R EPO R ESUMES ED 010 10 o FL 000 012 FINAL REPORT FOR THE SUMMER SESSION OF 1965 OF THE INSTITUTE FOR TEACHERS OF FOREIGN LANGUAGES AND INSTITUTE FOR TEACHERS OF CHILDREN OF PUERTO RICAN ORIGIN. BY- CACOUX, REMUNDA CITY UNIV. OF NEW YORK, HUNTER COLL. PUB DATE 65 EDRS PRICE MF-$0.09 HC$1.44 36F. DESCRIP,ORS- *COLLEGE PROGRAMS, *LANGUAGE TEACHERS, *METHODS, *SUMMER PROGRAMS, *TEACHER IMPROVEMENT, ELEMENTARY SCHOOL TEACHER, FRENCH, SECONDARY SCHOOL TEACHERS, SPANISH; ENGLISH (SECOND LANGUAGE), PUERTO RICANS, STUDENTS, NEW YORK CITY THE INSTITUTE OFFERED TEACHERS THE OPPORTUNITY TO IMPROVE THEIR LANGUAGE COMPETENCIES AND TEACHING SKILLS, AND TO EXAMINE, USE, AND EVALUATE NEW INSTRUCTICNAL MATERIALS. THE CURRICULUM INCLUDED COURSES IN METHODS, THEORY OF SECOND LANGUAGE LEARNING, AND CONTRASTIVE ANALYSIS. THERE WERE ALSO WORKSHOPS FOR ELEMENTARY AND SECONDARY TEACHERS OF FRENCH AND SPANISH. SPECIAL FEATURES OF THE INSTITUTE WERE A DIAGNOSTIC TESTING PROGRAM FOR THE INSTITUTE PARTICIPANTS, REMEDIAL PRACTICE IN THE ,.ANGUAGE LABORATORY, DEMONSTRATION CLASSES TAUGHT AS A PART CF THE WORKSHOPS, OPPORTUNITIES TO PRACTICE TEACH, AND THE USE OF THE NEW YORK STATE KINESCOPE SERIES ON THE TEACHING OF FOREIGN LANGUAGES IN THE SECONDARY SCHOOLS. ADDENDA CONTAIN COURSE OUTLINES AND A DESCRIPTION OF THE KINESCOPE SERIES, "NEW APPROACHES TO THE TEACHING CF FOREIGN LANGUAGES IN THE SECONDARY SCHOOLS." (AM)
Transcript
R EPO R ESUMESED 010 10 o FL 000 012FINAL REPORT FOR THE SUMMER SESSION OF 1965 OF THE INSTITUTEFOR TEACHERS OF FOREIGN LANGUAGES AND INSTITUTE FOR TEACHERSOF CHILDREN OF PUERTO RICAN ORIGIN.BY- CACOUX, REMUNDACITY UNIV. OF NEW YORK, HUNTER COLL.
PUB DATE 65EDRS PRICE MF-$0.09 HC$1.44 36F.
DESCRIP,ORS- *COLLEGE PROGRAMS, *LANGUAGE TEACHERS, *METHODS,*SUMMER PROGRAMS, *TEACHER IMPROVEMENT, ELEMENTARY SCHOOLTEACHER, FRENCH, SECONDARY SCHOOL TEACHERS, SPANISH; ENGLISH(SECOND LANGUAGE), PUERTO RICANS, STUDENTS, NEW YORK CITY
THE INSTITUTE OFFERED TEACHERS THE OPPORTUNITY TOIMPROVE THEIR LANGUAGE COMPETENCIES AND TEACHING SKILLS, ANDTO EXAMINE, USE, AND EVALUATE NEW INSTRUCTICNAL MATERIALS.THE CURRICULUM INCLUDED COURSES IN METHODS, THEORY OF SECONDLANGUAGE LEARNING, AND CONTRASTIVE ANALYSIS. THERE WERE ALSOWORKSHOPS FOR ELEMENTARY AND SECONDARY TEACHERS OF FRENCH ANDSPANISH. SPECIAL FEATURES OF THE INSTITUTE WERE A DIAGNOSTICTESTING PROGRAM FOR THE INSTITUTE PARTICIPANTS, REMEDIALPRACTICE IN THE ,.ANGUAGE LABORATORY, DEMONSTRATION CLASSESTAUGHT AS A PART CF THE WORKSHOPS, OPPORTUNITIES TO PRACTICETEACH, AND THE USE OF THE NEW YORK STATE KINESCOPE SERIES ONTHE TEACHING OF FOREIGN LANGUAGES IN THE SECONDARY SCHOOLS.ADDENDA CONTAIN COURSE OUTLINES AND A DESCRIPTION OF THEKINESCOPE SERIES, "NEW APPROACHES TO THE TEACHING CF FOREIGNLANGUAGES IN THE SECONDARY SCHOOLS." (AM)
US. DEPAITMENI 01 IBM EDUCATION & WELFARE
*IKE Of EDUCATION
TINS DOCUMENT W4 BEEN PIPIIODUCID EXACTLY AS DECEIVED FROM THE
PERSON ON *AMMON 0116INA11116 IT POINTS Of VIEW OR OPINIONS
STATED DO NCI NECESSARILY REPRESENT OffICIAL OffKE Of EMOTION
POSITION O! POLICY.
VINAL REPOfor the
SUMMER SESSIONof the
INSTITUTE FOR TEACHERS OF FOREIGN LANGUAGES
and,
INSTITUTE FOR TEACHERS OF CHILDREN OF PUERTO RICAN ORIGIN
IV0 The Program of the Inetitute............. ....... .0
Page
1
1-2
4.6
V Innovations in the Summer Session 1965...........s 612
VI. Other Higbi hts in the Program."... .... ...... 12
VII. Conclusions_.sweseeseVII/. Addenda
13-14
s ription of Course Offerings."....".400 1A-16A
Summary of the Contents of the KinesGopes.... 16A-18AUtilised.....,....... .......
I0 INTRODUCTION
The instructional staff and the students enrolled in the
courses of the Snstitutes for Teachers of Foreign Languages and
Teachers of Children of Puerto Rican Origin were deeply grati
fled at the ,access of the program of the Summer Session of 1965.
The attendance and enthusiasm of the students were high from
the outset. Their interest and activity increased as the Summer
Session progressed. The attendance and punctuality of the instructors were perfect, and they cooperated wholeheartedly witheach other and with the administration to provide practical andchallenging activity both in their individual courses and in theInstitute's program as a whole* The instructors were asnidaous
in their efforts to coordinate various aspects of the procram,to give their students individual attention and opportunity forimprovement, and to provide them with a total program rather than
solely with separates individual courses°
Instructors and students cooperated enthusiastically with
all personnel involved in the Vacation Demonstration School for
Exceptional Children and youth,
II0 ACKNOWLEDGEMENTS
. The instructional staff of the Summer Institutes wishes toacknowledge its appreciation to Dr0 Mary Finocchiaro, Permanent
Adviser of the Institutes, for her efforts in planning the
summer session of 1965
We are deeply grateful to the following members of the Hunter
College staff whose assistance and cooperation helped make possible
the effectiveness of our program:
Professor Herbert Schaeler Director Department of TeacherEducation
Professor Milton Gold Deputy to the Director of TeacherEducation, Summer. Session Coordinator, Graduate Program in TeacherEducation
Professor Elena Dw Gall Coordinator, Vacation DemonstrationSchool for Exceptional Childrenand Youth
Professor Philip Kraus Chairman, Intelectually GiftedProgram
Professor Bonilla Director Pro Tempore, LanguageLaboratory
Asst. to Professor Bonilla Language Laboratorybiro Genkins Teacher, Intelectually Gifted Claus
taff of the Audio-Visual and Television Departmentsi hunterCollege
We wish to express our appreciation to the following individualsof agencies outside the College who also assisted us in the procurementof needed materials:
