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Angers Classroom 2The Summer Language Institute/MA in French Language Teaching has a unique curriculum designed by teachers to maximize your potential as a language teacher. Through courses on language acquisition and pedagogy as well as language and culture courses, you will improve both your language proficiency and cultural understanding while becoming a better teacher. The curriculum has three types of courses:

  • Core required courses in areas such as second language acquisition theory, assessment, and teaching for proficiency
  • Language and culture electives
  • Pedagogy courses which accompany each language or culture elective and focus on practical application of various pedagogical practices.

The descriptions below give you more details on each of these types of courses.

Overview

The Summer Language Institute for French Teachers offers you the opportunity to earn a Master of Arts in French Language Teaching (a total of 45 credits) over three summers. You may earn up to 18 credits each summer.

  • FL 511, Second Language Acquisition: Theory and Practice
  • FL 514, Action Research
  • FL 512 Teaching for Proficiency: Methods and Strategies
  • FL 513 Foreign Language Assessment: Principles and Strategies
  • FL 515 Teaching with Technology

These elective courses vary each summer, providing students with a variety of options. They are designed to build students' linguistic and cultural knowledge and enhance their pedagogical skills. Each of these courses is accompanied by a pedagogy course (2 credits) The following are examples of courses taught in the past. The schedule of courses for summer 2015 will be published soon.

  • Communicative Grammar (3 credits) with Teaching Grammar in Context (2 credits)
  • French Heritage Cinema (3 credits) with Teaching Language with Film (2 credits)
  • La France et ses immigrés (3 credits) with Teaching Culture (2 credits)
  • Le Théâtre du 20è (3 credits) with Teaching Language through Theater (2 credits)
  • Expression écrite (3 credits) with Teaching Writing (2 credits)
  • Contes et nouvelles (3 credits) with Teaching Language through Literature (2 credits)
  • Peinture du 19ème siècle (3 credits) with Teaching Language through Art (2 credits)
  • La Phonétique française (3 credits) with Teaching Pronunciation (2 credits)
  • Les Régions de France à travers le cinéma (3 credits) with Individual Differences (2 credits)

During the school year prior to your final year in the program, if you are a masters candidate, you will conduct an action research project with your own students/at your own school. You will write a 30-40 page paper (plus bibliography and appendices) documenting the project. The action research project, presentation and paper take the place of a thesis project, and are graded based on the AR project rubric and the AR presentation rubric.

 

Core Courses

Summer Session 1

Provides students with an overview of the most current theories of second language acquisition and the teaching methodologies that result from these approaches. Students will detail differences between and similarities among the various models of second language acquisition as they learn how to identify and integrate them into the foreign language classroom.

(3 credits)

 

Introduces students to research methodologies that pursue action (change) and research (understanding) concurrently. Students will learn how to do a systematic inquiry into the teaching/learning environment of a classroom with the goal of developing reflective teaching practices. This course is intended as preparation for an action research project that students will conduct over the course of the following year.  The grades for the project and presentations are determined by detailed rubrics (see above). 

 Summer Session II

Explores how proficiency standards can be applied in the classroom in conjunction with state and local standards based on the national standards for foreign language education as established by the American Council on Teaching of Foreign Languages (ACTFL). Students learn how to integrate the five Cs of foreign language education: communication, cultures, connections, comparisons, and communities, with clearly defined proficiency standards for foreign language performance.

(3 credits) 

 

Explores the many ways to assess foreign language proficiency. Compares traditional testing measures with more recent performance-based assessment methods and portfolio assessment models. Students study various assessment instruments and resources, as well as learning how to integrate assessment practices with foreign language standards.

(3 credits) 

 Winter Online Course

 

Transforms knowledge into practice about Second Language Acquisition (SLA) and pedagogy, while focusing on the use of technology in the foreign language classroom. Fosters professional development as students formulate critical skills for creating, integrating, and assessing technology into the classroom. Topics may include interactive and non-interactive hypermedia technologies, Computer Assisted Language Learning (CALL), language testing and technology, distance learning, online discussions, and software selection.

(3 credits) 

 

 

During the school year prior to your final year in the program, if you are a masters candidate, you will conduct an action research project with your own students/at your own school. You will write a 30-40 page paper (plus bibliography and appendices) documenting the project. The action research project, presentation and paper take the place of a thesis project, and are graded based on the AR project rubric and the AR presentation rubric.

 

Summer Session 1

Provides students with an overview of the most current theories of second language acquisition and the teaching methodologies that result from these approaches. Students will detail differences between and similarities among the various models of second language acquisition as they learn how to identify and integrate them into the foreign language classroom.

(3 credits) - Dr. Heather Willis Allen - Syllabus

Introduces students to research methodologies that pursue action (change) and research (understanding) concurrently. Students will learn how to do a systematic inquiry into the teaching/learning environment of a classroom with the goal of developing reflective teaching practices. This course is intended as preparation for an action research project that students will conduct over the course of the following year.

 (3 credits) - TBD  - Syllabus

 

Presentation of Action Research projects. This course is open to students presenting their final Action Research project. The course should be taken during the session when students present their project.

