teaching, they need to ac-
dards are not being met. Student
quire knowledge about the "who,
course evaluations provide one source
what, where and how" of second lan-
of information. For example, one stu-
guage learning (Savignon, 1997). This
dent commented
-includes knowledge about learner at-
tributes, the development of morpho-
It was nice to have an educa-
logical and syntactic
features,
the
that
actually
course
tion
process of acquiring a second lan-
taught how to make a lesson
learning
and
the
setting.
guage,
plan.
Comments on student evaluations re-
flect considerable tension regarding
Another student added
the theory base. One student wrote
She [instructor] expects a lot of
I felt like a fish out of water
details that I hadn't previously
because even though she was
thought of. I am glad to see this
very available, so much of the
because I need to know this and
material was new and hard
should be able to present, in de-
for me to cognitively organ-
tail the tasks that I will need my
ize.
students to perform.
Another student commented
Field supervision and mentoring op-
portunities further corroborate the
I didn't enjoy the first three
importance of certain topics.
chapters [of the textbook] so
The last of the interrelated is-
much, too theoretical.
sues outlined in the self-evaluation
27
Standards-Based Methods Course
Another student added
entails determining course require-
ments. Each year some mention of the
I gained strengths in areas I
student
the
workload appears
in
had been weak before (e.g. us-
evaluations. The following comments
ing the internet, using Power-
are representative:
Point).
The instruction was good and
The instructor continues to expand
I feel that I learned the essen-
and update these sessions. Still, de-
for teaching a foreign
tials
termining what background knowl-
language, I just really think
edge and what skills will serve pre-
too much homework is given.
service teachers best remains prob-
Now that the course is almost
lematic.
over, I am glad to have mas-
In response to the issues raised
tered the workload, but dur-
by the self-evaluation and the stu-
ing the course I sometimes
dents' course evaluations, the author
wished we had less assign-
looked for additional resources for
ments.
Driscoll (1998) pro-
course evaluation.
This aspect of the course has
vides a useful instrument, the course
undergone the most adaptation over
alignment grid. The purpose of the
the past five years, including both re-
grid involves aligning and analyzing
duction in topics, the development of
all class activities and assignments
on-line resources, and change in the
that meet each course objective. Dris-
provides examples of
types of assignments required.
course
coll
A final issue explored in the
alignment grids to be completed by
to preparing
self-evaluation relates
both the instructor and the students.
pre-service teachers to integrate tech-
In addition, she outlines how grids
nology in second language instruc-
and program
can be used for course
tion. As Kassen and Higgins (1997)
evaluation. For the purpose of this
attest, providing pre-service training
discussion, the instructor has adapted
in instructional technology is compli-
the grids appropriately to align all
cated by the diversity and complexity
class activities and assignments with
of educational settings. In addition,
the state standards for teacher certifi-
students bring varying degrees of fa-
cation (see Appendix). The resulting
miliarity and competency with educa-
charts serve to delineate with more
tional technology. Student comments
precision and clarity the types of pre-
identify the sessions
on evaluations
methods
the
experiences
service
devoted to technology among the
course provides.
positive aspects of the course. For ex-
illustrates the stan-
Chart 1
ample, one student commented that
dards addressed by the first five class
sessions, which focus on the theoreti-
the video and CD ROM sec-
cal background knowledge. These ses-
tion was very interesting.
sions include an historical overview of
I enjoyed learning about this
material.
28
Texas Papers in Foreign Language Education
Chart 1. Standards Addressed by First Five Class Sessions
Standards (See Appendix)
Class activities
S-9
S-10
S-7 S-8
S-6
S-5
S-4
S-2
S-3
S-1
and assignments
Session 1:
Lecture
X
Discussion
X
Textbook reading
X
Workbook activity
X
Session 2:
Lecture
X
Discussion
X
Textbook reading
X
Workbook activity
X
Web board activity
X
Session 3:
Lecture
X
Discussion
X
Textbook reading
X,
Workbook activity
X
Web board activity
X
Session 4:
Lecture
X
X
Discussion
X
X
In-class activity
X
Textbook reading
X
Workbook activity
X
Session 5:
Lecture
X
Discussion
X
In-class activity
X
X
Textbook reading
X
X
Workbook activity
X
X
X
Assignment I
second language education in the
group activities entail organizing facts
and comparing theories about differ-
United States, an introduction to pro-
ent aspects of second language learn-
ficiency and the standards, and a dis-
ing. For example, during the second
cussion of second language acquisi-
session students complete a chart to
tion theories and teaching methodolo-
show what components of language
gies.
