Department of Teaching and Learning

Foreign Language Education

Teaching French as a Foreign Language and TESOL, Joint MA

Paris and New York Courses

Total Points: 50

*NOTE: courses in bold MUST be taken in the semester in which they are listed

  First Fall Semester in PARIS

 Pts

  FLGED-GE. 2069 Teaching Foreign Languages: Theory and Practice

 3

  FREN-GA. 9003 Stylistics and Semantics of Written French

 4

  FREN-GA. 9004 Advanced Workshop in Contemporary French

 4

  FREN-GA. 9891 Independent Guided Reading and Research

 1

  TOTAL

 12

  First Spring Semester in PARIS

 Pts

  FREN-GA. 9002 Applied phonetics and Spoken Contemporary French

 4

  FREN-GA. 9012 Applied Methodology to Teaching French as a Foreign Language

 4

  FREN-GA. 9067 French Cultural History

 4

 FREN-GA. 9891 Independent Guided Reading and Research

 2

  TOTAL

 14

  Second Fall Semester at NYU Washington Square

 Pts

  FLGED-GE. 2129 Advanced French for Teachers of French

 1

  LANED-GE. 2201 The Second Language Classroom: Elementary and Secondary Schools

 4

  One of the Following

  • FLGED-GE. 2911 Student Teaching Seminar in Foreign Language Education (Grade 7-9)
  • FLGED-GE. 2922 Student Teaching Seminar in Foreign Language Education (Grade 10-12)

 2

  TCHL-GE. 2005 Field Work

 0

  TCHL-GE. 2999 Drug and Alcohol Education/Child Abuse Identification and School Violence 
  Prevention/D.A.S.A.: The Social Responsibilities of Teachers

 0

  TCHL-GE. 2515 Adolescent Learners in Urban Contexts

 2

  One of the Following

  • TESOL-GE. 2205 Structure of American English
  • SPCED-GE. 2162 Educating Students with Special Needs in Middle Childhood/Adolescent Settings
  • BILED-GE. 2103 Bilingual Exceptional Children
 3

  TOTAL

 12

  Second Spring Semester at NYU Washington Square

 Pts

  FLGED-GE. 2027 Applied Linguistics in French

 1

  LANED-GE. 2206 Second Language Acquisition and Research

 3

  One of the Following

  • TESOL-GE. 2901 Student Teaching Seminar in TESOL (Grades K-6)
  • TESOL-GE. 2902 Student Teaching Seminar in TESOL (Grades 7-12)

 2

  One of the Following

  • TESOL-GE. 2205 Structure of American English
  • SPCED-GE. 2162 Educating Students with Special Needs in Middle Childhood/Adolescent Settings
  • BILED-GE. 2103 Bilingual Exceptional Children

 3

  Multilingual Multicultural Studies Elective Course

 3

  TOTAL

 12

  TOTAL PTS: 50 

Course Descriptions:

Content core (12 points)

(FREN-GA 9002) Applied Phonetics and Spoken Contemporary French (4)
The study of discourse, grammatical and phonological systems across languages, focuses on oral French and phonetics. This course also includes portions of general linguistic knowledge in phonology and pragmatics.

(FREN-GA.9003) Stylistics and Semantics of Written French (4)
A systematic study of French grammatical, discourse, and pragmatics systems together with a practical study on form, function and usage in French including syntax and sociolinguistics. (The phonological system of French will be systematized in Linguistics Analysis: FREN-GA 9002)

(FREN-GA 9004) Advanced Workshop in Contemporary French (4)
This course will provide students with the opportunity to develop and maintain their oral and written skills in French, focusing on the improvement of both fluency and accuracy through the study of contemporary France and the study of texts of French intellectuals (e.g., E. Badinter, P. Bourdieu, B.H. Levy, E. Orsenna, L. Porcher). This course will also include contemporary culture/civilization and from a language teacher's perspective.

General Pedagogical Core (10 points)

(TCHL-GE 2010) Inquiries in Teaching and Learning (4)
Introduces graduate-level pre-service teachers to the complexities of teaching by exploring four major themes: learning, knowledge and knowing, teachers and teaching, schools and schooling. Each theme is investigated by analysing issues of the learner's autobiography, the challenges of diversity, the power of collaboration, and the uses of reflection. Students read and respond to a range of relevant tests, engage in observation of an elementary or secondary school classroom, create a classroom portrait with a focus on a particular learner, and produce a learning portfolio.

