Nick Henry

Description

Assessment is a critical component of second language (L2) teaching, program evaluation, and research. This course will explore how various tools of assessment are designed and implemented in the field of applied linguistics, and how language professionals can use the data produced by these assessments.

The first part of the course will introduce students to the different types of assessments that are used in the field and discuss these in relation to L2 acquisition theory. The second part of the course will introduce students to various methods used to analyze and evaluate assessment instruments. The final part of the course will focus on how assessments inform and influence teaching, program evaluation, and formal research.

Throughout the course, and in the final project, students will apply content knowledge and gain hands-on experience by designing, developing, and analyzing assessment instruments. This work will culminate in a final project, in which students design, develop, or evaluate tests to be used in their respective language departments or analyze data collected from previous assessments to (a) propose revisions to a current language course, (b) propose revisions to a language program at the University of Texas, or (c) inform current L2 acquisition theory.

Class format/ method of instruction 

Class will be combine elements of lecture, discussion, and workshop formats. The course will be of greatest interest to students in linguistics or to those who wish to complete the Graduate Portfolio in Language Teaching and Program Coordination offered by the Texas Language Center.

Course Objectives

The main objectives of the course are to:

- Introduce students to different types of assessments used in the field and their purposes in the L2 classroom, L2 programs at US institutions, and L2 research

- Consider how current L2 acquisition theory should influence the basic principles of second language testing and assessment design.

- Give students experience designing / developing / analyze testing instruments used to assess student performance in language classes and to evaluate language courses / programs.

- Discuss how classroom testing and program assessment can be used to further L2 research

Class Participation (10%)              

Exploratory Practice Project (20%)

Daily Homework (20%)                

3 Writing Tasks (20%)

3 Tests (30%)

This course is designed for both new and experienced teachers. The course will (1) introduce approaches to teaching a foreign language and discuss their theoretical backgrounds, and (2) socialize students as language professionals. Knowledge of German is not necessary, nor is it necessary that students hold a teaching position during the course.

During the summer, students will complete the online foreign language teaching methods course offered by UT’s Center for Open Educational Resources and Language Learning (COERLL). This course covers many different aspects of language teaching, including teaching L2 speaking, listening, reading, and writing, communicative L2 teaching, the role of grammar in the classroom, vocabulary acquisition, etc.

One week before the beginning of classes, students will take part in a teaching workshop, which coincides with and supplements the pre-semester language teaching orientation. This workshop will reinforce and expand on issues covered in the online component of the course.

During the semester, students will meet approximately every two weeks. Class meetings will focus on (1) topics related to second language acquisition and teaching: (2) the design of common / effective teaching materials, and (3) critically professional debates and issues that relate to college teaching in foreign language departments in the United States.

Throughout the course students will observe experienced teachers and (provided they are teaching that semester) will be observed in the classroom. They will be given an opportunity to reflect on their experiences as a teacher and as an observer. Students will begin to develop a competitive professional profile as future college teacher of foreign languages and cultures.

This graduate seminar explores how second language (L2) learners process language and construct meaning during sentence comprehension. In this course, students will discuss fundamental issues in this field, including questions such as:

(1) How do L2 learners connect linguistic form to meaning, and how does this process relate broadly to the process of acquisition?

(2) How do L1 and L2 sentence processing mechanisms differ, and can L2 learners process sentences like native speakers?

(3) Which internal and external factors influence L2 learners’ processing behavior?

Throughout this course, we will discuss the theoretical constructs and research methods necessary to answer such questions. Further, we will consider practical applications of sentence processing research, including instructional techniques that are motivated by it. Students will also gain hands-on experience by designing research related to the course topics.

Course Description

German 506, a first semester German course, assumes no prior knowledge of German. (Note: If you have prior knowledge of German, you must take a placement test before taking classes at UT.) German 506 introduces students to the language and culture of the modern German-speaking world. Every effort is made to present opportunities to use the language: for self-expression in everyday situations, for basic survival needs in German-speaking language communities, and for personal enjoyment. To this aim, lessons center on linguistic, communicative, and cultural goals.

The functional communicative approach that we take in this course—and in the larger German program at UT—focuses on learning to use basic German language forms, i.e., grammar and vocabulary, in meaningful contexts in a variety of real-life situations and across spoken and written genres. To help students develop their ability to communicate effectively in German, they are expected to come prepared for class, use German, and actively participate in pair and group activities. Students should expect to spend two hours studying for each class period in order to keep up with the pace of the class. 

Required Texts:

1. Course textbook: Christine Anton, Tobias Barske, Jane Grabowski, & Megan McKinstry (2016). Sag mal. An Introduction to German Language and Culture. Second Edition. Vista Higher Learning.
2. Sag mal Basic Supersite
3. Sag mal WebSAM (Student Activities Manual)

Grading Policy

Students’ progress in the class will be assessed during the semester across the following categories:

1  Class participation assessed weekly (10%)

2  Homework (15%)

3  Short writing tasks with multiple drafts (15%)

4  Chapter tests (25%)

5  Structured reflections on learning experiences (5%)

6  Regular quizzes (10%)

7  Short collaborative video project (10%)

8  Final oral exam done in pairs (10%)

Opportunities for extra credit are available. There are no incompletes given in German 506. A grade of C or better is required to enroll in German 507 (i.e., a C- is not a passing grade).