A Twenty-hour, In Service, Departmental Curriculum Workshop to Develop a Foreign Language Appreciation Curriculum.

Autor/in	Medvitz, James A.
Institution	Baltimore County Board of Education, Towson, MD.
Titel	A Twenty-hour, In Service, Departmental Curriculum Workshop to Develop a Foreign Language Appreciation Curriculum.
Quelle	(1975), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cross Cultural Studies; Cultural Activities; Cultural Awareness; Cultural Education; Cultural Enrichment; Curriculum Development; Curriculum Enrichment; Inservice Teacher Education; Junior High Schools; Language Instruction; Modern Language Curriculum; Second Language Learning; Spanish; Teacher Workshops; Maryland + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Cultural activity; Kulturelle Aktivität; Cultural identity; Kulturelle Identität; Culture; Education; Kulturelle Bildung; Kulturelle Erziehung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculum revision; Curriculumreform; Reform; Lehrerfortbildung; Sekundarstufe I; Zweitsprachenerwerb; Spanisch
Abstract	This document reports on a workshop held to develop the curriculum for a foreign language appreciation program. The first chapter discusses the general educational concerns in preparing a FLA curriculum: course content, the student, and the foreign language teacher. Cultural appreciation is the dominant theme and the rationale for the FLA program. The language, however, is still the primary medium for expressing the very essence of that culture. The basic belief of those committed to an exploratory program is that all students can learn a foreign language if given enough time and the right kind of environment. Language teachers must accept the fact that foreign language study must be made available to every student, not only to the better students. The topic of the second chapter is supervisory considerations. The way the new program is organized and presented to the teachers is of utmost importance. The "new" student in the middle grades is discussed in the third chapter. The curriculum must be planned with this student's principal characteristic in mind: an increasing resistance to the established educational procedures and goals. The fourth chapter is devoted to disciplinary considerations. Language teachers will now have many low-ability students whose background in discipline is usually poor. In the fifth chapter performance objectives and tasks are considered, and examples follow in the sixth chapter. The seventh chapter presents models of possible lesson plans and learning experiences for curriculum consideration. The final chapter gives guidelines for pre-assessment of the program. A short bibliography is provided. (Author/CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC