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Core Curriculum Courses - Summer

SUMMER 2018

Additional Course Offerings: See ChineseFrenchGermanItalianSpanish and Translation and Interpreting

core

METHODS OF FOREIGN LANGUAGE TEACHING (K-12) (CR. 3)
16:617:500:F1:01711
ONLINE; 06/25/17 - 08/15/17
ONE ON-CAMPUS MEETING; SAT, 7/28, 9 AM - 12 NOON & 1 PM - 3 PM; LLB 104.

DOUGLASS CROUSE
Prerequisite: 617:502.

This section is open to prospective teachers who are seeking certification. Contact the WLI (848-932-7016) to register, which is by special permission.

Methods of teaching world languages to English speakers in grades K-12. Emphasis on curriculum development, uses of technology, and software applications. Review of theoretical resources. Conducted in English with language-specific group sessions.


LANGUAGES ACROSS THE CURRICULUM (K-12) (CR.3)
16:617:508:J1:04388
ONLINE; 7/23 - 8/15
KAREN SÁNCHEZ

Refinement of reading, writing, and oral proficiency skills; vocabulary building; and content-based unit development in world languages. Includes discussion of resources taken from a variety of media. Development of instructional materials appropriate for K-12, with an emphasis on teaching the humanities and social sciences in the target languages. Conducted in English with language-specific group sessions.


SEMINAR: TOPICS IN WORLD LANGUAGES: UNDERSTANDING THE BILINGUAL BRAIN: FROM THE LAB TO THE CLASS (CR.3.)
16:617:590:B1:04389
6/21 - 6/29
M-F 8AM - 12:30PM AND 2PM - 4:30PM; AB-5190
NURIA SAGARRA

Language plays a central role in human life. Although all normally developing children learn to speak one or multiple languages, language learning is one of the most complex human cognitive abilities. This course examines the relationship between what we know about the bilingual brain and what teaching practices improve language learning. We will explore questions such as:

How does bilingualism affect the brain? How do bilinguals handle having multiple languages in a single mind? Why do some people learn new languages more easily than others? How do early (pre-puberty) and late (post-puberty) bilinguals process language and how do they anticipate upcoming information? Can adults achieve native-like competence in languages learned after puberty? What linguistic challenges do atypically developing children (autism, ADHD, SLI) face, and is bilingualism really detrimental to them? How can teachers embrace bilingualism in the classroom? What teaching practices can help language learners process information more effectively? Taught in English with groupwork in target language.


TEACHING PORTFOLIO PROJECT (CR.3.)
16:617:599:H1:02365
ONLINE; 7/9 - 8/15
KAREN SÁNCHEZ

Contact the WLI (848-932-7016) to register, which is by special permission.

A three-credit individual project that is to be completed and presented to the student's two-person committee following the completion of the twenty-seven credits of course work. The portfolio reflects the student's individual teaching situation as well as the application of theory and practice from course work taken at the WLI. It entails the preparation of four thematic units utilizing the communicative approach to language. Two units are to be based on the textbook and teaching situation of the candidate; the other two units are to be 'dream' units, in which the candidate develops age-appropriate materials that would be the ideal.

Contact Us

The Language Center

Rutgers University
20 Seminary Place
New Brunswick NJ 08901

Map and Directions


Phone: 848-932-7373
Fax: 732-932-1556
Email:  wli@tlc.rutgers.edu