<<PR/PE Index 

LSSU French Language Specialty Program Application:  

 

Revisions based on March 2007 reviewer comments

  • Narratives revised to indicate Advanced Low proficiency on the ACTFL examination

  • Expanded narratives all sections of the Standards Matrix , in particular standards 1 through 3 - new text is identified with blue font and is placed above the list of courses for each substandard

  • Additional narrative added to application narrative supporting the activities and extent of field experience in professional education courses, links to all professional education course syllabi

  • Hyperlinks mended for standards matrix and FormXX

This image will identify paragraphs added in the September 2007 revisions to the program application below.


 

 

Application for State Approval of

Teacher Preparation Specialty Programs

 

Michigan Department of Education, Office of Professional Preparation Services

P.O. Box 30008, Lansing, Michigan 48909

Phone:  (517) 335-4610 *** Fax:  (517) 373-0542

 

Directions:

  • For each new, amended, or experimental program, a separate application is required. 
  • Application and all documentation are to be submitted electronically. 
  • Fax or mail only the cover page that is signed by the unit head. 
  • All correspondence regarding this application should be addressed to the consultant/coordinator identified on Application Attachment 1. 

 

I.  Application Information

Institution


Lake Superior State University

MDE Endorsement Area and Code (from Application Attachment 2)

 

French (FA)

Date of this Application

February 4, 2005

Name and Title of Unit Head

Dr. David Myton, Chair, School of Education

Signature of Unit Head

 

 

 

II.  Contact Information for Questions Related to This Application

Contact Person’s Name and Title

Dr. Daniel Dorrity, Professor of History

Contact Person’s Phone Number

(906) 635-2117

Contact Person’s Fax Number

(906) 635-6678

Contact Person’s E-Mail Address

ddorrity@lssu.edu

 

III.  Type of Request for Approval                                                                  (Indicate One)

New program for institution

 

U.S. Department of Education Classification of Instructional Programs (CIP) Code, if vocational occupational area

 

Compliance with State Board of Education new or modified program criteria

X

Experimental program

 

Program amendment (See Section IX for guidelines)

 

 

IV.  Institutional Representatives                                                                 

Name/Title Specialty Mailing Address E-mail Address Phone Fax

Dr. Marcel Pichot, Professor

French Language and literature Lake Superior State University  650 W. Easterday Avenue, Sault Saint Marie, MI  49783 mpichot@lssu.edu (906) 635-2118 (906) 635-6678
           

 


<<PR/PE Index 

Quick Link Index:

Section 1. Summary of Course Requirements

Section 2. Program Summary

Section 3. Instructional faculty

Section 4. Candidate Preparation

Section 5. Collaborative Partnerships

Section 6. Professional Development and Support

Section 7. Standards Matrix

Section 8. Special Recognition

Section 9. Instructional Methods

Section 10. Course Descriptions

Section 11.  Course Syllabi


 


            French (FA) Specialty Program

            Lake Superior State University

            February 4, 2005

 

 

 

 

 

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Section 2. Program Summary

(Narrative below)

 

 

 

a. Describe the philosophy, rationale, and objectives of the specialty program and explain how the program is consistent with the philosophy, rationale, and conceptual framework of the unit.

 

The Program of French at Lake Superior State University is designed to prepare capable and highly qualified classroom teachers for elementary and secondary school teaching.   The purpose of the Program is to provide students the opportunity to develop the communicative competence necessary to function in a second language at an advanced level, promote a greater understanding of and appreciation for the significance of language in human affairs, foster interest in other cultures, and encourage intellectual development though  enhanced cognitive and analytical skills.

 

In addition to meeting the general education objectives of Lake Superior State University’s programs and the professional objectives of elementary  and secondary teacher preparation programs, the general objectives of the French Program are:

 

1.               To provide formal instruction in French language sufficient to attain proficiency at the Advanced Low level on the ACTFL exam  so that students gain a deeper knowledge and understanding of Francophone cultures and the ability to communicate in French.

2.               To reinforce and further student’s ability to teach other disciplines in French.

3.               To encourage students to acquire information and recognize the distinctive viewpoints that are available only through the study of French and Francophone cultures.

4.               To develop and further students’ insights into the nature of language and culture through comparisons of French and the diverse Francophone cultures and the native student’s native language and culture.

