COURSE SYLLABUS

Teaching Foreign Languages

FLE 4390
(Section 001, CRN: 94388, 3 credits)
Tuesday & Thursday: 12:30 – 1:45 pm - CPR 354
Department of World Languages
University of South Florida

Instructor: Jhon Cuesta

Fall 2018
Email: jhon@usf.edu
Office: CPR 465 C
Office Hours: Tuesday 11:30 – 12:30 pm (and by appointment)

I. Course Overview

In today’s world – which some define as a ‘global village’- multilingualism has gained substantial
importance not only in our academic and professional lives but also in our everyday communication. The
increasing demand on foreign/second language learning made language teacher education even more
crucial than ever before. Upon completion of language teacher education, novice teachers sail to
another world … another journey … unaware of all the challenges waiting for them. To ease this
transition from the academic institution to the actual classroom for you, we will read novice teachers’
perspectives on the first-year challenges and discuss fundamentals of language teaching. We will also
review language teaching methods and techniques to make you aware of the past and present
practices in the field of language teaching. In addition to lesson planning and syllabus design, we will
examine how to teach vocabulary and grammar as well as the four language skills: listening, speaking,
reading and writing. Once these fundamentals of language teaching are covered, we will discuss the
most frequently used feedback, classroom management and assessment techniques. By the end of
this course, you will have a solid foundation for how to create meaningful and engaging activities that
can be used to teach a variety of different languages.

II. Course Objectives

Students will be able to:

1. identify fundamental issues regarding foreign/second language teaching including relevant

theory, research and current practices.
2. develop fundamental skills concerning lesson planning, syllabus design, classroom management,
and enhancing learning motivation.
3. critically analyze the use of L1 in L2 instructions and corrective feedback
4. develop individual teaching skills by applying research on foreign/second language teaching to
language classrooms.
5. develop assessment skills of language proficiency in four sub-language skills as well as grammar
and vocabulary

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III. Required Texts and Materials

Horwitz, E. (2013). Becoming a language teacher: A practical guide to second language learning and
teaching. 2nd Edition. New York: Pearson.

IV. Office Hours

If you have questions regarding the course or course materials, please come to my office. My job is to
help you succeed in this class! My office hours are your time, and I encourage you to come if you
have any questions, concerns, or need help of any kind. For that reason, “I don’t understand this”
is never an acceptable answer on any quiz, exam, or assignment. If you miss a class, you are
responsible for the materials presented. My office hours are at the top!

V. Grades

Assessment Weight
Grading Scale (%)
94-100 A
Homework and Participation 15%
90-93 A-
Observation of a foreign language class 10%
87-89 B+
Teacher Interview 10%
84-86 B
Mini-teaching demo 10 %
80-83 B-
E-Portfolio Artifacts 40 %
77-79 C+
Teaching Philosophy Statement (10 points)
74-76 C
Listening & Speaking lesson plans (10 points) 70-73 C-
Reading & Writing lesson plans (10 points) 67-69 D+
Integrated lesson plan (10 points) 64-66 D
Midterm (Sept 27) 10% 60-63 D-
Final (Submit e-portfolio) 5% 0 - 59 F
100 %

VI. Course Requirement:

Homework and Participation 15%

This course is heavily discussion-based; therefore, you are expected to complete the assigned
readings, homework, and reading guidance questions prior to attending each class. In addition, I will
expect you to actively participate in our discussions. There will be some class activities- in groups or
individual- which require your active participation. If you do not participate in these activities or class
discussions, I will assume it is because you are not prepared to do so. Please let me know if anything
interferes with your ability to engage fully in this class; I am always happy to help in any way I can as
long as I am informed.

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Observation of a foreign language class 10% - Due: Thursday, Sept. 13th

For this assignment, you will observe and reflect on a foreign language class. You can select one lesson
from the language you want to teach from the videos available on the website Teaching Foreign
Language K12: http://learner.org/resources/series185.html?pop=yes&pid=2012# or you can observe
an actual language class that is taught by a teacher who is willing to give you access to his/her
classroom.

On week 4, September 13, you will need to submit a 2-3 page reflection on your class observations.
First, provide a brief overview of the video/class (i.e. language of instruction, number of students,
etc.) and then share your reflection of the lesson/activities (i.e. objectives and how they were
achieved, appropriateness of the activities, students participation, visual aids utilized, teacher
feedback, or any other issues that you noticed and would like to discuss).