Dr. Vivienne Anderson
Dr. Rithard Decker
D. sward G. Bernard.
Mro Spanier
Jock Garritson
Mrso Dorothy Reid
Associate in Secondary Curriculum, New YorkState Education Department, Albany
Associate in Secondary Curriculum, New YorkState Education Department, Albany
Director, Bureau of Audio. Visual Instruco.tion, New York City Board of Education
Manager, Film' Distribution Unit, Bureauof AudiadMisual Instruction,, New YorkCity Board of Education
Tape Reproduction Center, Bdreau ofAudio- Visual Instruction, Board ofEducation, New York City
Chairman of Foreign Languages, Hastingsnigh School, Hastings i-onmaudeon, New York
III t)Administrative and Instructional St
adminiritration:
Milton J4 Gold
Mary Finocchiero
Remunda Gad o=
agIEBStigas
Arthur S. Ackerman
Michael Bonoso
Remunda Cadout
Jeannette) Coin
Nancy ?ran ort
Irma Fuentes
Jacob Godin
Robert Hammmstrand
Deputy to the Director of Teacher EducationCoordinator of the Graduate Program inTeacher Education Summer Cession 1965
Professor of Education, Hunter College
Permanent Adviser; Institutes for Teachersof Foreign Languor and Children ofPuerto can
Professor of Edngion* Hunter CollegeRi
Director cf Institutes for Teachers ofForeign Languages aad Children of PuertoRican Origin, Motor Session 1965
Lecturer in Educatqons Hunter College
B1A., The City College of New York; M.A. t
Columbia University° Chairman ForeignLanguage Department* Abraham Lincoln
High School, Brooklyn* LecturersEducations Hunter College
Sc 0 Bvs New York University; M*S.L..College; Teacher PiS° 123, Queens°Lecturers Educations Hunter College
AeB*, M.S.E. , The City Co lege of New YorksChairman of Romance Language DepartmentsMidwood High Schools Brolklyn; LecturersEducation, Hunter Collego
A4116, AM** University of Dinn !iota°Lecturers Education, Hunt,r vcollege
rto THE PROGRAM OP THE INSTI UTES
A. The Inst4tute for. Teachers of Foreign Languages in the ElementarySchool
EDT 657 Second. Leammt Learning and TEntlam (2 credits)
The psychological principles of second language learn-ing and their applications to teaching, with wAphasisJr: the language development of the pre-adolescentschool child and of the adolleL Dent *
:EDT 684-685 Worksho in the TtElp4_, of 7oreign Lan es inET-Tir 72.A'ars'weeac
A consideration of objectives, materials and methodsin the teaching of foreign languages to elementaryschool children through study of existing literature*Discussion of problems relating to the integrationof foreign language with the total school curriculum*
Demonstration class in the teaching 2f French tonerve di schale-6171'dizesii
ra iBirwaiirrirf6; teaching Spanish toe scam
assermariMarTanlact, concurrently from10:40.41:00 A.M., were included as part of the workshop.
Students in EDT 684-685 observed daily a class in Frenchpor in Spanish of elementary school pupils from theVacation Demonstration School which was taught byspecially qualified instructors of foreign languagesiv the elementary school. The students all had anopportunity tc teach the class under the guidance ofthe instructor of the workahopp c,. as well as to discussall features of the demonstration with the instructorand with each °there
EDT 691 A Practicua in Audio-hi! Methods for Teachers ofPA3T72ViEdnisrr7TVEticun in Audio-lima Methods for Teachers ofWERE7727574m7Description of both the above courses: Applications ofaudio-lingual. techniques in the language laboratory
intua?Practice in :alining and executing various types ofaudio-1 drills appropriate to various levels andkinds of anguage lemming in individual and groupsituations.
EDT 695 Comparative Anc0111041 of En ish and S anish 1 (2 creditsrenc (2,credits)
Description of both the above oourues: A descriptive studyof American 7nalish and the appropriate foreign language,based on current usage. A systematic study of the soundsystem, the language patterns and the vocabulary of bothlanguages;,
B The Institute for Teachers of Foreign Languages in the Secondary School
m686.687 Worksho in Modern Mater and Methods of Foreke 12262m1........... .... ........." ... ......
so it 117- oriented for teachers of Spanish ((2 credits for
1
EDT 686;Section 22 - Oreinted for teachers of French 2 credits for
EMT 687)
Study and discussion of recent research in the field and itsapplication to language teaching; practice and techniques ofdeveloping aural-oral competency and other communication artsand skills, Selection and utilization of materials in thefield which meet current objectives in foreign languageteaching,
monstration class in the teachiqg of Preach to sect...211:sc oo pup s
nstrition class in the teaching of S arE.A.sh to second80 ooSarMasses, which took place concurrently from 11:05 to11 :35 daily, were included as part of EDT 6870
Stuftents in my EDT 687 wore gi ven the opportunity to observea daily 25 minute lesson of Leginning secondary schoolpupils taught by a qualified instructor of French or Spanish('These students also had the opportunity to teach the classunder the guidance of the instructor of the workshop, ss wellas to discuss with title instructor and with each other thevarious techniques tedlizedo
EMT 637 Second 'ammo Leorgag and maim (2 credits)
The psychological principles of second language learl_amg andtheir application to teaching, with emphasis on the languagedevelopment of the pre-adolescent child and of the adoleacentl
ZMT 691 A Prectict Audio-Elena Methods 2or Teachers of FrenchT27i01117Av _Practi
earcum in Audio-anmal Methods for Teachers of mateomm
Description of both the above courses: Applications of audio-lingual techniques in the language laboratory, Practice inplanning and executing various types of audio-lingual drills
EDT 685
appropriate to various levels and kinds of language /earningin individual and group situations*
Comparative Anal ais of Entak and S anish (2 creditsvite....Etraitr'Nennomm Mr no fm (2 credits
Description of both the above courses: A descriptive study4. American English and the appropriate foreign language,based on current usage. A systematio study of the soundsystem, the language patterns and the vocabulary of bothlanguages*
CO The Institute for Teachers of Children of Puerto Rican Origin
EDT 639 litisbAt m.i.ls.1.6h as a Second I2Baul (3 credits)
Implications of the nature of language for the teaching ofEnglish to non-native speakers* The development and evalua-tion of audio-lingual skills, reading, and writing, with em-phasis on the phonology, structure, and vocabulary of thelanguage* Interrelationships of language and cultureo Organnisation and selection of learning materials.
EDT 683 ucation Worksho for Teachers of Children of Puerto110080 flININOWNWOMMIs
A workshop course designed to help teachers deal with thesituations and problems which arise in their actual schoolexperience* Emphasis will be placed on the preparation,demonstration and discussion of instructional materialsuneded for developing communication skills and orientationconcepts in newcomers of Puerto Rican origin, within theexisting organisational and curricular patterns of the school°Prerequisites Employment as a teacher and methods ofeducation at one level*
EDT 690 An Educational Pro `am for Puerto Rican Children (2 credits)
The course is designed to assist teachers, supervisors andsocial workers in planning and evaluating a comprehensiveprogram of instruction for Puerto Rican children at allschool levels° Attention will be given to classification ofpupils, organization of classes, the curriculum, *valuatingprocedures and home, school, community relationships°
IT0 INNOVATIONS IN THE SUMMER 1965 PROGRAM AND MIR OUTCOMES
A. Two sections of the Vorkshop for Teachers of Foreign Languagesin the Secondary School., Section 21 was Spanish -oriented.;Section 22 was French- oriented.