To foster participation in multilingual communities at home and around the world by developing the desire in French majors and minors to use French both within and beyond the school setting and to become life-long learners by using French for personal enjoyment and enrichment

The School of Education Vision Statement states that we are a community of learners bound by the shared values that exemplify excellence in the professional education of teachers.  The School of Education Mission Statement affirms that we are committed to provide opportunities for research, reflection and response in the education of teachers.  We achieve these opportunities through situated and contextual learning experiences, and in the foundations for the development of content knowledge, pedagogical knowledge, and professional dispositions.  We value a commitment to learning communities, and are dedicated to meeting the diverse needs of learners. 

 

In keeping with the logo of Lake Superior State University, the School of Education summarizes its mission in the motto: EDUCATING TEACHERS FOR TOMORROW’S SCHOOLS
PERSONAL

With respect and understanding for individual differences and shared heritages
NATURAL

For whom learning is an ongoing lifelong process, and
SUPERIOR

With high academic and professional standards

 

We believe that the act of teaching and learning involves a framework of research, reflection, and response.  We see these elements as an evolving cyclical process, a pathway that learners and leaders of learning must employ to create powerful knowledge bases, develop as participatory members of a democratic society, and establish and maintain environments conducive to learning. The process of research, reflection, and response is focused upon four areas that we believe are the essential elements of expert teaching.  These areas include: content knowledge, pedagogical knowledge, professional dispositions, and learning communities.  At the center of the process of acquiring and applying the skills and knowledge of professional practice we place the learner. 

We see the learner as inclusive of all stakeholders in schooling and education. 

 

What is

Research:  Expert teachers understand the need to maintain a current perspective on the numerous facets of education.  A professional educator strives to engage in the study of pedagogy, examination of the literature related to teaching and explore avenues for the transformation of theory to practice. The act of research is often precipitated by observed events in the classroom and school.  When dilemmas arise, expert teachers ask questions and then seek answers through research.

 

Reflection:  John Dewey stated “The active, persistent, careful consideration of any belief or supposed form of knowledge in light of the grounds that support it is reflective thought” (1933, p.9).  Expert teacher are continuously reflecting upon their practice.  Engaging in critique, they look at the elements of teaching as well as their whole practice within the contexts in which pedagogy is engaged.  The act of reflection requires the teacher to question their behavior, their beliefs as determinants of practice, and carefully consider the responsibility of being a leader of learning.

 

Response: The act of engaging in pedagogy should be responsive.  To implement change or modifications in one’s practice to better facilitate learning is a key element in the repertoire of an expert teacher.  Response however is not change for the sake of change.  Response is the act of planned change given careful research and reflection.  The professional educator employs change in relationship to perceived need, then after review of literature and active research within the classroom, supported by careful reflection, the teacher implements the change.  The expert teacher then monitors the response, actively engaging in continued research and reflection to better their pedagogical practice.

 

Content Knowledge: Teachers need to be broadly educated in the liberal arts and sciences, and be able to knowledgeable of the interdependence of the disciplines. They must be able to analyze and synthesize ideas, information, and data and make applications of knowledge in inquiry, problem-solving, and critical thinking. The professional educator must be an effective communicator, possessing the skills and abilities of listening, speaking, writing, and reading.

 

Pedagogical Knowledge: Professional educators must have the knowledge to effectively engage individuals in the learning process.  In order to engage in teaching excellence they must posses a strong understanding of cognition, the multidimensional dimensions of learners and learning, and demonstrate the skills of research, reflection, and responsive pedagogy.   Via an understanding of human growth and development, a variety of instructional techniques, assessments, materials and technologies, and an abundance of practical experience in classrooms, teacher candidates should be able to mature as exemplar professional educators.

 

Professional Dispositions: Teachers are stewards of society.  They are the models and guides of future generations. In light of their influence in classrooms and schools, all teachers and teacher candidates must model the ethics, values and dispositions of professional educators. They should be able to engage in active reflection, self-critique and accept constructive criticism from others.  The developing professional educator should invite and respect others' points of view and incorporate reasonable suggestions from peers and experts.  Teachers and teacher candidates should be committed to life-long learning and the belief that all candidates can learn.  

 

Learning Communities: Schools and classrooms are microcosms of society, and as such are the venues for candidates to learn and grow as participatory members of the community.  The themes of caring, responsibil°ity, democracy, and stewardship are woven into the fabric of curriculum as teachers and teacher candidates take on the role of facilitators of environments conducive to learning while modeling tolerance, dignity, participation and shared decision making.

 

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b. Describe the sequence of courses and/or experiences to develop an understanding of the structures, skills, core concepts, ideas, values, facts, methods of inquiry, and uses of technology.