(APSY-GE 2272) Adolescent Development: Theory and Research (3)
Examines theories and research on adolescent development with a particular focus on adolescents from diverse cultural backgrounds. Topics include identity development; family and peer relationships; sexuality; risk-taking behaviour; and the impact of family and peer relationships, schools, and neighbourhood on psychosocial adjustment. Different methodological approaches to the study of adolescent development examined. Implications for prevention and intervention programs for adolescents are also discussed.

(SPCED-GE 2162) Evaluating Students with Disabilities in Middle Childhood and Adolescent Settings (3)
Strategies for general and special education teachers to meet the cognitive, emotional, and social needs of adolescents with disabilities in general education classes in middle and high schools. Methods for collaboration with teachers, parents and other professionals, including in IEP development. Examination of service delivery models at the middle and high school levels. Issues of transition planning, curriculum development, instructional planning, uses of technology, identifying strengths and differentiating instruction, with a special focus on the development of literacy skills and processes that promote social skill development and interpersonal communication.

(TCHL-GE 2999) Drug and Alcohol Education/Child Abuse Identification and School Violence Prevention/D.A.S.A.: The Social Responsibilities of Teachers (0)
An introduction to the role & responsibilities of teachers, school administrators, & pupil personnel staff in the coordinated school health programs. Includes teaching strategies to prepare prospective teachers for the standards-based environment. Course content covers mandated health subjects, e.g., recognition & prevention of substance abuse, HIV/AIDS, child abduction; child abuse recognition, safety education, including fire & arson prevention, & violence prevention. Meets NYS Education Department certification requirements for instruction in school violence prevention (2 hours) & identification & reporting of child abuse (2 hours). The course consists of six hours of in-person instruction and completion of an on-line component. Access to a school is required and can be arranged upon request.

Pedagogical Content Knowledge Core (10 points)

(FREN-GA 9067) French Cultural History: French Perspectives on a Multicultural Education (4)
This course is designed to demonstrate how France manages with questions such as multilingualism, multiculturalism, gender, social class, race and ethnicity, integration and intercultural perspectives in education and in the classroom. A comparative study of multilingual multicultural perspectives in France and the United States will be addressed. We will see how the perception of these various questions has evolved over the last few centuries, nourishing considerable debate over the central role of education in society: the standardization of language as a factor of nation building, a free and secular school system as an agent of social advancement and socialization, multiculturalism and intercultural relations as important social assets in education. This study will be clarified and illustrated by reference to the writings of important thinkers (in linguistics, sociolinguistics, and history of education, literature and politics) from the 18th century to the present day.

(LANED-GE 2206) Second Language Acquisition: Theory and Research (3)
Current approaches and issues in second language research: Receptive and productive development of oral and written language, acquisition models, psycholinguistics and sociolinguistic issues relating to second-language acquisition such as developmental processes and variation, learning styles, first- and second-language literacy, discourse analysis, and the role of culture in language learning. Also included are connecting research and pedagogy, classroom-centered research on instructional strategies, and technology as a research tool. Hours arranged are for student collection and analysis of field data.

(LANED-GE 2005) Intercultural Perspectives in Multilingual Multicultural Education (3)
Cultural perspectives on language learning, language use and education. Focus on sociolinguistic issues in education and pedagogical implications for linguistic and cultural minority students. Central topics include (1) cross-cultural communication in the classroom, including the role of ethnicity, race, gender, and social class; (2) the relationships between home/community language use patterns and school achievement; (3) cultural perspectives on school-community relations; (4) cross-cultural perspectives on parenting and language socialization; (5) standard and non-standard language varieties in the classroom; and (6) effective instructional approaches for linguistically and culturally diverse classrooms. Includes 15 hours of field experiences.

Specialization Pedagogical core (7 points)

(FLGED-GE 2069) Teaching Foreign Languages: Theory to Practice (3)
The first method course for foreign language education majors. Course contents include: Guiding principles and methodology in a variety of approaches to the teaching of foreign languages, specifically in developing auditory comprehension and oral production, teaching reading and writing; impact of culture, heritage, socioeconomic level and educational background on language and literacy development as well as human development processes and variations. Also included are skills in motivation, communication, and classroom management. This course includes 20 hours of field experiences in schools.