Administration
The division of the workshop into two sections was most ef-fective. During registration, students were programmed forSection 21 if their major was Spanish or If they taught alanguage other than French or Spanish but had a minor inSpanish or had competency in Spanish. Students were programteed for Section 22 if their major was French or it they taughta language other than French or Spanish blJt had a minor inFrench or competency in French.,
Outcomes
The division resulted in a number of desirable outcomes:
as Since the earns group of students both observed and discursedthe techniques used in the demonstration classes, there wasunity in the post-observation discussion: All students sawand discussed the same lesson.
b0 Since they all understood the language used, there vas aunity of comprehension of examples used to illustrete lan-guage patterns and problems in the workshop sessicns0
There was economy in the discussion of problems and techniques°
B 0 Allocation of rooms and hours of the Demonstration Classes
Administration
110 Rooms 536 mid 544 were allocated to the ForeignInstitutez daily from 10:40 to-12:00*
Secondary Demonstration ClassesFrench Room 536 11:05 e 11s35
Spanish Rocm 544 11:05 - 11235
Discussion of SecondaryWorkshop Students
French RoomSpanish Room
Language
Demonstration Lesson by
536 11:35 4. 12:00544 11:35 - 12100
Rooms 536 and 544 were decorated with French qr Spanishpictures, posters, etc° so that each became ecultural
island," creating a desirable learning atmosphort and f oi/i-*bating instruction by the demonstration teacher through theavailability of instructional materialso
Workshop students and their instructors remainod in the demon-stration room for their ensuing discussion and, therefore:
(1) lost no time in morIng to another room.(2) more easily ritta2a0ed many of the details af the
demonstration through immediate discussioa and.the association of the teaching materiaE usedwith the technique observed,
(3) were able to invite the demonstration teacher tojoin the discussion when they so desired.
ea Since the Work .shop for Elementary School Teachers was allo-cated a room .:t.n the Park Avenue building within rapid walkingdistance of till demonstration classes, loss of time for theensuing discusLion was also minimized°
Co The addition of the Class of Intellectually Gifted pupils to theDemonstration Classes for Secondary School Foreign. Language In-struction.
le Administration
a, Through the cooperation of Dr. Kraus and Mr1, Genkins, thepupils enrolled in he Intellectually Gifted Class of theVacation Demonstration Classes were added to the Demonstra-tion for Secondary School Teachers.
bo These pupils reported daily to the claea In the language oftheir choice at 1105 in the appropriate roomso
2. Outcomes
ao The addition of these pupils added appreciably to the ef-fectiveness of MA, program for the teachers enrolled in thecourses, since the _Aotitudes of the youngsters permittedrapid advancement in language patterns and the inclusionof a variety of techniques°
The pupils were able to advance swiftly enough for the teach-ers to include the introduction of reading and writing, whichare normally not included in the six-week program.
co The inclusion of these pupils also provided a sufficientlylarge class to form a realistic teaching situation for thestudents enrolled in the course°
do There were relatively few drop-outs as the summer progressedoUntil the end of the session, class size was maintained ata good level.
Du The Diagnostic Test for Pronunciation and intonation in Frenchand in Spanish
1* Administration
au At the meeting of June 30, 1965 the instructional staff ofthe Institutes were in wholehearted agreement on the initia-tion of an Institute-wide effort to improve the oral competency of the participants by means of
(1) a diagnostic test of pronunciation and intczationin French and Spanish
(2) an individual evaluation of each participant'scompetency by the instructors as a group
(3) the assignment to each student of correctiveexercises on an individual basis
be) A specially devised text (mimeographed) containing sentencestesting oral production of all phonemes, allophonest,rhythmicand intonation patterns, and morphophonemic variations forFrench was composed by Miss Cadoux. A similarly devised,text for Spanish was composed by Mr* Hammarstrand*
cu The text was.distributed to all students enrolled in theForeign Language Institutesil with the exception of thosenative speakers specially excused by their instructors°
Students were directed to go to the laboratory on their owntime before a certain date to read the text onto a blanktape reserved for them° Students in the Practicum, however,went as a group during class time, as the test served aspart of a language laboratory lesson.
00 Professor Bonilla and her Assistant in the Language Labora.0tory of the College made available a number of blank tapesfor this purpose,* The Bureau of Audio - Visual Instruction ofthe New York City Board of Education helped by providing 30blank tapes* ?Ira Ackerman and Mrs* Reid also providedadditional tapes°
f0 The instructors of the Pore,Ign Language Institutes eachevaltiated a certain number of tanea on a special evaluationfora These forms were devised or d'r'ench by Miss Cadouxand for Spanish by Mrs Hammarstrand*
The instructors were also provided by the Summer SessionDirector of the Foreign Language Institutes with lessonnumbers for cox.rective exercises which were to be assignedstudents who had deficiencies*
ho The instructors included on the evaluation forms not only thecomments on the students' deficiencies but also the lessonsomber of the exercises designed to correct these deficiencies°
.9..
is Students were given the original evaluation form and aduplicate blank fors° They copied the instructoxos commentsand the lesson numbers of the corrective exercises onto theduplicate blank form, and returned the original evaluationform to the instructors.
The original evaluation form was placed on file at theInstitute office, Room 625* The duplicate evaluationform was retained by the student.
k0 Students of Sparkish were given rexographed copies of correct-ive exercises (the numbers of which were placed on theirevaluation forms to correct certain deficiencies) of TomasNavarro-Tomas "Pronunciacion e Intonacioni the tapes ofwhich are in the language laboratory, on file for student use0
Students of French were advised to purchase at the bookstorea copy of Jeanne Varney Pleasants' "Prononciation et Intona-tion francaises" which had been placed in the Hnnter Collegebookstore for this purpose° The cost of the booklet was $10000The lesson numbers on their evaluation forms corresponded tothe lesson numbers of the booklet. The tapes of thesecorrective exercises are on file in the language laboratoryfor student useo
The text of the Spanish corrective exercises was originallyprovided by Professor Bonilla, and reproduced by Miss Cadouxo
Students were advised to go to the language laboratory ontheir own time to correct their deficiencies°
m* Students in the Praoticums were given a "Progress Test" todetermine their improvement in pronunciation and intonationat the end of the summer session. They were also given anevaluation form, filled in with comments, so that they couldcompare their second performance with their first performandeo
2, Outcomes
a The test was received with great enthusiasm and interestby the students ae well as the instructors.
b. Students were made aware of their deficiencies and the meansby which they could be improved.
co Students started to work GA their own in the laboratory toimprove their pronunciation and intonation.
41, Students who continue to enroll in Institute courses will begiven a Progress Test of oral production on request c, at atime arranged by the instructor.
The Director of the Foreign Language Institutes will have arecord of students' oral production as a gauge which canguide her before granting the certificate.