 

Beyond the first four semesters of language (FR 151, 152 and FR 251, 252) which are designed to develop the acquisition of the four language skills of reading, writing, speaking, and listening, corresponding with the standards established by the American Council of Teaching of Foreign Languages (ACTFL), the candidates seeking an academic major in French are required to take a sequence of 36 credit hours, candidates completing the minor or endorsement complete 24 semester credits.  The literature courses are designed to familiarize students with informative and provocative  writings from French speaking authors, and to develop in students the ability to analyze and critique texts in terms of their structure, style, techniques, themes and content.  The culture courses (and culture components of language courses) form the knowledge base for teaching literature, history, and cultural practices of France and countries where French is spoken, as well as to promote cultural exchange and understanding within and outside the United States.  Students have the opportunities  for immersion experiences in French and Francophone cultures by participating in a study abroad program in France (Université de Pau et des Pays de l’Adour).

 

Formal admission to the School of Education teacher certification program also requires (in addition to university general education requirements of one year English, one semester of speech, one year of social sciences, on year of humanities and a course in student diversity), the following items:

CS101 Introduction to Computer Science – addressing basic competencies in technology

MA207 Statistics

Michigan Test for Teacher Certification Basic Skills Test

Formal Interview

Impromptu timed essay – assessing written communication skills

2.70 minimum overall GPA with no grade below C in major/minor, and

B- minimum grade in professional education sequence courses.

 

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c.  Describe how candidates are prepared to utilize a variety of instructional approaches to address the various learning styles of candidates.

 

Faculty members teaching French at Lake Superior State University use a variety of teaching methods, and expose candidates to different theories, methodologies, styles and approaches of teaching.  Candidates also gain experience through peer teaching, team teaching, microteaching, field experiences, and classroom observations.

Student learning styles are a significant topic addressed in the professional education core sequence, especially in EDUC250 Student Diversity and Schools and EDUC301 Learning Theory and Teaching Practice.  In EDUC301 candidates analyze various approaches to teaching and learning and the decisions which teachers make in applying theory to diverse classroom situations. EDUC 447 Theories and Methods of Teaching Foreign Languages in the K-12 Classroom (4) extends these topics to the world language classroom and provide a discipline specific context for continuing these discussions while candidate’s field placements are focused on instructional practice in their language specialty.

This course (EDUC 447 ) focuses on the teaching and learning of foreign languages in K-12 school settings. We will be looking at second/foreign language acquisition theories and the methods/strategies underlying the teaching of the four main domains (speaking, reading, writing, listening), plus grammar, vocabulary and culture of the foreign language. We will also be studying the related areas of foreign language materials selection and use, the integration and use of standards into the curriculum and instruction, and assessment and evaluation in teaching a foreign language. The field work component of this course will act as a cohesive tie between what we explore, study and experiment with in course readings and discussions and the real world of foreign language teachings.

 

d.  Describe any differences that may exist between elementary or secondary preparation to teach in each major or minor area (e.g., instructional resources, field placements, instructional techniques), if applicable.

 

The methods and activities that are used and applied in elementary and secondary classrooms differ from each other, not only in the amount of vocabulary that students can handle, but also in the amount of time they can be expected to spend on one activity.  The cognitive demands that different activities require form an important aspect to consider when planning a lesson

 

The professional education sequence  is described below.  All candidates complete the initial three courses, through the course on learning theory.  Course syllabi and course descriptions for the professional education courses are linked from this page - professional education 

 

Professional Education Requirements (46-49 credits)

EDUC150 Reflec. on Teach./Learn. (3)         _____

EDUC 250 Student Div. & Schools (3)           _____

EDUC 301 Learn. The. Teach. Prac. (4)        _____

EDUC480 Intern Teaching:Seminar (1)         _____

EDUC480 Intern Teaching:Seminar (1)         _____

EDUC491 Intern/Adv Meth: [subject] (8)         ____

EDUC492 Intern/Adv Meth: [subject] (8)         ____

EDUC602 Reflect Inq Teach. Practice I (3)  ____

EDUC605 Integ Appr Curr Desig Implem (3) ___

 

Complete one of the following two sequences

Elementary candidates complete:

EDUC 330 Reading Elem Classroom 3         _____ ___

EDUC 410 Corrective Reading 3                   _____ ___

EDUC 411 Elem Lang Arts Methods 3           _____ ___

EDUC420 Elementary Math Methods 2          _____ ___

EDUC421 Elementary Science Methods 2    _____ ___

EDUC422 Elem Meth Social Stud 2   _____ ___

 

Secondary Candidates complete:

EDUC 430 Gen. Meth. Sec. Teac. (3)            _____ __

EDUC 431 The Secondary Learner (3)          _____ __

EDUC 440 Reading Content Area (3)            _____ __

Select at least one from the following list based on academic major/minor or the respective independent study methods course by subject

EDUC 441 Secon Lang Arts Methods/ EDUC451

EDUC 442 Secon Math Methods/EDUC452

EDUC 443 Secon Science Methods/EDUC453

EDUC444 Secon Social Studies Meth/EDUC454

EDUC445 Secon Comp Sci Methods/EDUC455

EDUC446 Second Busin Methods/EDUC456

 

            

e.  Describe how the program incorporates gender equity, multi-cultural, and global perspectives into the teaching of the subject area.

