City University of New York

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título	City University of New York
fecha de publicación	10.07.2015
tamaño	54.52 Kb.
tipo	Documentos

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School of Education

CITY COLLEGE of NEW YORK

City University of New York

The School of Education prepares knowledgeable, reflective, caring teachers and leaders for diverse communities.

Part I - Syllabus
Fall 2014

EDSE 6804E: Spanish Grammar and its Pedagogy

Class Meetings: Tuesdays 4:50 p.m. - 7:20 p.m.

Location: Shepard S-377

Instructor: Francisco Uceda

Email: fuceda@ccny.cuny.edu

Office Hours: By appointment

Office: NAC 6/207B

1. EDSE 6804E: Designed to provide an intensive review of key aspects of Spanish grammar. Emphasis is placed on the role grammar plays in oral and written communication. This course also provides strategies for the teaching and assessment of grammatical knowledge in the target language. 3 HR./WK.; 3 CR.

2. Prerequisites: N/A

3. Co-requisites: N/A

4. Place of course in curriculum:

X Required

__ Elective

5. Working themes of the Conceptual Framework of the School of Education and how they are addressed in the course:

Educating for and about Diversity: By exploring linguistic variation in the Spanish-speaking world and its effect on perceptions of prestige inside and outside the classroom.
Developing In-depth Knowledge about the World: By reviewing and critically analyzing literature and research on the teaching of grammar and its role in second language acquisition.
Becoming Skillful, Reflective Practitioners: Through in-depth discussions about grammar and how it impacts communication in the target language and through the planning and implementation of lesson plans.
Nurturing Leadership for Learning: By developing a greater awareness and voice related to the importance of learning a second/foreign language.
Building Caring Communities: Through increased understanding of speakers of languages other than English, particularly Spanish.

6. Student outcomes expected upon completion of course
Upon successful completion of the course, the candidate will evidence beginning, developing, or proficient competence in the following:

Teaching a demo lesson on a grammar topic assigned at random.
Demonstrating his or her meta-linguistic knowledge through class discussions and written assessments.
Putting together a portfolio of 8-10 original lesson plans and materials that focus on the teaching of grammar for oral and/or written communication.

7. Instructional methods implemented in the course:

Mini-lectures on relevant topics
Small group and full group discussions
Use of media and technology specifically related to course content
Formative instructor feedback on exams, oral expression, presentations, and written work
Reading of primary and secondary texts

Demo lessons
Blog discussions
Creation of a lesson plan and materials portfolio

______________________________________________________________________________
8. Suggested multiple methods of assessing candidates:

Attendance, punctuality, participation, and studentship 10%
Demo lesson & Self-evaluation of demo lesson 20%
Classroom presentations & Homework Assignments 15%
Exams (2) 30%
Portfolio & Portfolio Presentation 25%

9. Explanation of the assessment criteria:
Attendance, punctuality, participation, and studentship:
Attendance, punctuality, and participation

Attendance is required. This is an activity-based course so "getting notes from a friend" will not replicate the learning experience of a missed session. If you miss, for whatever reason, more than three sessions, you will be withdrawn from the course. The expectation is that you will be present, on time, and prepared for every class. Just as any professional teacher does in school, in the event of an emergency or other special circumstances, please contact the instructor if you will not be present in class. Those who are more than 10 minutes late to class will be counted as late. Three late marks will count as an absence. Consult the CCNY academic calendar when planning vacations or travel.
Candidates are expected to come to class prepared. This entails reading all of the assigned materials before class and completing all of the activities included in the assigned materials. In addition, from time to time candidates will have to read articles and other materials that will be presented by their fellow candidates in class. Active participation and engagement in class discussions and activities are expected at all times.
Studentship