.010-
E0 Provision of Additional Materials to Instructors and Students
10 Administration
as Through the courtesy of the New York State Education Departmsnt, all students of secondary education in foreign languageswere loaned a copy of the New York State syllabus in thelanguage of their major*
The syllabi were collected at the end of the session andstored in Office 625 for further use by students who enrollin bi Institute for Teachers of Foreign Languages in theSecondary Schools.
an Through the courtesy of the Bureau of Audio-Visual Instructionof the New York City Schools, the Institute was permitted toborrow for the entire summer seselon 14 kinescopes of thetelevision series, "New Approaches to the Teaching of ForeignLanguages in the Secondary Schools," broadcast originally byMiss Cadour for the New York State Education Department*
The kinescopes were stored in the Institute Office, Room 625,and were made available to the instructional staff at anyhow during the summer session*
e. When an instructor showed a kinesoope, every ther instructorwas informed in advance of
the tine and place of the showing2 the subject and language used in the film3 the fact that all students and instructors were
welcome to the showing*
f* The special films made by the Center for Applied Linguisticsand the Modern Language Association, entitled "The Organia.ligation of Language" and "The Sounds of Language" were rentedby the Audio-Visual Department of the College for viewingby the students enrolled i.n the courses in ComparativeAnalysis*
20 Outcomes
a0 The New York State syllabi were a unifying factor in the Workshops, the Practicums and in the Second Language Learningand. Teaching courses.
The kinescopes provided the /!asis for discussion of methodolo-gy on techniques and procedures on Levels 19 II, III0 and IV*
On The kinescopes supplemented the observation of the demonstrartion classes e since the kinescopes contained class demonstrailtions of techniques utilised on Levels II* III and 1V0
d. The kinescopes contained class demonstrations not only ondifferent levels of the secondary course, but on the
-11
development of all four skills on those lsvels* Thfiy there-fore supplemented the demonstration classes sit the Instituteby providing filmed demonstrations on principal techniques*co be utilize d throughout the secondary school ccourse0
The invitat on of the entire student body enrolled in theInstitute to view all the kinescopes they coulA resultedin greater exposure to demonstrations of teaching techniques than would _otherwise be the case*
The reaction of the students and instructors to thekinescopes was one of interest and enthusiasm°
OTHER HIGHLIGHTS OP THE PROGRAM
10 The pupils in the demonstration classes of the Institute per -formed at the annual assembly of the Vacation DemonstrationSchool, using some of the knowledge and skill gained in theforeign language classes*
The Intellectually Gifted Class also performed at HunterCollege in the Bronx using some of their rawly gained
iknowledge and skill in foreign language learned in thedemonstration classes
The students in the Workshops prepared parties for the pupilsof the demonstration classes during the final sessions of theclasses z,
Section 21 of the Secondary Workshops prepared anespecially elaborate party, wflioh included native foods, musicand dances° The foods, prepared at home, represented severalnations of the Hispanic world*
VI* COMIUSIONS
The ,foregoing report represents a summary of the activities
of tho Inetitute for Teachers of Foreign Languages and the Institute
for Teachers of Children of Puerto Rican Origin during the Summer
Session, 1965
The addenda to follow includes additions to the summary, slaw
borationa of activities of special interest and description of
course offeringsa
The general consensus among students and instructors was
that the institute provided thorough training in basic principles
and practices in all areas studio& Special effort was made to pro-
vide instruction that was at once realistic and challenging to
graduate students° Noteworthy among specific aspects of the
Institutes are the following
1, Maximum use was made of the Demonstration Classes*
2, Coordination and cooperation was achieves with otherareas of the Hunter College Summer Program.
3 Maximum use was made of audio-visual aids and thelanguage laboratory,
4.0 Students received individual opportunity and guidancefor the improvement of their audiomaingual oompetences.
50 Students were able to witness, via the New York Statekinescopes, demonstlations of classes taught by teacherson more advanced levels of instruction than the one theywitnessed in the demonstration classes of the Institute*
The utilization by all students of the New York Statesyllabi provided a coordinated and unified approachto methodology.
The division of the secondary workshops into French-oriented
-13...
7j
(144 pemiehmorit.ated 'motions resulted in greater effectivenoes in the teaOhing of methodologyo
Students and instructors were), en the whole, enthusiastio in
their praise of the program of the Institutes()
Respectfully submitted9
licuHomunda Cadoums Director of the
Poreign LanguageInstitutes, SummerSession, 1965
ADDENDUM A
DESCRIPTION OP COURSE OFFERINGS1771WERWITy the leARETFAT)
II1STITUTE FOR TEACI1ERS OF FOREIGN LANGUAGES
PDT 63? Second Immat Le and 1012141REor: 1W-laitTur S. Ackerman
MftrnsiMMOIMMIW MwrftaniftiMsOwarr
Scope and Procedure
The program consisted of
a, lectures by the instructorb vstematic study of the textbooks:
BROOM: LANGUAGE AND LANGUAGE LEARNING, 2nd Edition, 1964c. class discussionsL detailed evaluation of new syllabi, as follows:
New York State - French for Secondary SchoolsNew York State - Spanish for; Secondary SchoolsNew York City - Revised Program for French and Spanish
Levels I, II /II, /V, VNew York City is French (and Spanish) in the Elementary
Schools ,
el detailed evaluation of some of the latest courses whichimplement the audio-lingual approach:i) the A-6LM courses in French and Spanish, Levels I, II, III
published by Harcourt, Brace and World, Incoii) Ecouter et Parlor, Parley et ukt an
er y_c11""Milrga, 117671 z Leer
pu ed.13-11"7.1r11ilo,trnrerarVal=finstonfa eacn student submitted a term report on an important study
in the field. These reports were multigraphed and distri-buted to each student in the course. They were to be readbefore the writer of the report gave his oral report.each student made an oral report on the subject of his termpaper, and answered questions raised from the floor.
special Events
a, one session vlas devoted to orientation and practice inbhe language laboratory.
1). each student took a diagnostic test in his foreign languase.This test, especially prepared by Miss °odour, required thestudent to record on a tape his reading of certain materialwhich tested pronunciations intonation, fluency, rhythm Thetaped performance of each student was evaluated by the in-structor, a written detailed evaluation was filed in the am.
fie., and a copy given to the student. At a personal confer-enee with the student this evaluation was explained and
corrective exercises recommended° Corrective exercises weremade available in the Language Laboratory for use by thestudents,
co On four different occasions the class viewed kinescopesof the New York State Series entitled NEW APPROACHES TOTHE TEACHING OP NODERN FOREIGN LANGUAGES IN THE SECONDARYSCHOOLS, prepared by Miss Cadoux and other guest instructorsoften in conjunction with demonstration classes of highschool students,Half a session was devoted to a visit to the TeachersReference Library in the college during which the studentswere familiarized with the collection of textbooks, coursesof study, books on methods, periodicals, and otherappropriate materials available°
3° Evaluation
The students in this course were intelligent and highlymotivated.. Almost all, of them have had some experience inteaching. Many have been teaching the new audio-lingualcourses and presented the problems they met in their class-rooms for discussion and possible solution° Three of themwere interested in teaching .lish as a second language°
They were very much interested in learning the theoreticalbasis for the new methods now Nang advocated. Their experiencein the classroom gave them the ability to evaluate thesetheories in terms of pragmatic application0 The theoreticaland the practical were fruitfully Joined in this coursed
II. Worksh in the Teaoh of 7oreign La u es in Elementary School
10 To provide the teacher and the prospective teacher with
a. the requisite background in eduentional philosophybo methodologyco a working syllabus, anddo useful instructional materials
c.0 To enable him or her to teach with confidence classes inthe foreign, language in the elementary school.