 

By their very nature, language courses lend themselves to a multi-cultural and global perspective.  Students are exposed to readings, information and presentations related to the culture and social aspects of the particular culture(s) as well as to the target language and its peculiar ways of conceptualizing the world.  In addition, French and Francophone contemporary texts dealing with gender issues are included at every level of language learning.  Our proximity to bilingual Canada, and the close ties Lake Superior State University keeps with Algoma University College, and Sault College, in Sault Ste Marie, Ontario, provide our students with numerous social and cultural opportunities.

 

f.  Describes how the program prepares candidates to use multiple methods of assessment appropriate to this specialty area.

 

Candidates at Lake Superior State University’s Major or Minor in French Studies gain first hand experience of multiple methods of assessment by continuously taking cumulative experience exams, by practicing formative and summative feedback through responding to their peers’ written assignments, and by getting feedback on their oral communication in French.  In addition, Education courses address issues of assessment as relevant in the context of foreign language teaching.

 

In addition, candidates with a psychology language program are required to take EDUC/TE250 Student Diversity and Schools, a course designed to prepare all teacher candidates at Lake Superior State University to address issues of gender equity and multicultural perspectives in a classroom. Discussion of the multicultural perspectives in the preparation of teachers is initially covered in EDUC250 “Student Diversity in the Classroom”.  While this is a required course in the professional education sequence, and thus required in Spanish teaching program, it is not a course taught through the psychology department or faculty.  The PRPE index page has the syllabus for this course, and others in the professional education sequence, it is directly from this link: Professional Education Courses.  EDUC250 objectives include to  

"study ...the forms of diversity found among students and how these differences affect students' participation in school. History and philosophy of American schools are also studied as are the legal responsibilities and rights of teachers and school districts. Student study cooperative learning, questioning techniques, make school visits and plan and tutor elementary or secondary students as part of a 15-hour fieldwork component.”

In-class assignments and assigned readings include this example which addresses the stated course objective to “Explain the meaning of diversity in schools and describe ways that schools may respond to diversity”

 

 

 

           

 

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Section 4 Candidate Preparation

Submit available data specific to the program area being reviewed

 

 

 

We have updated the MTTC reporting data to provide pass rate information for the past 9 test administrations of the French Language exam.  Student pass rates can and will increase as the curriculum becomes better aligned with the standards, and as the faculty have heightened awareness of the correlation between their standards, the K-12 teaching environment, and the university curriculum.

 

Subject

Test Code

Test Date

# Ex

am

in

ees

Scaled Mean Score

# Pass

% Pass

# Not Pass

% Not Pass

Sub area pass %

 

 

 

French

23

7-15-00

1

254

1

100

0

0

100

100

100

100

 

 

 

 

French

23

1-13-01

1

285

1

100

0

0

100

100

100

100

 

 

 

 

French

23

1-12-02

1

227

1

100

0

0

100

100

0

100

 

 

 

 

Statewide French

23

 

 

246.1

 

83

 

17

87

65

74

87

 

 

 

 

                                         

 

The following MTTC summary information was not provided in the original application:

Satisfied with the results, a special effort is being made to increase the oral proficiency of our students as well as their cultural awareness. 

 

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Section 5 Collaborative Partnership

  • Describe how candidates for majors and minors in specific specialty programs participate in early field experiences in K-12 schools. 
  • Describe aspects of the student teaching experience for certification candidates that enhance the applicants’ abilities to teach in this specific specialty area.  Are candidates in your institution assigned to K-12 classrooms as student teachers in both their major and minor (if applicable)? 