As you are taking notes in the observation, make sure that you write down specific examples of
student/teacher language that will help you illustrate your points in your observation. Also, you need
to cite at least three ideas/ arguments from our readings. You can also provide recommendations
about how to enhance the lesson if needed.

Teacher Interview 10% - Due: Thursday, Nov. 8th.

The purpose of this interview is to get familiar with this exciting profession. For this task, you will
interview an experienced language teacher. You will choose the main focus of the interview; however,
make sure to include elements that we discuss during class (i.e., a) lesson planning, b) assessment, c)
teaching methods, d) teacher-student interactions, among many other thinks that may interest you).
Also, during the interview, try to get as many ideas as you can so you can share them with your
classmates. On week 12, November 8th, you will submit a paper (2 pages minimum, 3 pages maximum)
in which you share the findings of the interview.

Mini-teaching demo 10% - Due: various dates - depending on the language skill you pick.

Each student in class will prepare a mini-teaching demo to get some teaching experience J. You will
only prepare and perform teaching a 15-20 minute part of a listening, speaking, reading, or writing
lesson during the same week of the language skill you choose to teach. Use chapter 10 of our book as a
guide to create your activities.

For this task, think of some activities that focus on one of the language skills (listening, speaking,
reading, or writing). What are some good activities to practice speaking, listening, reading or writing
(for example)? These kinds of activities could also work for warm-ups or review of previous materials.
You will share your activity and its plan on CANVAS so that by the end of the semester, everyone in
class will have a copy of different class activities with a specific focus on one language skill (They may
come really handy once you start teaching J)

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E-Portfolio including: Teaching Philosophy Statement + Listening & Speaking lesson plan +
Reading & Writing lesson plan + Integrated lesson plan 40%

Teaching Philosophy Statement 10% - Due: December 6

For this assignment, you will write a teaching philosophy statement. When you apply for teaching
positions, you will always be asked for a teaching philosophy statement so this product can be really
helpful in the future. Writing a teaching philosophy not only lets others know of your beliefs and
values about teaching, but also offers an opportunity for you to reflect upon your own teaching
theories and practices.

Your statement should not exceed 2 pages. Please follow this format: font type: Times New Roman;
font size: 12; margins: 1 inch on all sides; double-spaced. If you use any outside sources, then they
should be incorporated in APA format.

On week 10, October 23, you will bring a draft to class so one of your classmates can provide you
feedback and you will submit the final version of your statement on CANVAS on the final exam week,
December 6.

Below you will find a sample structure of a teaching philosophy statement. A basic outline would
generally have a three-paragraph structure and be limited to two-page in length.

The first paragraph provides readers with your beliefs about teaching and forecasts what your
classroom would be like if they visited. Would they see students engaged in group-work? Peer-
sharing? Presenting their work in front of the class? Mini-lectures followed by group discussions? You
can also use this paragraph to outline your teaching responsibilities.

In the next paragraph you can offer further evidence of your teaching and provide examples of your
beliefs in action. For example, you could describe an assignment in the following way: "First-year
composition students often have trouble looking beyond traditional interpretations of rhetoric and
argument. By having them read current popular research on flirting, however, I engage them in an
interesting topic, allow them opportunities to comment from personal experience, and elicit in-depth
discussions about body language as a form of rhetoric. These lessons guide students to develop a
deeper concept of language beyond print literacy and a more full awareness of rhetorical practices in
the everyday moment. By using popular literature, combined with more theoretical texts, I am able to
elicit student interest without sacrificing important course goals." Descriptions such as these allow
readers to "see" your teaching in action as opposed to reading only general statements about your
teaching philosophy.

In the final paragraph, you should sum up your thoughts on education and the role that you have to
play in developing students to be successful in their discipline, career, and life. Take a look at the
sample statements posted on CANVAS.

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Listening & Speaking lesson plan Due: Oct. 11 + Reading & Writing lesson plan. Due: Oct. 25
(10% each)

As we go along with four language skills, you will prepare ONE lesson plan to teach listening & speaking
and ONE lesson plan to teach reading & writing.