Scope and Procedure
The program throughout the session consisted of:
10 brief lectures by the instructor on the history, philosophy,methodology, administration, and evaluation of IMES
2 systematic study of the textbook:-PINOCCHIARO: TEACHING CHILDREN FOREIGN LANGUAGES
.02A-
3. required reading inMLA-ePLES: Some Questions and AnswersKeesey: Modern Foreign Languages in the Elementary
Schools --Teaching TedhniquesDumkel and Pillet: French in the Elementary School
Five Years, ExperienceMIA-.0Publicatione in the packet on PLEB
40 two written and oral reports by each student an significantcurrent magazine articles on PIES
50 class discussion on 1, 2, 3, 4 above
60 preparation by the class of teaching units
70 an opportunity for each student to teach the remonstrationClass at least once, including
a,, preparation by each student of a detailed lesson planof the lesson she was to teach
b3 a conference with the instructor (and often with theModel Teacher) to discuss the lesson plan before teaching
fh. an evaluation and discussion of the lesson by the entireWorkshop after it was taught by the student
80 detailed critique of every lesson taught by the Node/ Teachers
90 detailed analysis of various courses of study in PIES
100 detailed study of the NYC Syllabus in FL ES (French and Spanish,
00 Mellial10 All the students in the Workshop were enthusiastic, highly
motivated, conscientious, and eager to become effectiveteachers of PIE5 0
20 The Workshop students made a valuable contribution to thecause of scholarship in general and to PLES in particular,by continuing the "ANNOTATED BIBLIOGRAPRY OP SELECTEDARTICLES ON PLEB," which was 'begun in the 1959 Workshop
The taped diagnostic test in oral proficiency taken by allstudents in the Workshops its detailed evaluations the con-.ference with each student and the assignment of remedial workin the Language Laboratory with specially prepared tapes,constitute an invaluable and :,Longs - needed program for imewproving the effectiveness of every teacher of PLES0
4.0 As an innovation this summer, the limited opportunity toobtain teaching by experience with the Demonstration Class wassupplemented by having each member of the Workshop teach a mode]
A
lesson or a fragment of ones with the members of the Workshopacting as the class° The planning and subsequent critiqueof the lesson by all the members of the Workshop and by theiastructor were as valuable as the experience of teachingitself,,
On several occasions the Workshop viewed and discussed kine-scopes of the New York State series entitled NEW APPROACHESTO THE TEACHING OF MODERN FOREIGN LANGUAGES, prepared byMiss Cadouxo
In addition to the activities listed, above, the Workshopao had an orientation session in the Teachers' Reference
Library at the Collegeh, had an orientation aad practice session in the
Language Laboratoryc, watched a demonstration of teaching materials by
.oltpresentatives from Gensler Publicationsdo recbtved various pamphlets, taxtbooks articles, esg,
the New York City Syllabus in FLESKeesey: Modern Plis in the Elemers*Jary School --
Teaching TechniquesModern Language Assns-- Seeond Statement on FLES
yorkihm on Methods of Teaching it Secondqr2 Schools
The students in these courses, a combination theory-workshopapractice course on modern recommended methodology, wereteachers of varying backgrounds, preparation, and experience inpublic and private schools. Two were tpoellern cf Laulu and Hebrew°Three had just completed their training and had had just one termof student teaching experience and were lookinc forward to theirfirst year of teadhing full-times Six are regularly assigned teach-ers in the New York City systems The other ten are teachers inprivate and public schools in the Greater New York Area Of thetwenty, ten are native speakers of Spanisho All were enthusiastic,cooperative and hardworking,, A fine esprit de corps was developedand maintained throughout the session°
The two courses were handled as ones The first period.EDT-686 was spent discussing the theory and application of theore-tical principles, discussion of what was to be observed in the de-monstration classes, preparation of instructional materials, demon -stration of the use of electronic equipment by members of the group;adaptation of textbooks used currently in various schools, and viewJag and discussing several kinescopes prepared under the direction ofMiss Cadoux for the New York State Department of Education° Thesekinescopes were a most important and valuable addition to the course
since such topics as pattern practice on level II, reading onLevel III, writing on Levels /I and III and evaluation of thefour skills were among the kinescopes selected for viewing, topicswhich could not have been shown with the summer demonstration class.
During the first two weeks of the session, the studentsregistered for both sections of the course observed lir. Bonomoteach the demonstration class, and his lessons were discussed bythe group* After that, each member took over the demonstrationclass for varying periods of time and planned and gave lessons onvarious topics. Each of the lessons was discussed by the demonsstrator with the instructor before the :Lesson and subsequently theentire class discussed the lessons in the posteobservational periodallowed* Lessons dealt with (1) the use of objective aids(2) presentation of dialogues, (3) pattern practice on position andagreement of adjectivesl, (4) affirmative and negative statements,using songs to reinforce patterns taught, (5) introduction e read-ing and writing, evaluation of progress and (6) teaching leadingcultural aspects with the aid of a variety of real Objects, slidesand recordings* The workshoppers took care to see that their les-sons dPvetailed so that there was continuity of instruction. Theteacher of Latin gave an excellent lesson in Spanish on the pattern"Me Gsta" with the names of. breakfast foods. The teacher of Hebrewtaught the class a Hebrew dance and song. As a culmination of activitY-114 all the teachers cooperated with Mr* Bonomo in planning anend term party for the class, and several of them decided to bringto the party some native foods which they prepared themselves*
The demonstration class is a vital part of the ForeigaLanguage Institute. Without it, the workshop would be were- muchless effective. Teachers can try out and apply methodology die-cussed in the workshop sessions and determine which practices areuseful and which need to be changed for greater effectiveness. Itgives the experienced teachers an opportunity to reaffirm theirpractices. The inexperienced teachers gained confidence by teachingin front of their colleagues and getting the benefit of their manyhelpful suggestions*
In addition to the above activities, all the students re-ported on books and articles from the bibliography distributed tothe class and on visits to community resoutees useful for the teachors of foreign languages, ceig. the Hispanic Museum, a Spanish-lan-guage newspaper, the United Nations* One class session was spentin the language laboratory* Furthermore, at one of the sessions,a representative of the Geseler Company addressed the group andshowed them the materials available. Two of the members of thisgroup, using one of the books brought by the representative, puton for the class a little skit included in the book.
As was mentioned before, class reaction throughout thesession was enthusiastic. The experienced teachers helped. the
5A-
inexperienced and ail were wiliin to aid each other, Discucsionson methodology were lively and the post-observation conferences andsuggestions for improvement were given on a high professional planedEven the most experienced teachers welcomed the suggestions madeafter their demonstration leseone. Though somewhat hesitant at firattonce the cycle of demonstrations by the members of. the class started,everyone volunteered to teach and picked the topic of the lessonwithout any urging. This group was ine.eed a unique group of people,willing to work, willing and mnxious to learn, and enjoying everymoment spent in class. All this made it a most fruitful and enjoy-able summer session.
Ilfu EDT 686-687 Section 22 ;French-oriented)WORKOHOP IN friE TEACHING OF FOREIGN LANGUAGES fl THE SECONDARY SCHOOL
Jacob Du Godin, Instructor
Part I (EDT 686) was composed of fifteen students; Part II(EDT 687) had thirteen. Tin had some teaching experience ranging fromsix LInths to several years -- most in New York City junior and seniorhigh schools and several in private or parochial schools or in schoolsystems outside of New York. From the very outset all expressed akeen desire to have a thorough review of the best methods of modernforeign language teaching, They were particularly eager to becomewell-acquainted with the methods and procedures of the audio-lingualapproach.
Each student received at the outset a detailed outline ofthe course and a manageable bibliography of which three books wererequired reading. In addition, at the appropriate time, the studentswere given two special lists, one of terminology in English andFrench relating to language laboratories and audio-visual aids, andanother of terms useful to the foreign language teacher.
The class discussions dealt with the basic problems offoreign language teaching and new developments in the field. Everyeffort was made to present and discuss not only the ideal but alsothe realities of each situation and how best to cope with them.Among the major metters under consideration were the background ofour modern objectives, theohniques in the development of the fourlanguage skilss lesson planning, the evaluation of textbooks, test-ing, articulation between schools and audiovisual aids
All students participated actively through dieoussionsbased on reading, from professional literatures the exchange of per-nonal experiences, written reports/ daily observation of the deronstration class ond practice teaching in the demonstration class.
The French demonstration class was conducted daily in con-junction with the Vacation Demonstration School of Hunter CollegeHere the workshop students observed the sLillful implementation ofthe basic techniques to be employed in the audio-lingual pre-readingstase.
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After the first two weeks of observation each member ofthe Uorkshop had an opportunity to teach the demonstration classes°Immediately following the demonstrations, critiques of these lessonswere given,
Workshop students were acquainted with the various types ofaudio-visual equipment and material A available4 Language laboratorytheory and practice were stressed. Tapes currently in use in thesecondary echcols to reinforce the four language skills were listenedto and discussed. Students were encouraged to avail themselves ofthe services of the Hunter 1-boratory on their own time in order toaequint themselves more thoroughly with its posnibilitieo. Many ofthe students took advantage of the offer to take disgnostic tests inthe laboratory in order to pinpoint their lingual weakneses6 Tapesto improve these weaknesses were made availableo
Standard textbooks in the forSign language field were onoanand discussed° Students brought in and reported on books and meeriale they were using in their schools° Emphasis was placed on thecriteria for select!on and ways of adapting textbooks so that themembers of the workshop, as teachers, would be better able to chooseintelligently from among the myriad publications these most suitableto their needs,
The kinescopes of the New York State %cents Educational1201? series of 1961-62 procured from the New *folk City Board ofEducation through the efforts of Miss aadoux were of special interestto the workshop students since they were lessons on Levels TA: and.III demonstration techniques not covered in the daily demonstrationlessons°
In addition to the required reading, the writt:n workincluded three reports and an all inclusive and sea': Ching finalexamination°
The workshop was the center for many arta varied activiticwwhose purposes were:
10 To involve all of the students in a serious study ofthe philosophyt, the objecti7es, and the new approachesto foreign languages study°
2. To provide for au exchange of experience and ideaso3. To present and discuss practical solutions to many
problems°
If enthusiasm and interest are measures of success, this wasa sucoeseful course,'
EDT 691 2211q:ticum fn .Audio-- Lingual Mtitode for Teachers of FrenchThinisiroUrrnineirndaeidoux
The Pitacticum in Audio Lingual Methods for Teachers ofFrendh had a three fold purpose: (1) to Throvide students with the
basic principles and practices of teaching French audio-lingually,(2) to familiarize students 1,7ith the methods and materials mosteffective in the language laboratory, and (3) to increase theaudio-lingual compotes x; Jr. students through &Ails in Preachphonology, structure an4 vocabulary
These three objectives were effected in the followingmanner I
10 The basic principles and practices of audio-lingualmethodology in Level I were taught by lectures, unsigned readtags,films, and criticisms of individual practice, Students conducteddialogue repetition structure and response drills before the class,using the kit supplied to them gratis by Harcourt, Brace ai Worldpublishers for French, Level They were responsible for presentation of Units I - VI of the text e.
Each student had individual practice before the class inthe audio-lingual presentation of parts of lessons, followed, bycriticisms by the class*
Students were required to read the chapters Ix the New YorkState syllabus e, French, for Seconqam $ hoofs, pertaining to ail phasesof audio-lingual presenTITATTAZ-flIac +Try Level Io Thesechapters were discussed in detail°
A number of kinescopes from the television series "NewA ()aches to the eachi of bre Lan u es in the SeaRffary
were viewed o crlearn: s or p prigNiirVarfous aspectsoof ie.lineual presentation and practice*
Each student wrote a comprehensive fival paper in which aweek's unit of audio-lingual work was developed in detail, Thisunit included some language laboratory practiceo
2, A study of the materials and, methods most usetul in thelanguage laboratory rlas made by meanc of lectures, readings andoriginal recordings of drills by students during the class period,These recordings were commented on by the Groupe. Students also hadthe opportunity to criticize a number of other types of languagelaboratory materialso
The original recordingS made by the students in class ineluded (1) the writing of a tape- script, reviewed and commented onby the instrctor, (2) the recordinm of repetition and structuredrills, criticized by the instructor and the class,, (3) the re-recording of a perfected series of repetition and structure drills
Lectures on the equipment of the laboratory and on standardsfor good tapes were supplemented by readings; discucsion of timeallotments, monitoring, and purposes of language laboratory practicewere included,. During a group session in the language laboratorycstudents were given practice in monitoring,
Essential principles for the effective use of a languagelaboratory were emphasized°
To increase oral competency, students were given adiagnostic test of pronunciation and intonation followed by drillsin class of major points of difficulty from "Prononuiatioa etIntonation Prangaises" by Jeanne Varney Pleasants0 Their diagnostictests wore evaluated, and directions were Given for the correctionof their deficiencies through language laboratory practice ofspecific lessons in the above text
Toward the end of the summer session, students were Givena "Progress Test" in the Language Laboratory to determine to whatextent their oral proficiency had improved, Each student was givena detailed individual report of this improvement, Most students hadmade more than satisfactory isprolrement*
In order to improve the knowledge of structure and vocabu-lary of students, a study of certain sections of the Basic Course inFrench, produced for the Foreign Service institutes apneaA0aZtatev was initiated° Students with intermediate proficiency wereloaned copies of Book I of the course (Lescons 1 - 12); studentswith advanced proficiency were loaned copies of Book II (Lessons13 - 23) , Classroom onus for the increase of structural know-ledge and vocabulary in use were conducted weekly with these texts*Students with intermenatme-Proficiency were required to master Lessons1 - 9e those with advanced proficiency were required to master Lessons13 - 10 Tests on the contents were administered°
Conclusions* Through the emphasis and re-emphasis of basic princi-107477-ranugh the construction of standards of criticism, throughpractice before the group and in the language laboratory, studentswere initiated into and were required to perform in the approvedmethods of teaching French audio-lingually0
TEXTS (DISTRIBUTED GRATIS)
French for agsala Schools, hew York State Education Departgororro
went o 1960,A'I French Iftni X° Harcourt, Brace and World* 1961°ore 'Taw ernanlititate Basic C urse in Eirvashw Department
efraliMrnment PrinTrin Ice o
TM :TS ( PURCHASED):
Prononciation et Intonation Fran aiseso Jeanne Varney Pleasants0"griorMtErrs 'ekes open 0 $1000
VII EDT 692 sacim in Audio.,Lim4 Methods for lalshifyrs of fpanishTe541ftHiuillaigeENd, or
A diagnostic test in Spanidh pronunciation and intonationwas given to all participants during the first week of class,. Thes3tests were analyzedv specific difficulties were pinpointed, and re-corded practice drills were assigned to correct them
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The textbook, MODERN SPANISH, a project of the ModernLaneureee Association, wae used as a basis for evaluation of teach--111g materials. Supplementary drills were prepared and presented bythe students° Ways of adapting and supplementary required textbooksveil) discussed and practiced. Classwork on many problems of pronue°Wein ond intonation was done in a group. Work on individual