 

 

 

 

 

 

 

Field placements are integrated throughout the  professional education  sequence beginning with EDUC250 Student Diversity and Schools where the focus is on tutoring experiences.  In subsequent courses, after admission to the School of Education, candidates have diverse and varied experiences of increasing responsibility and duration.  These early field experiences require a minimum of 15 hours per semester per course in focused experiences coupled with reflective journaling and fulfillment of additional course outcomes focused on the experiences.  Field experiences are required in each of the professional education core courses required for elementary teacher candidates: EDUC250, EDUC301, EDUC330, EDUC110, EDUC411 and EDUC420, EDUC421 and EDUC422.  Each course requires a directed field experience with K-8 students in settings appropriate to their level and major/minors.  Course EDUC250-EDUCDUC411 each require 15 clock hours per course, EDUC420-EDUC422 each require 10 clock hours per course.  All EDUC courses and field work must be completed prior to entering the student teaching internship.  During the internship candidates work for approximately 22 weeks under the direct supervision of a classroom teacher and the periodic oversight of a university supervisor.  Candidates meet regularly with a university instructor for a seminar course, and are also concurrently enrolled in a graduate course each of the two semesters of the internship.  During the fall semester, candidates complete EDUC602 Reflection and Inquiry in Teaching Practice I examining qualitative and quantitative research methods and developing their own research based question addressing student learning.  During the spring semester students complete a second graduate level course on curriculum planning and implementation, EDUC605.

 

Student teaching internship placements extend across two university semesters, beginning generally with the start of the academic year in August/September and continuing through mid-April.  Candidates are strongly advised to use the transition at mid-year to change their placement venue to gain experience at a second level or subject area in the spring.  Such changes in placement do require the consent and concurrence of the building principals and teachers, and in some cases teachers wish to continue with a single student the entire time.  Wherever possible candidates are placed in situations where they can teach in both their major and minor fields, either through split morning/afternoon assignments with different teachers, or placements in different schools for each semester.  In the case for an elementary science major, therefore, we would seek a placement for one portion of the two semester student teaching placement in a middle school classroom teaching science.   Student teaching courses include the following:

 

    Fall          

EDUC480 Seminar

EDUC491 Internship/Advanced Methods I:___________

EDUC602 Reflection and Inquiry into Teaching Practices I (3, 0) 3   Qualitative and quantitative research methods on teaching and learning.  Criteria for judging validity and applicability of research-based knowledge.  Framing educational problems worthy of inquiry.  Designing and assessing studies of teaching practice

    Spring    EDUC480 Seminar

                    EDUC492 Internship/Advanced Methods II:___________

                    EDUC605 Integrated Approaches to Curricular Design and Implementation

         

Expanded Narrative: Early Field Experiences

Field experience, in classrooms related to their levels and subjects of certification, are required in EDUC 250, 301, 430, 431, 440, and 443.  Course descriptions and syllabi of each of the professional education courses are now available as a part of this program application.  Each education course requires 15 clock hours of field experience in the subjects of their training, e.g. Spanish, for a total preservice field experience requirement totaling a minimum of 90 hours.  The requirements for these field experiences are described in our Field Experience Guidelines which apply to candidates AFTER Admission.  These guidelines are part of the school policy documents and are posted online at http://education.lssu.edu/All%20forms.html.  The candidates submit their field logs using the LSSU form F325-b -a Field Experience Log for courses EDUC301 and above (includes a reflective narrative), and candidates submit  F320-b Field Experience Log for EDUC250 experiences.  Additional narrative is provided in Section 5 of the Program Application narrative.  The field experience requirements are discussed in the Undergraduate handbook, available online, but also excerpted below:

 

Field Experience Expectations

Field experience for EDUC 150, EDUC 250, and EDUC 400 level classes

outside of the Sault Area School District will be arranged by the

individual student. Arrangements for field experience in the Sault

Area Schools will be handled through the office of the Field

Placement Director.

·         Canadian students may complete their field experience in the K-12 schools in Ontario.

·         Field experience for EDUC 301 will be arranged by the Field Placement Director in cooperation with the course instructor.

·         All placements for the internship year will be made by the Field Placement Director.

 

It is required that all students entering into the Internship

experience carry professional liability insurance. This insurance is

offered through the office of the Uniserv Director of the Michigan

Education Association. The insurance is at a reasonable rate and

includes a student membership in the professional organization of

MEA

Additional Information

·         These field experiences are required of students as partial fulfillment of each course.

·         Students are required to provide their own transportation to and from the field sites.

·         Students are expected to dress appropriately and conduct themselves in a professional manner when working in the schools.

·         Additional field experience throughout the teaching preparation years is encouraged. Persons needing assistance in locating additional experiences may seek help from the Field Placement Director.

·         Students should report to the office at the school upon each visit.

·         Students should wear nametags when visiting the schools.

LINK: professional education course-listing 
(w/ descriptions)

EDUC 250 Student Diversity and Schools

During this course students will be required to participate in 15

hours of tutoring students at the elementary or secondary levels.