Integrated language skill lesson plan 10% - Due: Tuesday, Nov. 27th

For this assignment, you are expected to create a detailed lesson plan that promotes integrated
language skill development for L2 learners. It should cover most (if not all) skills (listening, speaking,
reading, or writing) with pre, while, and post activities. There must be a presentation of a new
grammatical point and at least a few new words in your lesson plan. You also need to include a form of
assessment. On week 13, November 13, you will bring a draft to class so one of your classmates can
provide you feedback and you will submit the final version of the lesson plan on CANVAS on Nov. 27th.

This task has two parts:

Part 1: The detailed lesson plan. The lesson plan should follow the same or a similar format to
the one we will explore in class. The lesson plan should incorporate four language skills (as much
as possible).

Part 2: Write a rationale for your decisions based on the course readings and class discussions.

There is a sample template posted on Canvas for you to follow for format (and we will also have a class
discussion about this), but your lesson plan should provide more detail in the procedure section.
Please also make sure that you post all of your materials on Canvas, including photocopies of book
sections, original worksheets or handouts, etc. Please make sure to include the following items in your
lesson plan:

1. Objectives (both of the lesson and of the course)

2. Materials
3. Procedure – this should be in great detail and should have a variety of activities. The class
should always include a warm-up, main task section, and wrap-up. Each step of the procedure
should either be indicated by class time (i.e. 4:45 – 5:00) or by the amount of time it takes to
do the activities (i.e. 10 minutes).
4. Notes with time required to do each activity
5. Seating arrangements and pre-formed groups if considered appropriate.
9. Anticipated problems

E-portfolio 5% - Due: Dec. 6th.

For this last assignment, you will create your e-portfolio. A teaching e-portfolio is a selection of
pieces representing your development as a teacher and are often requested when you apply for a job.
I will help you create one for this class, which you will hopefully revise as your teaching career
develops. On week 13, November 15th, we will have a workshop on how to create your own e-
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portfolio. You will use a user-friendly website to create your e-portfolio. Please note that you must
include the following components: 1) Teaching Philosophy Statement; 2) Listening & Speaking lesson
plan; 3) Reading & Writing lesson plan; 4) Integrated lesson plan. You can also include other
components you consider relevant, such as: CV, teaching materials, links to language learning
resources, etc. On week 16, December 6th, you will submit a link to your e-portfolio on Canvas.

VII. Course Expectations and Assessment Criteria

You will be expected to do the readings before each class meeting, to be fully prepared for class
discussions and assignments, and to attend all meetings. First day attendance is mandatory to fulfill
course enrollment requirements per USF policy.

Your full attendance is required but if you have emergencies or excused absences, you should contact
me and make arrangements to make up missed work. Arranging to make up missed work is the
responsibility of the student. Please note that if you miss more than four classes, I reserve the right
to lower your grade. Missing a certain amount of participation- dependent activities (whether excused
or not) precludes successful accomplishment of learning outcomes. In cases like this, I may advise
students to withdraw from the course. In cases where excused absences are anticipated in advance,
please contact me immediately. Students are expected to attend all classes for the full 75 minutes. 4
tardiness = 1 absence! You are marked absent if you are late for 5 minutes or leave 5 minutes early.
Students who anticipate the need to be absent from class due to the observation of a major religious
holiday must provide notice of the date(s) to the instructor in writing (e-mail is fine), by the second
class meeting.

VIII. Canvas & Email

I want to emphasize the student/instructor contact policy. All questions related to the course
content should be posted to the discussion board on CANVAS. Personal matters should be emailed to
the instructor using your Canvas email service.

Communication with the Instructor – Please follow the emailing etiquette! Addressing
your instructor in email or posts as you would address your friends (e.g. Hiya bro,
Hey!, Hi there, What’s up, etc…) or just directly asking questions without a greeting
are considered inappropriate in academia! Remember, your instructor is constantly
evaluating the quality of your communications. Internet “shorthand” is not appropriate
for communicating with your instructors or your colleagues on the Boards (you may use
emoticons and any other symbols to visualize the “tone” of your post).

IX. Late Work Policy: There is no make-up for the midterm! Essays turned in late will be assessed a
penalty: a half-letter grade if it is one day late, or a full-letter grade for 2-7 days late. Essays will
not be accepted if overdue by more than seven days.

