21st Century World Language Teaching
This seven-week course is designed to help World Language teachers develop and maintain a communicative classroom, facilitate content-based instruction and appropriate assessment and incorporate 21st Century language proficiency into their classrooms. World Language teachers will build their knowledge of how to best organize instruction, serve as a facilitator of the class and encourage international collaboration through 21st Century global awareness and cultural instruction. Participants will develop a World Language Lesson Plan as their final project.
This is an introductory course for World Language teachers. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet, and navigating through computer files. Access to Microsoft Office is recommended. Participants who do not have access to Microsoft Office should download Open Office documents (a free download from Microsoft) to enable them to read and send word documents throughout this course.
This course will enable participants to:
understand how to promote and maintain the communicative classroom in order to facilitate 21st Century language proficiency,
understand the role of the teacher as a facilitator of 21st Century thinking and learning in the World Language classroom,
understand how to incorporate assessment for/of learning in order to measure and guide 21st Century language proficiency,
understand how to implement content-based language instruction in order to address 21st Century thinking skills in the World Language classroom,
understand how to incorporate authentic instructional materials into the classroom in order to enhance 21st Century language instruction and
understand how to integrate 21st Century global awareness and international collaboration into the World Language classroom.
Assessment and Course Requirements
This seven-week course begins with a one week Orientation Session, and has six one-week sessions. Each session includes readings, activities and a discussion assignment, which participants are required to complete. High-quality, active participation in the online discussions is vital to the understanding and completion of the course.
As a final project, participants will develop a lesson plan using a template. Each session will focus on a specific part of the lesson plan template to be completed. Additionally, participants will develop portions of a World Languages Lesson Plan during each week’s session. A mid-course check will occur during Session Three and the completed lesson plan will be shared, peer-reviewed and submitted for facilitator feedback during Session Six.
Participants will be evaluated on the frequency and quality of their discussion board participation. Participants are required to post a minimum of three substantial postings each session, including one that begins a new thread and two that respond to existing threads. Postings that begin new threads will be reviewed based on their relevance, demonstrated understanding of course concepts, examples cited, and overall quality. Postings that respond to other participants will be evaluated on relevance and the degree to which they extend the discussion. Participants are to read all original messages by course colleagues and enough additional responses to make a total of 50% of the messages posted for that session.
In this session, participants will introduce themselves to their fellow participants, and explore the course components and discussion board. As an activity for this session, participants will download the lesson plan template and familiarize themselves with its various components. Participants will also familiarize themselves with the Project Rubric so they will understand the scope and depth of their required lesson plan project.
Session One: Maintaining the 21st Century Communicative Classroom
This session will allow participants to develop and utilize knowledge of language acquisition research and principles necessary to create a 21st Century communicative classroom. Participants will be introduced to the concept of the communicative classroom, as well as practical applications of terms such as comprehensible input, language acquisition and affective filter. Readings include a discussion of these concepts and their implications for the 21st Century communicative classroom. Participants will begin thinking about how to plan a World Language lesson based on these principles of language acquisition. As an activity, participants will consider the type of “teacher talk” that would qualify as comprehensible input and explore how they can adapt their second language output for their students. Participants will also complete the first section on their lesson plan template.
Session Two: Role of the Teacher-Facilitator in the 21st Century World Language Classroom
In this session, participants will learn how to become the “Guide on the Side,” providing learners with student-centered instruction and relevant activities that stress the use of the target language in authentic situations. Participants will also discover the importance of delivering instruction in the target language, providing authentic audiences, and maintaining a physical classroom to support the target language. As an activity, participants will make a list of ways they could make their classroom more student-centered and serve as a facilitator. Participants will also reflect on the importance of providing authentic audiences for their students, and complete the Guiding Questions and Communicative Classroom Strategies sections of their lesson plans.
Session Three: Planning Instruction - 21st Century Assessment for Learning
In this session, participants will discover ways to plan instructional activities that will allow students to meet the targeted goals of the lesson. Additionally, participants will understand that when teachers start “at the end”, considering the learner first, then designing what and how they are going to teach, instruction will be more focused and more likely to enable the students to “hit the target”. As an activity for this session, participants will identify the 21st Century Thinking/Learning Skills that they want their students to master. Participants will also begin the Assessment section and complete the 21st Century Learning Skills sections of their lesson plans.
Session Four: 21st Century Content-based Instruction
In this session, participants will review the theory and practice of content-based instruction as it relates to the communicative classroom. West Virginia CSOs require linkage of world language content to other disciplines; therefore, participants will have the opportunity to explore “contextualization” as it relates to their lesson plan. As an activity for this session, participants will view short video clips of a World Language lesson and note how the lesson is structured, the application of higher-level thinking skills and the content-based approach. They will also complete the Other Content CSOs section of their lesson plans and continue working on the Lesson Procedure and Assessment sections of the lesson plan.
Session Five: 21st Century Instructional Materials
In this session, participants will explore the use of a variety of authentic instructional materials, resources and authentic tasks. Participants will also discover the appropriate use of textbooks, technology and authentic media in the World Language classroom. As an activity for this session, participants will explore You Tube videos, DVDs and music available to support their specific World Language teaching in the communicative classroom. They will also complete the Materials/Resources and Lesson Procedure sections of their lesson plans.
Session Six: Global Awareness and International Collaboration in the 21st Century World Language Classroom
In this session, participants will research and locate multi-lingual communities for the classroom that will allow students to develop insights into the complex nature and interaction of culture by comparing native and target cultures. Participants will view examples of culture embedded lessons and international collaborations. As an activity, participants will explore various web sites to view the many activities related to culture. Finally, the lesson plan will be completed and posted on the Discussion Board for all participants to review, critique and share.