This may include working with individual students, small groups

and/or large groups. Individual instructors will require evidence of

completion of this requirement and may establish other

requirements related to this experience.

EDUC 301 Learning Theory and Teaching Practices

The field experience for this course is an integral part of the class.

Students will be expected to spend eight class sessions in the

schools at the level in which they plan to teach. Specific

expectations for this field experience will be designed by the course

instructor.

EDUC 400 Level Courses

Students are expected to spend a minimum of three hours per week,

per course, engaged in classroom practice during the fall and spring

semesters working at the level of and in the area of their expertise.

Instructors of these courses will provide specific requirements for

the field experiences and required documentation.  

EDUC 491/492 Internship in Teaching Diverse Learners I and II

Teacher Interns will begin their academic courses on campus in

mid-August before reporting to their K-12 assignments. The

teaching internship begins in the field when teachers report for their

fall semester or at the completion of the August classes on campus.

Interns are expected to be with their assigned cooperating teachers

during the school year. A calendar of activities related to the

internships will be distributed to all interns, cooperating teachers,

school administrators and university supervisors.

Students will be asked to identify the geographical area within

LSSU service area where they would like to serve their internship

year. The School of Education will attempt to place the students

where they desire. However, there is no guarantee, actual or

implied, that internships will be provided in these areas. Students

are not allowed to do their internship at a school where a family

member is employed and will not be placed in a school district

where a family member is an administrator or on the school board.

Students who attempt to establish their own internship placement

without going through the process as established by the Field

Placement Director may jeopardize their placement for that given

academic year.

 

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Section 6 Professional Development and Support

Postponed until 2005-20012

 

 

 < back to Index 

Section 7 Standards Matrix

Content Standards: (FA) French   

(hyperlinks mended 20mar07 in revised edition)

Additional Narrative provided in September 2007 (indicated in BLUE)

 

 < back to Index 

 

Section 8 Special Recognition

Optional

 

 

 

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Section 9 Instructional Methods

Describe how candidates are prepared to teach in this specific specialty area. 

Describe how this program will utilize technological resources.

 

 

 

 

 

A variety of methods of instruction are used in the different courses taught in the program of French at Lake Superior State University.  Students participate in many different types of group formats: lecture, cooperative learning groups, and web discussion groups, triad, and pairs for content learning.  A variety of projects, quizzes, tests, research papers, analysis papers, and self-assessment tasks are also assigned.  Modeling, role playing, dialogue journals, use of visual tools to organize learning and content, oral interviews, videos to show both content and actual teaching situations for assessment and discussion, games, and intervention of guest speakers throughout the various courses.

 

Lake Superior State University secondary teacher candidates are prepared in instructional methods through both the professional education sequence (EDUC150-EDUC447) and through courses in their French language curriculum.  In the professional education sequence, the secondary candidate completes EDUC430 General Methods for Secondary Teachers (a study of strategies and methodologies to facilitate learning...), EDUC431 the Secondary Learner, EDUC440 Reading in the Content Area (a study of reading methods...) and EDUC447 Language Methods for Secondary Teachers (curriculum, objectives, content, materials, organization methods and assessment).  Each of these courses has a required fieldwork component where the candidate applies the concepts and theories through modeling and practice lessons in secondary classrooms as appropriate to their certification. 

 

Lake Superior State University elementary teacher candidates are prepared in instructional methods and the applications of instructional technology through the professional education sequence (EDUC/TE150-EDUC/TE422). In the professional education sequence, the elementary candidate completes 

EDUC/TE 150 Reflections on Learning  

EDUC/TE 250 Student Diversity and Schools

EDUC/TE 301 Learning Theory and Teaching Practices  

EDUC/TE 330 Reading in the Elementary Classroom

EDUC/TE 410 Corrective Reading in the Classroom 

EDUC/TE 411 Elementary Language Arts and Methods across the Curriculum

EDUC/TE 420   Math Methods for Elementary Teachers

EDUC/TE 421 Science Methods for Elementary Teachers  (Revised syllabus Aug06)

EDUC/TE 422 Social Studies Methods for Elementary Teachers (page 2 modeling and practice lessons in elementary classrooms as appropriate to their certification. 

