Core Curriculum Courses - Spring

SPRING 2020

Additional Course Offerings: See ChineseFrenchGermanItalianSpanish and Translation and Interpreting

core

METHODS OF FOREIGN LANGUAGE TEACHING (K-12) (CR. 3)
16:617:500:90:06960
ONLINE
THREE ON-CAMPUS MEETINGS; SAT, 2/1, 3/7, 5/2 8:30 AM - 12 NOON; SPR-403.

MARIA JOSE CABRERA
Prerequisite: 617:502.

This section is open to prospective teachers who are seeking certification. Find registration information for this course here.

Methods of teaching world languages to English speakers in grades K-12. Emphasis on curriculum development, uses of technology, and software applications. Review of theoretical resources. Conducted in English with language-specific group sessions.


THEORIES OF SECOND LANGUAGE ACQUISITION AND LEARNING (K-12) (CR.3)
16:617:502:90:08479
ONLINE; 1/21 - 3/23
DOUGLASS CROUSE

Contact the WLI (848-932-7016) to register, which is by special permission. 

How we acquire our language is one of the most fascinating aspects of human development, and best practices in the classroom must be based on that research. This introductory course investigates theories of second language acquisition. Emphasis is placed on theories that have been proposed in the last twenty-five years and their impact on instruction. Conducted in English.


COURT INTERPRETING (CR.3)
16:617:535:01:32653
T, 7:40-9:00 PM - SPR-421
H, 7:40-9:00 PM - SPR-403
ON-CAMPUS OR REMOTE VIA WEBEX

Intensive practice in interpreting of courtroom and other legal procedures. Development of bilingual legal glossary. Review of New Jersey and federal standards for interpreters.


RETHINKING ASSESSMENT WITH A MULTI-LITERACIES APPROACH (CR.1)
16:617:582:90:33505
ONLINE
HEATHER WILLIS ALLEN

Contact the WLI (848-932-7016) to register, which is by special permission. 

This one-credit course, the second in a series of three, explores how a multiliteracies approach can inform the assessment of language learning in K-16 instructional contexts. In particular, this course addresses the following questions: How might a multiliteracies orientation help to link instruction and assessment? How can a multiliteracies orientation facilitate the design of formative assessment? How does a multiliteracies orientation facilitate performance-based assessment in interpretive and presentational communication? The goals of the course are to equip participants with conceptual knowledge of the multiliteracies approach and best practices in assessment and to provide opportunities to link theory and practice by applying conceptual knowledge to creating assessment materials for classroom use. Conducted in English.


SEMINAR: TOPICS IN WORLD LANGUAGES
FOCUS ON ORAL AND WRITTEN PROFICIENCY IN THE WORLD LANGUAGE CLASSROOM (CR.3)
16:617:591:01:32654
W 4:30-7:30 PM, SPR-309
JAY DUHL

Contact the WLI (848-932-7016) to register, which is by special permission. 

Participants will understand the various criteria associated with each level of the ACTFL Proficiency Guidelines. They will use those guidelines to develop classroom lessons and activities designed to elevate their students' spoken and written proficiencies and will create appropriate scoring guidelines. The course will include an overview of the Oral Proficiency Interview as a tool to help teachers evaluate their students' speaking levels. As a culminating project, participants will design a series of activities and rubrics based on a single theme, that address linguistic tasks at each level along with detailed rationale for each lesson. Conducted in English. 


TEACHING PORTFOLIO PROJECT (CR.3.)
16:617:599:90:05240
ONLINE
KAREN SÁNCHEZ

Contact the WLI (848-932-7016) to register, which is by special permission. 

A three-credit individual project that is to be completed and presented to the student's two-person committee following the completion of the twenty-seven credits of course work. The portfolio reflects the student's individual teaching situation as well as the application of theory and practice from course work taken at the WLI. It entails the preparation of four thematic units utilizing the communicative approach to language. Two units are to be based on the textbook and teaching situation of the candidate; the other two units are to be 'dream' units, in which the candidate develops age-appropriate materials that would be the ideal.


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