Studentship is your eagerness to learn, reflected in a positive, searching attitude and in your full, purposeful, and meaningful participation in coursework and class discussions. Studentship necessitates your taking responsibility for your educational experience. You will be evaluated based on your preparedness, your willingness to participate in activities and discussions in a reflective and professional manner, and your ability to ask questions that represent thoughtful reflection on the material presented and the readings. It is insufficient to merely complete the activities. You are expected to think deeply about the pedagogy embedded in them. Good teachers must also be good colleagues. Thus you will also be assessed on how well you work with others. See the studentship assessment rubric available in our class blog (spanishgrammaranditspedagogy.wordpress.com)
Demo lesson: Each candidate will present a demo lesson individually. The specific level and topic will be selected at random. The candidate has to provide the professor a copy of the lesson plan, which must include all the necessary elements (topic, objective, assessment instruments, materials, etc.) and be double spaced in 12 point Times New Roman font. There will be a brief Q&A session after each lesson. You could find the rubric that will be used to evaluate these lessons in our class blog and the lesson plan template on page 8. These demo lessons will be presented on Dec 2^nd and Dec 9th.
Self-evaluation of demo lesson: On Dec 16th^nd, candidates will turn in a self-evaluation of their demo lesson. The candidate has to focus the reflection on specific elements of Danielson's Framework and the edTPA rubrics. The professor will provide more information about this evaluation as the semester progresses. You can find the rubric that will be used to self-assess the demo lesson in our class blog.
Classroom presentations & homework assignments: Students in small groups will be expected to prepare small 5-10 minute weekly presentations on a variety of topics related to implementing grammar in a lesson. These presentations, based on the readings and/or the grammatical topic for that week, will be conducted in Spanish and peer-assessed. Students will take turns to be the designated speaker on a particular week to share the group views with the rest of the class. Each group will get a grade for these presentations. (See rubrics on our class blog: spanishgrammaranditspedagogy.wordpress.com)
Exams: There will be two written exams throughout the semester (on Oct 28^th and Dec 16^th ). These exams will be theoretical and practical in nature.
Portfolio: Throughout the semester, candidates will put together a portfolio of 8-10 lesson plans and materials that can be used to teach specific grammar points to Spanish as a second language students. The professor will indicate what specific strategies must be implemented in each lesson plan/material. Lesson plans must follow the expected format and must include all the required components. (See the lesson plan template on page 8.) In addition, lesson plans must be written in English (double spaced and 12 point Times New Roman font). The candidate must also include all the materials and texts used in the design of these lessons. (Using activities from commercially available textbooks is not allowed.) The portfolio must include a table of contents and all the artifacts must be collated in a binder. This portfolio is due on Dec 9th. It is highly recommended that you meet with your classmates to share ideas and give each other feedback. The rubric that your professor will use to evaluate these portfolios can be found in our class blog.
Portfolio presentation: For our Dec 16^th class, photocopy one of the lesson plans you will include in the portfolio (and the materials to be used to deliver this lesson) that you think will be beneficial for your classmates in the future. Prepare a 3 minute presentation in English explaining why this lesson plan reflects how grammar should be taught in order to develop oral and/or written communication skills. There will be time for a short Q&A session after each presentation. See the rubric in our class blog.

10. Grading Scale:

A+ 97-100 B+ 87-89 C+ 77-79 F below 70

A 94-96 B 84-86 C 74-76

A- 90-93 B- 80-83 C- 70-73

11. Required readings:

Grammar readings and exercises available in our class blog. (Candidates are responsible for printing them out and bringing them to class.)
Other required readings available in the Readings section of our class blog (identified by the authors' last names) (Candidates are responsible for printing them out and bringing them to class.)
Danielson's Framework (in the Readings section of class blog) (Candidates are responsible for printing it out and bringing it to class.)
Common Core Standards: English Language Arts Standards (available for free at http://www.corestandards.org/ELA-Literacy)
edTPA (available for free at http://edtpa.aacte.org/)
Other recommended sources of information include:

Diccionario panhispánico de dudas de la Real Academia Española (http://buscon.rae.es/dpdI/)
Diccionario de la lengua española de la Real Academia Española (http://www.rae.es/rae.html)