EDUC491/492 Internship/Advanced Methods I/II

 

Technology is integrated throughout the professional education sequence, in fulfillment of the 7th standard of the Entry Level Standards for Michigan Teachers (ELSMT).  Students work in each course to implement appropriate application of technology through their own instruction, and with the K-8 learner.  Assessment of the student teaching internship is directly aligned to the ELSMT standards.  The School of Education impresses on students the necessity of technological competence through appropriate technology use by our faculty, the requirement for an electronic portfolio for the education program, and by providing appropriate technologies for students through the university learning center and the School of Education office.  The School of Education uses extensive resources available for Michigan teachers to enhance their preparedness for the effective use of technology, including, for example, the Michigan Teacher Network (http://mtn.merit.edu), and the Preparing Technology Proficient Teachers(www.preteacher.org), Coalition for Outstanding Achievement through Teaching with Technology (http://www.coatt.org) and Intel's Teach to the Future project into our professional education sequence.  This integration is reflected in many of our internal documents which are archived on the School of Education website.

 

  < back to Index

 

Section 10 Course Descriptions

Provide descriptions of all courses contained on Application Attachment 3.  Descriptions must provide enough information to show that standards could logically be met in these courses. 

 

 

 

 

Course descriptions (listed immediately below) for each course are published in the university calendar (catalog), and reproduced here for reference.  Catalog course descriptions broadly describe course objectives, credit earned and prerequisites.  The course syllabi, provided in Section 11, are the more complete record of course content, objectives, assessment, and alignment to the content standards.

 

COURSE DESCRIPTION

   Include course description for all the courses listed on Form XX and on the Program Guidelines/Standards Matrix.  The course descriptions should contain enough text to show that standards are being addressed.

 

FREN351, FREN352 Advanced Conversation & Composition I,II.

 

     Students taking this two sequence course have reached a level B of understanding, reading, writing , and speaking of contemporary French. Each sequence is meant to be an intensive practice of the multiple components of language expression. Their structure is basically the same

     They are led to make formal presentations from a variety of sources dealing with contemporary issues and specific French value systems.  They read novels, plays, magazines, and they watch French and Francophone television programs, and long-feature movies which give them ample and varied material for reflection, debate, and discussion.  They are encouraged to express their own personal point of view in reaction to what they read, see, and hear.  The permanent interplay of these different and complementary dimensions of communication helps them to reach a more mature, fluent, elegant verbal command of the language.  They are systematically tested, assessed, and corrected over these oral performances.

     Compositions are written in conjunction with the novels or plays that are read by the class as a group, and systematically re-written after correction. The exercise of text analysis (Explication de texte) is introduced early in the structure of the course as a valuable tool of both deconstruction and construction, as well as an opportunity for lively class presentation and discussion.

     Initiation to the principles of translation and interpretation allow a further practice of both the oral and written dimensions of language where accuracy and spontaneity interplay between French and English.

     This two sequence course is entirely conducted in French.

 

FREN355, FREN356 Survey of French Literature I,II.

 

     The purpose of this two sequence literature course is to help students further in their mastery of the language by a comprehensive exposure to the masterpieces of French literature from the Middle-Ages to the Twentieth Century.  Excerpts are selected to help understand and evaluate the progressive evolution of both culture and language through the centuries of French history.

     During the first sequence, great poets, playwrights, novelists, and thinkers of the Middle-Ages, Sixteenth, Seventeenth, and Eighteenth centuries are studied. Excerpts from their works which are most representative of the evolution of language, thought and aesthetical values are presented for analysis, reflection and debate.  The second sequence follows an identical pattern in the investigation of the Nineteenth and Twentieth centuries.  Major political events and changes are presented and discussed.

     Each student is thus required to formally write and present to the class a textual analysis (Explication de texte) of a variety of selected texts which are meant to open a class discussion. This approach fosters a better understanding of the connections existing between language, culture, and history. Emphasis is placed upon correctness and bon usage of both spoken and written performances.

     In order to somewhat betterimmerge students into the times and atmosphere of each literary period, long-feature movies are regularly shown and followed by a class discussion.

     This two sequence course is entirely conducted in French. 

FREN360  French Cultural Perspectives 

     In order to supply future teachers of French with a tangible experience of French life, language and culture, a study tour to France is organized every Summer.  Students are taken to the most typical sites which represent French civilization from Roman times to the Twenty-first century.

The experience consists not only in making real common Humanities courses but more specifically in participating in French everyday life and developing a better understanding of French institutions, as well as its value systems. 

An on-campus version of this course includes an extensive civilization component with use of audio-visual material, social encounters and meals with native speakers of French, discussions and debates over current French life and world issues analyzed from diverse perspectives and perceptions.

Thus obtained, knowledge becomes extremely valuable to help identify distinctive viewpoints not only through language but also through living experience.   

     Majors and Minors complete all their assignments in French. 