X. Grades of "Incomplete":

The current university policy concerning incomplete grades will be followed in this course. Incomplete
grades are given only in situations where unexpected emergencies prevent a student from completing
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the course and the remaining work can be completed the next semester. You can only take an
‘Incomplete’ if you have already completed 70% of the coursework. Your instructor is the final
authority on whether you qualify for an incomplete. Incomplete work must be finished by the end of
the subsequent semester or the “I” will automatically be recorded as an “F” on your transcript.

XI. Cell Phones and Electronic Devices

As a courtesy to your classmates and your instructor, please turn off/to vibrate/silence all cell
phones and other devices when you enter class. If you need to speak via cell phone, please dismiss
yourself from the classroom during instructional time.

USF POLICIES

1. Academic Integrity of Students

Academic integrity is the foundation of the University of South Florida System’s commitment to the
academic honesty and personal integrity of its university community. Academic integrity is grounded
in certain fundamental values, which include honesty, respect, and fairness. Broadly defined, academic
honesty is the completion of all academic endeavors and claims of scholarly knowledge as
representative of one’s own efforts. The final decision on an academic integrity violation and related
academic sanction at any USF System institution shall affect and be applied to the academic status
of the student throughout the USF System, unless otherwise determined by the independently
accredited institution. For more information you could access it at:

o http://www.ugs.usf.edu/policy/AcademicIntegrityOfStudents.pdf

2. Disruption of the Academic Process

Disruptive students in the academic setting hinder the educational process. Disruption of the
academic process is defined as the act, words, or general conduct of a student in a classroom or other
academic environment which in the reasonable estimation of the instructor: (a) directs attention away
from the academic matters at hand, such as noisy distractions, persistent, disrespectful or abusive
interruption of lecture, exam, academic discussion, or general University operations, or (b) presents a
danger to the health, safety, or well-being of self or other persons. For more information you could
access it at:

o http://www.ugs.usf.edu/policy/DisruptionOfAcademicProcess.pdf

3. Gender-Based Crimes
USF has a commitment to the safety and well-being of our students. Please be aware that educators
must report incidents of sexual harassment and gender-based crimes including sexual assault,
stalking, and domestic/relationship violence that come to their attention. I am required to report
such incidents in order for the Office of Student Rights and Responsibilities or the Office of
Diversity, Inclusion, and Equal Opportunity can investigate the incident or situation as a possible
violation of the USF Sexual Misconduct/Sexual Harassment Policy and provide assistance to the
student making the disclosure. If you disclose in class or to me personally, I must report the
disclosure and will assist you in accessing available resources.
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The Center for Victim Advocacy and Violence Prevention, the Counseling Center and Student Health
Services are confidential resources where you can talk about such situations and receive assistance
without the incident being reported.

o Center for Victim Advocacy and Violence Prevention:

§ (813) 974-5757
§ http://sa.usf.edu/advocacy
o Counseling Center
§ (813) 974-2831
§ http://usf.edu/student-affairs/counseling-center
o Student Health Services
§ (813) 974-2331
§ http://usf.edu/student-affairs/student-health-services

4. Student Academic Grievance Procedures

The purpose of these procedures is to provide all undergraduate and graduate students taking
courses within the University of South Florida System an opportunity for objective review of facts
and events pertinent to the cause of the academic grievance. An “academic grievance” is a claim that a
specific academic decision or action that affects that student’s academic record or status has
violated published policies and procedures, or has been applied to the grievant in a manner different
from that used for other students.
For more information you could access it at:
http://www.ugs.usf.edu/policy/StudentAcademicGrievanceProcedures.pdf

5. Students with Disabilities

Students with disabilities are responsible for registering with Students with Disabilities Services
(SDS) in order to receive academic accommodations. SDS encourages students to notify instructors
of accommodation needs at least 5 business days prior to needing the accommodation. A letter from
SDS must accompany this request.

o See student responsibilities: http://www.usf.edu/student-affairs/student-disabilities-

services/
o See instructor responsibilities: Student with Disabilities Services Faculty/Staff Handbook

6. Attendance Policy
First-day attendance policy is strictly enforced.

7. Professionalism policy
Per university policy and classroom etiquette; mobile phones, iPods, etc. must be silenced during all
classroom and lab lectures. Those not heeding this rule will be asked to leave the classroom/lab
immediately so as to not disrupt the learning environment. Please arrive on time for all class meetings.
Students who habitually disturb the class by talking, arriving late, etc., and have been warned may
suffer a reduction in their final class grade.