12. Notes:

From time to time, class discussions will lead to questions that will require further investigation. These questions may be based on ideas or concepts presented in the readings or on general questions that arise in class. When this happens, the instructor will assign these questions to a student or to a group of students; he, she, or they is/are responsible for consulting various sources of information and presenting the findings in the next class. These sources may be textbooks, articles, and other reliable sources. If in doubt, candidates should ask the instructor for suggestions.
Academic integrity: All of the policies outlined in the CUNY policy on academic integrity apply in this course, including the prohibition of cheating and plagiarism. The full policy can be located at

http://www1.ccny.cuny.edu/upload/academicintegrity.pdf

Attendance: Candidates will only be allowed one absence throughout the semester. For every unexcused absence beginning with the second one, 2% will be deducted from the final grade.
Punctuality: Class will begin promptly at 4:50 p.m. Tardiness will have a negative effect on the final grade.
All written work must be typed and double spaced using 12-point Times New Roman font.
Candidates are expected to edit all of their work carefully. Grammar and vocabulary errors will have a negative effect on scores and grades.
Cell phones, Blackberries, and other similar devices must be turned off BEFORE class.
The last session (12/16/14) will be from 6:00 p.m. to 8:15 p.m.
Professional organizations: Candidates are strongly encouraged to join the following professional organizations:
1. American Association of Teachers of Spanish and Portuguese (www.aatsp.org)
2. American Council on the Teaching of Foreign Languages (www.actfl.org)
3. New York Association of Foreign Language Teachers (http://www.nysaflt.org/main.shtml)

Resource guides and listservs: Candidates are strongly encouraged to check out the following online resource guides and listservs:

FL Teach listserv (www.cortland.edu/flteach)
Center for Applied Linguistics Resource Guides Online (http://www.cal.org/resources/archive/rgos/sns.html)
Heritage Languages in America Listserv (http://www.cal.org/heritage/involved/listserv.html)

______________________________________________________________________________
Part II – Tentative Course Outline

Date	Topic(s)
9/2^nd /14	Course introduction and overview Historical developments in the teaching of grammar A working definition of grammar for the LOTE class "Consideraciones generales" (Rod Ellis) READ: http://cvc.cervantes.es/ensenanza/biblioteca_ele/antologia_didactica/gramatica/default.htm READ & DISCUSS: "El sistema de escritura del español" (blog)
9/16^th /14	Current trends in the role of grammar in SLA Explicit Approach vs. Implicit Approach "Metalinguistic Awareness” READ: "División silábica" (Alarcos, pp.25-41) "Acentuación" (I) (Alarcos, pp.44-52) http://coleccion.narod.ru/manuales/RAE-Gramatica-de-la-lengua.pdf READ & DISCUSS: Case Study (narration of a heritage speaker /interview with a non-native speaker)
9/23^th /14	Friday Schedule - NO CLASS
9/30^th /14	Case Study (Written /Oral /Heritage/Non-native) Interlanguage, Interference Contrastive Analysis (Spanish – English) ACTFL levels (Sequence and Scope of grammatical content) Mapping grammatical content by level READ: Alarcón and Teschner "Acentuación" (II) (Alarcos, pp.44-52) "Los signos de puntuación"(Alarcos, pp.44-52) "El sustantivo, artículo y pronombre" (Alarcos, pp.59-72)
10/7^th /14	Analysis of how nouns, articles and pronouns are introduced in LOTE textbooks. (De la descripción gramatical a la competencia gramatical y comunicativa) Lesson planning (II) Standards-based instruction Common Core and the grammatical component READ: Common Core Standards: English Language Arts Standards (INTERNET) (sections on Anchor Standards, Reading: Literature, Reading: Informational Text, Reading: Foundational Skills, Writing, Speaking & Listening, Language, and Standard 10: Range, Quality, & Complexity) READ & DISCUSS: How grammar is presented in current LOTE textbooks .
10/14^th/14	The grammatical component in current LOTE textbooks READ: Clegg and Terker "El adjetivo" (Alarcos, pp.78-86) "Los demostrativos” (Alarcos, pp.88-91)
10/21^st /14	Analysis of how adjectives and demonstratives are introduced in LOTE textbooks. . (De la descripción gramatical a la competencia gramatical y comunicativa) Structured input PPP model & PACE model Vs. P (i+i+i)-P-P model READ: Lee and VanPatten, and Shrum and Glisan
10/28^th /14	Exam # 1 READ: Luke-Ekrich, and Pinto and Rex "La preposición" (Alarcos, pp.214-223) "La conjunción" (Alarcos, pp.227-239)
11/4^th /14	Analysis of how prepositions and conjunctions are introduced in LOTE textbooks. . (De la descripción gramatical a la competencia gramatical y comunicativa) READ: Frantzen "El verbo" (Alarcos, pp.137-168)
11/11^th /14	Analysis of how verbs are introduced in LOTE textbooks. . (De la descripción gramatical a la competencia gramatical y comunicativa) Input-based options in Focus on grammar READ: Nation and Fotos (chapters 3 and 4) and Jelinski "El verbo"(Alarcos, pp.170-190)
11/18^th /14	Analysis of how verbs are introduced in LOTE textbooks. . (De la descripción gramatical a la competencia grammatical y comunicativa) READ: Morin and Whitley "El adverbio" (Alarcos, pp.4128-133) "Estructura de los enunciados: oraciones y frases” (Alarcos, pp.256-311)
11/25^th /14	Interaction- and output-based options in focus on grammar READ: Nation and Fotos (chapters 5, 6, and 7) "Grupos Oracionales" (Alarcos, pp.313-322) "La oración compuesta"
12/2^nd /14	Demo lessons Danielson's Framework edTPA READ: Danielson's Framework: NYCDOE Priority Competencies (2011) and edTPA (INTERNET) (sections on General Information; Partner Roles in edTPA; Submitting and Scoring edTPA; and Security, Video, and edTPA)
12/9^th /14	Demo lessons WORK DUE: Portfolio
12/16^th /14¹	Exam # 2 Portfolio presentations WORK DUE: Self-evaluations of demo lesson