ability are common to the definitions
In early class sessions lecture
and discussion predominate. Small-
of communicative competence, corn-
29
Standards-Based Methods Course
ing skills, and developing cultural
municative language ability, and pro-
awareness. Four of the five sessions
ficiency (Omaggio-Hadley, 1993, p.
include small group activities. These
35). Some activities, such as, reading
activities range from matching listen-
language
learners'
descriptions
of
ing and reading skills to proficiency
ability and determine the proficiency
levels to designing activities to meet
level of each learner apply theory di-
one of the national standards to com-
concerns
instructional
to
rectly
pleting a textbook evaluation. Three
(Omaggio-Hadley, 1993, p. 35).
sessions involve homework assign-
Most homework assignments
ments requiring students to design
include readings, workbook questions
instructional activities or a detailed
and web-board assignments. These
lesson plan with activities, resources
out-of-class assignments also center
and evaluative procedures. As the
theoretical
on acquiring the necessary
pre-service teachers apply their theo-
instructional
guide
to
knowledge
retical knowledge to develop instruc-
planning. The first
truly
practice-
tional skills, they also utilize their skill
centered assignment occurs following
in under standing recordings, reading
session five. For this assignment, stu-
texts and writing materials in the tar-
dents opt to design a listening activity
get language. They also employ their
with a visual aid, to describe five ac-
knowledge of the target culture(s).
tivities that could be done with the
Furthermore, opportunities arise to
same listening material, or to design
make use of the target language to
in--class activities to go with an au-
further knowledge of other
disci-
reading
(Omaggio-Hadley,
thentic
plines.
1993, p. 223). During the first five ses-
activities and
Through class
teachers become
pre-service
sions,
homework assignments, pre-service
comfortable with the terminology of
teachers continue to develop their un-
second language acquisition and be-
derstanding of the "what" and "how"
about
the
knowledgeable
come
of second language acquisition (Savi-
"what" and the "how" of second lan-
gnon, 1997). At the same time, they
guage acquisition (Savignon, 1997). As
one student wrote on the course
develop expertise in designing activi-
ties for second language learners. Fi-
evaluation: "You were able to listen to
develop an
activities
these
us and tie our thoughts into the les-
nally,
awareness of their role as manager
son." The sessions provide knowledge
and monitor of learning.
needed to analyze the effectiveness of
Chart 3 delineates how the ac-
instruction and instill the values of
tivities and assignments for the last
discussion and collaboration.
five sessions relate to the state stan-
Chart 2 displays the activities
dards. The topics treated in these ses-
and assignments
sessions
for
six
sions include test development, the
through ten. These sessions are as fol-
integration of technology, and the
lows: discussing accuracy, developing
educators.
becoming
listening and reading skills, develop-
process
of
ing speaking skills, developing writ-
9
30
Texas Papers in Foreign Language Education
Chart 2. Standards Addressed by Second Five Class Sessions
Standards (See Appendix)
Class activities
S3
S-6 S-7 S-8
S-9 S-10
S-5
S-2 S-4
S-1
and assignments
Session 6:
Lecture
X
X
Discussion
X X
In-class activity
(X)
X X
Textbook reading
X X
X
Workbook activity
X
X
Assignment II
(X)
X
X X
Session 7:
Lecture
X
X
Discussion
X
X
In-class activity
X
X X
Midterm Exam
X
X X
Session 8:
Lecture
X
Discussion
X
In-class activity
X
X
X
Textbook reading
X
Workbook activity
X
Lesson Plan I
X (X)
X X X
Session 9:
Lecture
X X
X
Discussion
X
X
X
In-class activity
X
X
Textbook reading
X
X
Workbook activity
X
X X
Web board activity
X
Session 10:
Lecture
X
Discussion
X
Textbook reading
Workbook activity
Assignment III
X
X