(FREN-GA 9012) Applied Methodology of Teaching French as a Foreign Language(4)
A methods course for Teaching French as a Foreign Language. It includes: guiding principals and methodology in a variety of approaches to the teaching of foreign languages – specifically in developing auditory comprehension and oral production; teaching; reading and writing – with specific emphasis on interactive methodology. Also included is the impact of socio-economic and educational background on language development, first and second language literacy development, a reflection on foreign language acquisition as well as a critical reading of various approaches. In addition to 30 classroom hours, this course includes 40 hours of classroom observation.

Student Teaching (4 points)

(E29.2066) Supervised Student Teaching in Foreign Language: 7-12 (4)
University supervised student teaching experience in foreign language classroom at 7-9 and 10-12 levels. Student teaching experiences will be used to support theoretical and practical application of the planning and implementation of curriculum. This experience will also a student teaching seminar, which meets once a week.

Terminal experience (4 points)

(LANED-GE 2039) Advanced Individual Project in Multilingual Multicultural Studies (1)
Under the guidance of a graduate advisor, each student conducts his/her advanced individual research project on second language learning and teaching, and means to update knowledge and skills in the subject(s) taught and in pedagogy.

(FREN-GA 9891) Independent Guided Reading (3 points taken across two semesters)
A guided yet independent work relevant to foreign language teaching, pedagogy and other associated areas. The research methods may include experimental, quasi-experimental, descriptive, historical and /or philosophical paradigms. The individual research project can be completed through reading literature on foreign or second language acquisition/learning, and attending conferences on the same topic. It could also draw on a prior field experience, among other alternatives. Students' projects should not duplicate work undertaken in other classes and should be relevant and meaningful to professional and personal goals. The project will be respectively or jointly advised by faculty members of the Graduate School of Arts and Science or Steinhardt. The project will start during the first semester of the study in Paris but end during the final semester in New York.

Elective Options (beyond degree requirements)

(BILED-GE 2001) Bilingual Multicutural Education: Theory and Practice (3)
Theory, policy, and practice of bilingual education. Key topics include (1) models and programs of bilingual education; (2) policy and politics of language minority education in the U.S. and international contexts; (3) psycholinguistic perspectives on bilingualism, including bilingual language development, (4) cultural, social, and political perspectives on language minority education; and (5) evaluation of bilingual education programs. Emphasis on pedagogical implications of the above, with particular attention to native language development, second language/literacy teaching for developmentally and linguistically diverse students. Includes 15 hours of field experiences.

(LANED-GE 2040) Teaching Second Languages in a Technological Society (3)
Focus on uses of technology, including instructional and assistive technology, in language teaching and learning as well as skill in using technology and teaching students to use technology to enhance language learning and the development of communicative skills.

(LANED-GE 2060) Language Evaluation and Assessment (3)
Approaches to methods of language assessment and evaluation. Formal and informal methods of assessing language proficiency, literacy and second language development. Standardized testing and other formative and summative methods of assessment including portfolio assessment and classroom tests development. Also included are skills needed to analyze one's own teaching practice and to use this information to plan or modify instruction through use of various resources in order to enhance student learning.

(E29.2914) Workshop in Foreign Language Education (1-6)
Learning of alternative methods of teaching second/foreign languages through approaches such as humanistic approach, emotional intelligence, multiple intelligence theory, Jazz Chants, etc. A hands-on approach will be followed and students will have a chance to work on resource projects on various innovative approaches to teaching foreign languages.

(FLGED-GE 2918) Field Experience & Seminar in Foreign Language Teaching (3)
Visits to foreign/second language classes from K-12 and to community resources useful in foreign/second language teaching (30 hours). Class discussion focuses on language teaching skills, human development and relations, lesson planning, use of technology in classrooms, classroom management, language assessment, learning environment, and parental and community involvement.

Extension to Foreigna Language Elementary School (Grades K-6) Certificate

(FLGED-GE 2018) Teaching Foreign Languages to Elementary School Children (Additional 3 Credits Required)
Modes of learning, methods, instructional strategies, language and literacy development, and resources for teaching a foreign language to elementary school children. Emphasis is on the development of literacy and communicative skills.