LESSON PLAN TEMPLATE
Planning Phase

Content
1. Context/Theme/Topic
2. Objectives: Learners will be able to…
3. Grammar/Vocabulary Addressed
4. Goal Areas/Standards Addressed
Learners: What do I need to know about the learners in order to plan instruction? What background knowledge do they need? What experiences, if any, have they had with this content? What special needs of my students need to be addressed in instruction?
Materials

Teaching Phase

Activities: What are the learners doing? What am I doing? (Possible instructional sequence will vary according to the specific lesson.)
1. Setting the Stage
2. Providing Input/Engaging Learners
3. Guided Participation
4. Extension
5. Informal or Formal Assessment
6. Closure

Reflection Phase

Adaptations to lesson: What changes did I have to make as I taught the lesson? Explain.
Self-reflection on Lesson Effectiveness: Did I achieve my lesson objectives? How do I know? What worked especially well and why? What would I change if I were to teach this lesson again?

Bibliografía adicional de la asignatura

Alonso Belmonte, I. (2002), "El análisis del discurso en acción: el papel de las nociones de tema y rema en la enseñanza de lenguas extranjeras", en L. Miquel y N. Sans, (coords.), Didáctica del Español como Lengua Extranjera - 5, Cuadernos del tiempo Libre, Colección Expolingua, Madrid, 9-21 [En Aula Global].

Alonso Raya, R. (2004), "Procesamiento del input y actividades gramaticales", RedELE 0.http://www.mepsyd.es/redele/revista/alonso.shtml

Alonso, R.: “Cómo cambiar tu vida con la gramática. Algunos consejos para tener éxito con los ejercicios gramaticales”. (descargable en www.encuentro- practico.com/pdf03/alonso.pdf)

Castañeda Castro, A. (2006), "Perspectivas en las relaciones gramaticales. Aportaciones de la gramática cognitiva a la enseñanza de español LE", Boletín de la ASESLE, 34, pp. 11-28. http://formespa.rediris.es/pdfs/asele34.pdf.

Escandell Vidal, M.ª V. (2004) «Aportaciones de la pragmática». En J. Sánchez Lobato e I. Santos Gargallo (dirs.) Vademécum para la formación de profesores. Enseñar español como segunda lengua (L2) / lengua extranjera (LE). Madrid: SGEL, pp. 179-197.
http://www.textosenlinea.com.ar/textos/Aportaciones%20de%20la%20pragmatica.pdf

Higueras, M. (1996) "Aprender y enseñar léxico". en L. Miquel y N. Sans (coors.) Didáctica del español como lengua extranjera 3, Madrid, Colección Expolingua, Fundación Actilibre.
http://marcoele.com/descargas/expolingua1996-higueras.pdf

Long, M.: Focus on form in Task-Based Language Teaching. University of Hawaii at Manoa. (disponible en: http://www.mhhe.com/socscience/foreignlang/conf/task1.htm).