problems Nos done in the language laboratory where the records andtapes of MODERN SPINISH And the Harcourt Brace AeLM SPANISH wereeveilable to the WAidenteo
Tomas Navarro Tomas@ praceiees on Spaaibh intonation andpronunoiation were used in class, and the passages were the baeiefor the final evaluation of the progress madeo
Throughout the course, student suggestions were used todevelop drills and lesson plane to teach speeifio problems of Spanishpronuneiation or structure,
Several kinescopes of the series NEW APPROACHES TO THETEA0gING OF MODERN FOREIGN LANGUAGES IN THE SECONDARY SCHOOL weresliown and discussed°
The marked improvement in pronunciation and intonation shownby all of the participants, as well as the enthusiasm with which newideas and orientations in the teaching of Spanish were discussed andaocepted gave ample evidence of the effectiveness of the course
VII, E T 695 Comparative Anal sis of English and 12211101"Irma WEETtis, s rucni
There were eight students on register in this course andof these all but one were taking other courses of the Institute The
group was very enthusiastic and contributed from their own experiencesto the class discussions, Since the group was all bilinguals threefrom South America one from Spain, and the rest of Italian background9 the comparison of English and Spanish really came to life, and
with the addition of Italian, the theories discussed regarding phoneology intonation lexicon and morphology became truly meaningfeloRecordings of Alfonso el Sabiols Canti as, Sefardio songs, Argentineand Chilean books and recordings,"" e someht to class by thestudents to illustrate various intonation patterns, geographic lexicalchanges, as well as semantic changes°
The students prepared a variety of exercises aimed at help. -
in their students master the sound systems intonation patterns and
morphology of Spanish using the many suegeetions in our basic textTsaohiner. S anish A Ilmuistic Orientations by Robert Politzer and
- 0 au ae Minn and0
From the bibliography distributed at the beginning of theeeione the students selected those which they wished to study, and
fter eeeeiving the approval of the instructor, presented oral reports,
10A
In addition to preparing various types of exercises andpresenting oral reports to the class, the students all had to takea rather comprehensive final examinutionl
Because the class was small, and because all were seriouslyIntereoted in the subject, it was a cohesive group° All themet*4rs of the class became ve ry friendly and gladly shared theirexperiences and materials
VIII4 EDP 697 Com arative Anal is of lish and French Ia a owe, ructOr
Through leoture, discussion, reallings films, tapes andsupplementary materials distributed by the instructor, studentswere given an orientation to a linguistic analysis of the phonolo-gical and morphological structure of French and English as well asIntroduction to the basic syntactical rtructures of both lancuageso
The following points in English and French were studled:
10 PhonologyPhonetics (articulatory) and phonemics (consonants* vowels,
semi-vowels and diphthongs)
Suprasegmental features such as rhythm* stress, juncture;pitch an id ntonation patterns
Morphophonemics, with emphasis on French sandhi variation
20 MorphologyThe concepts of the morpheme and allomorph and their ap.plication to the analysis of the English and French(a) determinative, (b) verb, (c) adjective (post-nominalin Prii%nch) (d) noun, and (e) adverb
SyntaxThe basio structures of the language, Frames A* lit and Cand the major points f difference in structure in nounand verb clustm's
The comparative analysis of both languages on the threestructural levels was followed by analysis of comparisons and con-trasts, and practice in the construotion of simple drills to over-
come the obstacles presented by French structural features tonative speakers of Englisho Phonology and Morphology were stressed,
and Syntax introduced.
Students viewed and discussed the films "The Sounds of
lancuame Apse:A:14Mo con unctr6n-tffe Center for AppliedLanguage" and "The Cr anization of Ilkelicame proMerwtrilirtiodern
Linguistics. They read and 1/,:ote a comprehensive review of "AnIntroduction to LinaltstER Science by E6 IL Sturtevant,
The texts used were (1) Robert Politzert, "2222121aa French:
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WOCOMPOrmililliM11001.0.0114W.M.4,
An Introduction to Applied Li uistics, (Ginn & Co., 1961) andT2)771707671517NoraErTITTrt- alaman, "A plied Mlnituicticso FrenchA Guide for Teachers," (D.C. Heath & Co., )
There was an excellent, scholarly atmosphere during thecourse, and all students were interested, cooperating in every wayto absorb the new concepts and to apply learninKes intelligently tothe teaching situation.
INSTITUTE FOR TEACHERS OF CHILDREN OF P Di" 3 RICAN ORIGIN
EDT 690 An Educational Program for Puerto Rican Childrennn"1 rector: 1117:745rirlette Coin
Basic Text: Finocchiaro, Mary, Teachia e in Elementary an oecon
ear or :-.*Harper /1°14779
11220.ementim MateTials: A copy of the bibliography isavailable in the Institute office,
fish as a Second7ScEo.5177.
Selected kinescopes from the series"New Approaches to the Teaching ofForeign Languages in the SecondarySchool" and "The Sounds of Language"were used.
contents of course:
10 Objectives of the program in: 9 The language emphasisAc Elementary Schools1910 Secondary Schools
2. Special needs of thePuerto Rican studentA. Orientation to the
School and CommunityB. Linguistic skillsCo Health needs
30 Community Resources40 Resource personnel in
the school5,, Enlisting the coopera-
tion of parents6. Screening and classifi-
cation7* Principles of second
language learning8. Methods and materials
of teaching English asa second language
10.
11.
12.
13.
14.
15016*1 '7.
18*
lessonApplication of linguistice to the teaching ofEnglish as a secondlanguageSelecting language pat-terns for active andpassive controlMethods of teachingpronunciationTeaching grammaticalstructureTechnique of teachingreadingDeveloping !.rriting skillsMotivating activitiesTesting and evaluation.Planning lessons
General Evaluation of the Course
In the preparation of this report, the following
sources were used: 10 informal discussions with the students;and 2. unsignel evaluations submitted by the students.
Typical statements gloaned from the students' evaluations:
"I would say that the many and varied experiences incorporated inthe course -- class discussions, class evaluation of various les-sons, live and filmed, as well as individually-created, individualobservation of lessens -- all were most valuable in developing anawareness and understanding of the needs of the Puerto Rican childas he strives to master lish."
"The main pivotal point of this course was the consideration ofthe language arts area and the needs and problems of the PuertoRican child. We treated this area in breadth and depth in termsof the variety of skills to be taught,'"
"The underetanding and information that I gained from this coursewill, I know, enable me to better meet the needs of the PuertoRican children in our school."
"Of particular value to me have been the lessons prepared anddiscussed by the individual members of the class. These affordedme an opportunity to hear what others are doing in a situationsimilar to mine. It also gave me an opportunity to receiveconstructive criticism. I fee/ I will be able to apply many newideas and methods I've learned."
"I feel that we haven't talked around the subject, but havegotten right down to the bare esrentials what do you do withnon - English speaking children? we've discussed the basic elementswhich make up a good program, how to plan well organized lessons,the techniques and procedures available to get the most out ofa lesson, and many concrete ideas, I feel the lesson plans wemade up would have been more effective and beneficial for therest of the class had they actually been presented to us aschildren in a class. Each of us could have been assigned a dayto present our lessons. It would have been a good experiencefor everyone."
Demonstration!
"The opportunity to observe actual lessons being presented wasiwaluable for many reasons. Primarily, these lessons permittedus to witness actual teaching and learning experience... Inaddition, these live observations were one of the best instrumentsupon which we could base re-evaluation in terms of applying varioustechniques to our own future situations in the classroom."
"They affol.ded me an o portunity of watching the techniqueslearned about being put into actual use. It was useful to seehow a second language ic taught to children that had had nicprevious knowledge of it."
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"Modification could be in an experimental class in teaching Englishas a second language. Although the techniques are similar, itwould be more enlijitening for a language emphasis class to beshown."