FREN370 The Francophone World I 

     This course aims at supplying teachers of French with even a broader linguistic and cultural basis for it incorporates into the study of French  the original colonial, and post-colonial literary and cultural heritage of three French speaking areas of Africa;  North Africa, West Africa, and Madagascar.

     Pre-colonial, colonial, and post-colonial history and culture constitute a substantial part of the course, as well as art and literature, Since the sources of information and analysis are mainly in French, the problems of original languages and aculturation are studied.

     Traditional, colonial, and post-colonial situations are studied and freely debated from press articles, novels, plays, as well as long-feature movies. This allows the integration of knowledge into an efficient language instruction, as well as stressing the value of the literary and cultural supports to interpret the changing perspectives of the Francophone culture.

     A yearly exhibit of crafts from Islamic, Sub-Saharian and Malagasy traditions completes the overall documentation of the course, from which the students are required to draw in order to prepare a research to be presented to the class.

     When available, native guest speakers are invited and national food prepared and shared with the class.

     Majors and Minors complete all their assignments in French.

              

FREN353, FREN354  Business French I,II

 

     This two sequence course is only required from Majors. It is designed to help students integrate in their scholastic training another perspective of verbal and written communication in French.

     The addition of a course of Business French into the program was motivated by the quasi imperative necessity of our teachers of French to also become proficient in that clear, simple, precise, well-structured, eminently useful professional language.

     Besides the basic elements of local and international commerce, students learn to write professional letters and reports; to organize meetings, study and present projects of all kinds. Audio-visual material allow them to actually participate in authentic case-studies in a certain number of French enterprises.

     Field trips in French Canadian industries in Ontario are regularly scheduled.

     Upon completion of the course, students have the option of taking the examination leading to the Diplôme Superieur de la Chambre de Commerce et d’Industrie de Paris.

 

FREN 460 Directed Academic and Cultural Immersion 

This multi-facets course takes place in a French-speaking environment where students have the opportunity to reach high oral and written fluency in language as well as advanced knowledge in a broad variety of areas related to French life and civilization. They thus develop a confident independence in French social and cultural life. Upon completion of a specific number of courses chosen in consultation with their advisor, they will be granted upper division credits towards completion of their major requirement.  The flexibility of this formula allows students to choose specific areas of concentration such as 20th century French literature, creative writing workshop, history and culture, geography and French natural environment, language and cinema, theatre workshop, politics and society, etc.

 

 LN 403  Language Acquisition and Foreign Language Teaching

 

This course is designed to survey important theories and approaches to language acquisition and foreign language teaching.  Sociocultural, sociopolitical, and other variables that would impede or encourage short and long term success in language learning are scrutinized.  Methods, strategies, and techniques  that best facilitate the acquisition of a foreign/second language are reviewed.  Special emphasis is placed on the development of listening, reading, writing and speaking skills, as well as the habit of critical thinking both in academic and everyday life contexts in a foreign/second language. The role of the affective domain (anxiety, attitudes, motivation) in language learning is also methodically examined.  It is also designed to survey bilingual, immersion, and transition programs in terms of their pedagogical, linguistic, social and political implications, as well as to review some effective ways of error correction and proficiency assessment.

 
EDUC 447 (4 credits) Theories and Methods of Teaching Foreign Languages in the K-12 Classroom  This course focuses on the teaching and learning of foreign languages in K-12 school settings. We will be looking at second/foreign language acquisition theories and the methods/strategies underlying the teaching of the four main domains (speaking, reading, writing, listening), plus grammar, vocabulary and culture of the foreign language. We will also be studying the related areas of foreign language materials selection and use, the integration and use of standards into the curriculum and instruction, and assessment and evaluation in teaching a foreign language. The field work component of this course will act as a cohesive tie between what we explore, study and experiment with in course readings and discussions and the real world of foreign language teachings.

Professional education course sequence and link to syllabi

 

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Section 11 Syllabi

 

Provide a representative syllabus for each required course (those listed on Application Attachment 3 and referenced in the standards matrix).

 

 

 

 

Course Title

Course

Number

 

Advanced Conversation & Composition I FREN 351
Advanced Conversation & Composition II FREN 352
Survey of French Literature I FREN 355
Survey of French Literature II FREN 356
Business French I FREN 353
Business French II FREN 354
French Cultural Perspectives FREN 360
The Francophone World I FREN 370

Directed Academic & Cultural Immersion

(Study Abroad)

FREN 460

Theories and Methods of Teaching Foreign Languages in the K-1 2 Classroom

 

EDUC447
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