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8. End of the Semester Student Evaluation
All classes at USF make use of an online system for students to provide feedback to the University
regarding the course. These surveys will be made available at the end of the semester, and the
University will notify you by email when the response window opens. Your participation is highly
encouraged and valued.

9. Turnitin Privacy Policy

In order to comply with privacy laws, students are not required to include personal identifying
information, such as name, in the body of the document. Turnitin provides an originality report letting
the instructor know how much of the assignment is original. Please follow your instructor's
instructions carefully regarding what identifying information to include.

How do I submit a Turnitin Assignment?

Academic Dishonesty: Students attending USF are awarded degrees in recognition of

successful completion of coursework in their chosen fields of study. Each individual is
expected to earn his/her degree on the basis of personal effort. Consequently, any form of
cheating on examinations or plagiarism on assigned papers constitutes unacceptable deceit and
dishonesty. Disruption of the classroom or teaching environment is also unacceptable. This
cannot be tolerated in the University community and will be punishable, according to the
seriousness of the offense, in conformity with this rule.

Plagiarism
Definition:
Plagiarism is intentionally or carelessly presenting the work of another as one’s own. It includes
submitting an assignment purporting to be the student’s original work, which has wholly or in
part been created by another person. It also includes the presentation of the work, ideas,
representations, or words of another person without customary and proper acknowledgement
of sources. Students must consult with their instructors for clarification in any situation in
which the need for documentation is an issue, and will have plagiarized in any situation in which
their work is not properly documented.

Clarification:
1. Every direct quotation must be identified by quotation marks or appropriate indentation and
must be properly acknowledged by parenthetical citation in the text or in a footnote or
endnote.
2. When material from another source is paraphrased or summarized in whole or in part in
one’s own words, that source must be acknowledged in a footnote or endnote, or by
parenthetical citation in the text.
3. Information gained in reading or research that is not common professional knowledge must
be acknowledged in a parenthetical citation in the text or in a footnote or endnote.
4. This prohibition includes, but is not limited to, the use of papers, reports, projects, and
other such materials prepared by someone else.

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10. University Emergency Policy
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this
time, USF may opt to continue delivery of instruction through methods that include but are not
limited to: Canvas, Elluminate, Skype, and email messaging and/or an alternate schedule. It's the
responsibility of the student to monitor Canvas site for each class for course specific communication,
and the main USF, College, and department websites, emails, and MoBull messages for important
general information.

11. Religious Days

The University has an official Attendance Policy for the Observance of Religious Days (University
policy 10-045) which provides that all students, faculty, and staff at the University have a right to
expect that the University will reasonably accommodate their religious observances, practices and
beliefs. Students are expected to attend classes and take examinations as determined by the
University. The University will, at the beginning of each academic term, provide written notice of the
class schedule and formal examination periods. The university, through its faculty, will make every
attempt to schedule required classes and examinations in view of customarily observed religious
holidays of those religious groups or communities comprising the University’s constituency. No
student shall be compelled to attend class or sit for an examination at a day or time prohibited by his
or her religious belief.
Students are expected to notify their instructors at the beginning of each academic term or as
provided in the course syllabus if they intend to be absent for a class or announced examination, in
accordance with this policy. Students absent for religious reasons will be given reasonable
opportunities to make up any work missed in the event that a student is absent for religious reasons
on a day when the instructor collects work for purposes of grading (homework, pop quiz, etc), the
student shall be given a reasonable opportunity to make up such work or shall not have that work
averaged into the student’s grade at the discretion of the instructor. Any student who believes that
he or she has been treated unfairly with regard to the above may seek review of a complaint through
established University Academic Grievance Procedures (found in the Graduate and Undergraduate
Catalogs) and those provided by the University’s Office of Diversity and Equal Opportunity.