(1 credit) Dr. Béatrice Dupuy

 

Summer Session 2

 

Explores how proficiency standards can be applied in the classroom in conjunction with state and local standards based on the national standards for foreign language education as established by the American Council on Teaching of Foreign Languages (ACTFL). Students learn how to integrate the five Cs of foreign language education: communication, cultures, connections, comparisons, and communities, with clearly defined proficiency standards for foreign language performance.

(3 credits) - Lauren Schaffer - Syllabus

 

 

Explores the many ways to assess foreign language proficiency. Compares traditional testing measures with more recent performance-based assessment methods and portfolio assessment models. Students study various assessment instruments and resources, as well as learning how to integrate assessment practices with foreign language standards.

(3 credits) - Dr. Bonnie Adair-Hauck -Syllabus

Presentation of Action Research projects. This course is open to students presenting their final Action Research project. The course should be taken during the session when students present their project.

(1 credit) Dr. Béatrice Dupuy

2015 Electives

Students must choose both "a" and "b" of one course-grouping.

Summer Session 1

 

Depuis des années 1980, on a vu un renouveau cinématographique en France du film en costumes connu dans le monde anglophone sous le nom de « Heritage Film. » Ce genre, nommé en France « fiction patrimoniale » ou « films de patrimoine » reflète une nostalgie du passé ou une volonté de le reconstituer, une inquiétude de l’identité changeante de la France, et un désir de célébrer la grandeur littéraire française. Dans ce cours, nous analyserons des films de patrimoine pour en explorer les dimensions culturelles et identitaires dans le contexte de la France de l’époque, et dans le contexte du débat actuel sur l’identité nationale en France.

(3 credits) - Dr. Daniel R. Morris - Syllabus

High School and Middle School students of today have logged thousands of hours watching films, whether in the movie theater or at home, in front of their television, DVD player, or computer.  Never have we had a generation of American students whose cultural literacy is so intricately woven with the medium of film.  This course will consider a variety of ways in which film can be an effective teaching tool in improving language competence and        cultural understanding. 

(2 credits) - Dr. Heather Willis Allen

 

France has its share of cultural icons but beyond these facades, institutions, and symbols, how do French people live on a daily basis? This course offers a few itineraries that will be like windows on French culture. We will examine the relationships French people maintain with their cultural icons and with the important issues at stake in their daily lives. Through various texts (films, articles, news) as well as guided exploration of the city of Angers (France), we will explore French culture and reflect on American culture in order to establish a relation and a dialogue between them and to formulate hypotheses on similarities and differences that we observe.

(3 credits) - Dr. Sébastien Dubreil - Syllabus

This course will be taught as a workshop to establish the foundations for project development (contextual variables, resources, learning outcomes, feasibility, etc.) to foster sustainable international education, intercultural learning, and telecollaboration. Establishing contacts with K-12 teachers of English and French working in the Angers area, we will explore the feasibility of telecollaborative projects as well as what is at stake in international education. In the process, we will engage with notions of pluralism, multiculturalism, engagement, international education, intercultural competence, etc.

(2 credits) Dr. Sébastien Dubreil - Syllabus

Summer Session 2

Dans ce cours, on analysera l'influence de la France sur les anciennes colonies françaises des points de vue historique et culturel et les réactions des autochtones face à ces influences par le biais de textes et de films francophones de l'Afrique de l'ouest, de l’Algérie, de l'Indochine, du Québec et des Antilles. 

(3 credits) - Dr. Marianne Golding  - Syllabus

Designed as a companion to Le Monde Francophone, this course will explore practical ways of incorporating Francophone culture into the foreign language classroom through the use of film, poetry, music, and other cultural manifestations. Emphasis will be placed on helping teachers develop their own materials for classroom use.

(2 credits) - Lauren Schaffer  - Syllabus

An intensive review of French grammar, focusing on common problem areas and more advanced concepts students must master to achieve higher level language proficiency. 

(3 credits) - CIDEF Faculty  - Syllabus

This course will share instructional strategies with the goal of assisting students to attain survival-level language (Intermediate-Low/Mid) in French.  Explores techniques for contextualized vocabulary development.  Examines the research on explicit/implicit approaches to grammar instruction and error correction.  Explores the PACE Model which is a dialogic approach to the teaching of grammar using authentic documents to focus on form. Also includes collaborative activities as well as extension activities which move the learners to independent practice.

(2 credits) - Dr. Bonnie Adair-Hauck

Optional Courses

 

This course focuses specifically on the funcitons students must master in order to move from the advanced to superior proficiency levels. The course will review the grammatical structures and modalities related to the functions of expressing and defending opinions, speaking in the abstract, and elaborating on hypothetical situationis, and provide opportunities for students to practice these functions through class discussion  of contempoary issues. 

Designed to improve French conversational skills by focusing on linguistic functions appropriate to student levels. Students will narrate and describe, state and support opinions, and hypothesize using current events and topics from contemporary French culture as the content of discussion. This course may be taken for repeat credit. Up to 3 credits may be applied to degree requirements.

(1 credit) - CIDEF Faculty