López García, Á.: “Propiedades fundamentales del español como lengua extranjera” (descargable en www.marcoele.com/downloads/angellopezgarcia.pdf).

Martín Peris, E. (2006), "El pronombre SE en la gramática de español para extranjeros: entre el vocabulario y la gramática", en E. Bernal y J. deCesaris (eds.), Palabra por palabra. Estudios ofrecidos a Paz Battaner. Barcelona: Institut Universitari de Lingüística Aplicada, Universitat Pompeu Fabra. [En Aula Global]

Martín Peris, E.: “Interacción en el aula y aprendizaje de lenguas extranjeras. Criterios para el análisis de los materiales didácticos.” en Cantero, F. J., Mendoza, A. y Romea, C. (eds.): Didáctica de la lengua y la literatura para una sociedad plurilingüe del siglo XXI. Publicacions de la Universitat de Barcelona. Barcelona, 1997.

Martín Peris, E. (2001): “Què vol dir treballar a classe amb tasques comunicatives?” Llengua i ús, 21. DGPL, Generalitat de Catalunya (Traducción al castellano disponible en www.difusion.com)

Martínez Gila, P.: “Complet_ con la forma correct_: más allá de los huecos en los ejercicios gramaticales de práctica controlada” (descargable en http://www.encuentro-practico.com/recursos.html).

Nunan, D.: El diseño de tareas para la clase comunicativa. Cambridge University Press. Cambridge, 1989.

Ortega, L.: “El desarrollo de la competencia gramatical oral en una segunda lengua a través de la actuación lingüística: aproximaciones interaccionistas y cognitivas”, en C. Muñoz (ed.). Segundas lenguas: Adquisición en el aula. Barcelona: Ariel, 197-229.

Torner, S.; López Ferrero, C.; Martín Peris, E. (2011), "Problemas en el uso de las anáforas en producciones escritas de español como lengua extranjera". Revista Española de Lingüística, 41(2), pp. 147-174. [En Aula Global]

Gramáticas del español

a) Para nativos /herencia:

Alarcos Llorach, E. (1994) Gramática de la lengua española. Madrid: RAE / Espasa-Calpe.

Alcina, J. y Blecua, J. M. (1975) Gramática Española. Barcelona: Ariel.

Bosque, I. y Demonte, V. (dirs.) (1999), Gramática descriptiva de la lengua española. Madrid: Espasa-Calpe.

Fernández Ramírez, S. (1951) Gramática española. Madrid: Revista de Occidente. Reedición crítica y ampliada a cargo de I. Bosque y J. Polo, Madrid: Arco/Libros: 3.1. El nombre (1986); 3.2. El pronombre (1987); 4. El verbo y la oración (1986).

Gómez Torrego, L. (1997) Gramática didáctica del español. Madrid: Ediciones SM, 2002 (8.ª ed.).

VanPatten, B., 1996. Input Processing and Grammar Instruction: Theory and Research. Norwood, New Jersey, Ablex Publishing Corporation

b) Para extranjeros

Alonso Raya, R., Castañeda, A. et al. (2004), Gramática básica del estudiante de español. Barcelona: Difusión.

Castro, F. y Díaz, P. (2004), Aprende gramática y vocabulario. Madrid: SGEL.

Matte Bon, F. (1992), Gramática comunicativa de español. Vol I: de la lengua a la idea; vol. II: de la idea a la lengua. Barcelona: Difusión.

Moreno, C.; Hernández, C. y Miki Kondo, C. (2007), Gramática. Madrid: Anaya. Colección Anaya Ñ. ELE.

Sarmiento González, R. y Sánchez Pérez, A. (2007), Gramática práctica del español actual. Madrid, SGEL.

1 Class will meet from 6:00 p.m. to 8:15 p.m. in the same room.

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