Films and Ea222221E
"Films were valuable but did not pertain to our immediateneeds,''
"As far as the films were concerned, they stimulated us tothink critically about what we were seeing,"
"More films on the actual methods of teaching fish toPuerto Rican children should be shown, not with Americans learn-ing a foreign language, but in non- .English speaking classes0"
"The methods presented in theadaptable to teaching English as aexercises exemplified in the filmslinguistics was interesting from a
Conclusion
films Were interesting andsecond language. Some of thewere useful. The film ontheoretical point of view."
The students seem to feel that this is a worthwhile coursethat will help them to provide more effectively for the needs oftheir Puerto Rican students,
The Administration
It was very evident throughout the session that a veryeffective administrator was always on hand to see to it that allneeded assistance was provided° As only one example, I should liketo cite the efficient manner in which the distribution and schedul-ing of the kinescopes was handled. With the greatest economy oftime, films could be obtained from the office or shared with otherteachers° Since teachers who were scheduling films notified us inadvance of the time and place of showing, we could arrange to haveour classes view the films. Integration of films with our lessonplans was made possible by the rexographed sheets, listing titles,duration of film etc., provided by the Director.
A Personal Note
This has been a most pleasant and rewarding experience forme. I feel that the professional tone set by the director wasreflected in the earnestness of all involved in this activity°
EDT 639 Eethodstf_Tp4q4As fish as a Forel, Imam.=OBWIT-ITUEffars ran ,""Tatrue or
Using Dr. Finecchiarols book, ENGLISH AS A SECOND LANGUAGE
1
as a basis and cadet for lecture and discussion, the course wasconducted as a graduate seminar with active student participationin every phase of the lescons0
The first three weeks of the course were devoted to a presentation of the history, theory and practice of the findings oflinguiotic science as they affect the teaching of a second language°This section included leotures and discussions on the followingmaterials:
What is language? and how does this definition affect teaching?
20 What principles must be observed in effective language teaching?
30 How is a unit of work planned?
4a hat are the essential components of a daily lesson plan?
How is pronunciation taught? The essential features ofrhythm, intonation and juncture?
How is a sequential presentation of the essential phoneticand structural features of a language developed?
70 What are the components of good pattern drills? Forpronunciation? for structure?
8, How are pattern practices presented?
9, How can textbook materials be adapted and supplemented?
1O When and how is reading introduced? Writing?
11 What materials vitalize learning and how can they best beused?
120 what are the purposes and ways of measuring progress in thevarious language skills?
i3 What are the differences of approach for elementary,intermediate and advanced levels?
14,. How can a comparative analysis of native vs0 target languagesbe most effectively used in planning lessons?
150 What constitutes effective homework at each step of languagegrowth?
16 Hoiq can the facilities of home, school and communitycontribute to the language classroom?
17, H w can the teacher effectively individualize instzction?
How can games, songs, contest and outside of class activitiesbe used to further language learning?
A
Siaee all of the group had taught language on some level,thj were able to draw on their on experiences for discussionand illustration. The students themselves proved most useful 'nmaking points and offering solutions to problems brought updurinc discussion periods
All students were asked to prepare a unit of work, composedof minimum of three daily lesson plans, designed to teach asmoirlic structural or phonetic feature of English° Some ofthese nits (as many as time permited) were presented to theclass for discussion Revisions in lesson plans were made as aroup, utilizing the evaluation and contributions of the entire
class,
Th class saw and discussed several of the kinescopes inthe series NEW AITROACHES TO THE TEACHING OF MODERN FOREIGNLATIGUAES IN THE SECONDARY SOHOOL0
All students were reguirad to attend at least one sessioneither the French or Spanish Demonstration Classes and to give
a 1.1por.J on procedures observed.
ADDENDUM B
THE CONTENTS OF THE NEW YORK STATE KINESCOPESON SECONDARY METHODS
The following kinescopes of the series "New Approaches totIla Teaching of Foreign Languages in the Secondary Schools,"wrI-Gten, produced and broadcast by Miss Cadoux for the New YorkStato Regents Television Project 19610.1962, were made availableat all times to all instructors of the Institute* They werestored. in Room 625a
All students were informed in advance if any instructorwas to show a film* The time, place, and general contents of the:Ulm were made known to all instructors and students enrolled.All were welcome within the capacity of the room*
Here is a rundown of the films by number, language andcoutantsJ
TI!; 28 minutes each
#*"0111111/1011110011MINNOMP errerserm
Extendi Flexibilit in S eakin FRENCHr s rom pregFea ng period, Repetition, Substitu
tion, Replacement, etoz. Taught by Marilynn Ray of Glastonbury.
173,tergitAg FlexibiltkTin $PPakt4S SPANISH (one of the best).67EWor11157r12-wo e ent at ionLesson II (Unit II) A-11M Spanish: Repetition, ResponsesSubstitution, Generalization, Teaching vocabulary, etc*Evangeline Galas, Teacher
16A
rn Practice: The Ke stone of Habit Formation PREN & SPAN'ITFalonsfrAlon'Elass. frdFrentmtio''frTrgMasio Frame
and changes in the Basic Frame (replacements, alterations,etc.)
44P7 Amin, Integration of Skills FRENCHng a trilid one xtna-naRez-vous francais" to de-
Pronunciation and Intonation FRENCH AND SPANISHk.r.unea76Tor7anlaTMEirffon drills in French and Spanish,'T',0o separate classes for demonstration Good film.
Presentation and Correction in Audio-gnglwl Drill SPANISH''MY56071714413FeTFEErigriFFE-74NE-TUR7 BrNar) class
a brand new lesson. How to present, how to correcui Grammarpoint: de plus noun to express possession.
..40i15t A Iasi Class Py15...a:oram FRENCHomp elarrewaUffTirfom presentation of vocabulary through
pattern drills through writingt FSI materialsd JohnNeIntyre of Mamaroneck HS teaching& Assignment of homework,etc.,
T aches the Structures and Forms, Level II, rrenchlaysentlEff lErliillIngThiraMbrraFjeUF 7,51511Bais beforecomplementary LIfinitives. Using the Grammar in a dialogue°Sidney Levitan teaehingu
ItveltlEtAu Audio-UnEmql Shills.ffirinTlinelan70:614RriaralairgUeand replacements in basic slotsteaching° Developing listening
Level II FRENCHTERWrvarious substitutionsof the framed Howard Agrenimcomprehension,'
1:frIfitt Tc ach the Structures and Forms. Level III SPANISH_eac nratErlrorr=e6T"the771Frrelt subjunctive withuse of visual models. Drills adapted from "Modern Spanish,'"Oonversation stimulus. Evangeline Galas teaching,'
20 Intensive plogam. Level II SPANISHensin"BMIEg lesson. Vocabulary presented as
in A-LM and also traditionally as in NM Anita Ligorioteaching.Tekxt: Cuentos Corrientes - La Violeterao
,t 414..t.ensive ReaALLIE. Level III IliENCH-177471ElintiiiisilirET5dIEg (not supplementary reading) lessonusing "Franee-Ameriquen and easy portions of "La Ch6'vre dejd Seguin." Suggestions for supplementary reading in I:ivelsIII and IV
Wrllt_iAg on Level III SPANISHWITIbralTrinferns. Controlled writing: chayitng person;number, tense; changing the form from dialogue to narrationeten Controlled composition: answering questions or folic*an outline to form a composition. The writing and recording
of a tape-eoript for a Mexican tape-palo
t r.tii on Level IV FRENCHmin ariVETTFICTo free composition. Techniques also
airlicable to Level III. Pierre Chanover of Garden City HS0
Evaluation on Level II SPANISH""nslilig. s i-Partioularly, Chart for testing oral