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 TENTATIVE Class Schedule

W Date Topic(s) of Discussion Readings & Assignments DUE on this date. Please read
the articles listed BEFORE coming to class

Course Overview + discussion Go through the syllabus

of syllabus & course
Aug 21 procedures. Group Discussion - a) expectations from the first year of
1 teaching; b) what being a novice teacher really means c)
important aspects of effective teaching

Aug 23 Language Learners and Chapter 1 - Horwitz (2013)

Language Teaching Settings

Aug 28 Key Issues in Second Language Group Discussion: Issues & Beliefs
Acquisition (SLA)
2
Aug 30 Theories of SLA Chapter 2 – Horwitz (2013)

Sept 4 Overview of Language Chapter 3 – Horwitz (2013)

Teaching Methods HW for next class: Watch videos of demo lessons
(Canvas)
3
Sept 6 Language Teaching Methods Brandl (2008) – Chapter 1 (pdf on Canvas)
cont’
Group Discussion – Teaching Videos

Sept 11 Lesson planning Brandl (2008) – Chapter 2 (Canvas)

Sept 13 Lesson planning and activity Chapter 10 – Horwitz (2013)

4 design Observation of a foreign language class DUE

Sept 18 Teaching Grammar Benati (2013) – (Canvas)

Teaching demo- Grammar

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Sept 20 Vocabulary Learning and Decarrico (2001) (Canvas)
Teaching Teaching demo- Vocabulary

Sept 25 Language Skills Chapter 4 – Horwitz (2013)

Teaching LISTENING Find the L2 teacher for the interview assignment
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Sept 27 Teaching LISTENING Teaching demo- Listening
Midterm

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 Oct 2 Teaching SPEAKING Chapter 5 - Horwitz (2013)
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Oct 4 Teaching SPEAKING Group work on sample L & S lesson plans
Teaching Pronunciation Teaching demo- Speaking

Oct 9 Teaching READING Chapter 6 - Horwitz (2013)

8 Oct 11 Teaching READING Teaching demo- Reading

Listening & Speaking Lesson plan DUE

Oct 16 Teaching WRITING Chapter 7 - Horwitz (2013)

9 Oct 18 Teaching WRITING Group work on sample R & W lesson plans

Teaching demo- Writing

Oct 23 Teaching Philosophy Peer-review activity

10 Oct 25 Work Day! Reading & Writing Lesson plan DUE

Oct 30 Facilitating Interaction Scrivener (2012), chapter 5 (Canvas)

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Nov 1 Dealing with classroom issues Scrivener (2012), chapter 6 (Canvas)

Nov 6 Use of technology and other Erben (2007) – (Canvas)

resources
12 Nov 8 Assessment Chapter 9 - Horwitz (2013)
Teacher Interview Paper DUE

Nov 13 Integrated Lesson Plan Peer-review activity

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Nov 15 E-portfolio Workshop Bring your laptop to class

Nov 20 Catch up Day! Bring your LP and/or TP drafts to class

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Nov 22 THANKSGIVING HOLIDAY

Nov 27 Concluding Remarks J Chapter 11 - Horwitz (2013)

Integrated Lesson Plan DUE
15
Nov 29 Reading Day

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16 Dec 6 FINAL EXAM WEEK E-Portfolio DUE

Note: The Schedule is subject to revision

REFERENCES

Benati, A. G. (2013). Issues in second language teaching. Sheffield, UK: Equinox Publishing.

Brandl, K. (2008). Communicative language teaching in action: Putting principles to work.

Upper Saddle River, New Jersey: Pearson.

Celce-Murcia, M. (Ed.). (2001). Teaching English as a Second or Foreign Language. Boston, MA: Heinle

& Heinle.

Decarrico, (2001). Vocabulary Learning and Teaching. In M. Celce-Murcia (Ed),Teaching English as a

Second or Foreign Language (pp. 285- 298). Boston, MA: Heinle & Heinle.

Erben, T. (2007). CALLing all foreign language teachers : computer-assisted language learning in the

classroom. Larchmont, NY : Eye On Education.

Farrell, T. S. C (2008). Novice language teachers: Insights and perspectives for the first year.

Oakville, CT: Equinox.

Richards, J. C., & Renandya, W. A. (Eds.). (2002). Methodology in language teaching: An anthology of

current practice. New York: Cambridge University Press.

Scrivener, J. (2012). Classroom management techniques. Cambridge, UK: Cambridge.

Swan, M. (2002). Seven bad reasons for teaching grammar – and two good ones. In J.C.

Richards & W. A. Renandya (Eds.), Methodology in language teaching: An anthology of current

practice (pp. 148-152). Cambridge, UK: Cambridge.

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