| JTTI Academic Director:
|
Patricia Wetzel, Ph.D. (Portland State
University) |
| Academic Coordinator: |
Suwako Watanabe, Ph.D. (Portland State
University) |
| Administration &
Student Liaison: |
Kana Ito |
| Technology Specialist: |
Yuki Kanai |
| Visiting Lecturers*: |
|
Sanae Eda, Ph.D. |
| |
University of Kansas |
|
Noriko Iwaski, Ph.D. |
| |
University of
California-Davis |
|
Hiroaki Kawamura. Ph.D. |
| |
University of
Findlay |
|
Emiko Konomi, Ph.D. |
| |
Mountain View High
School |
|
Ginger Marcus, A.B.D. |
| |
Washington
University, St. Louis |
|
Mari Noda, Ph.D. |
| |
Ohio State University |
| Robert Sukle, A.B.D |
| |
Cornell University |
| Misako Suzuki, M.A. |
| |
National University of Singapore |
| Lindsay Amthor
Yotsukura, Ph.D. |
| |
University of Maryland |
|
| ALLEX Academic Director
and Distinguished Lecturer: |
Eleanor H. Jorden, Ph.D. (Cornell University) |
*Lecturers
subject to change.
The goals of this program are threefold:
1. To instill an understanding of developments in language teaching
(particularly Japanese language teaching,) that view language as meaning
making activity that involves reflective performance;
2. To give ample opportunities in practice teaching with abundant
constructive feedback;
3. To prepare participants to assume responsibility for an elementary
language program at an American institution.
The program will mix theory and practice, lectures and hand-on
demonstrations. As with any good language program, it will employ the
principle of “recycling”—covering topics at a introductory level at first,
then going back to them in more depth and detail as students progress.
• In weeks 1-2 we will make a first pass at a set of core concepts:
fact/act (declarative/performative knowledge), spoken language as primary,
language as performance, the four skills, assessment/testing, language in
culture, etc.
• In weeks 3-4-5-6 we will go into more depth with each of these as they
apply to your teaching demonstrations as well as how they relate to other
textbooks besides JSL. You will hear from visiting lecturers how they use
these concepts in their own teaching, and receive guidance in how to apply
them in yours.
• In weeks 7-8 we will refine the concepts for a last time and go over the
mechanics of running an elementary language program (writing a syllabus,
setting office hours, testing and grading, expectations, etc.).
Requirements and Assessment
1. Content: There will be (sometimes unannounced) quizzes on assignments,
including JSL.
2. Discussion/class participation: This is
an upper-division course of study for some and a graduate-level course of
study for others. Responding to lectures and the readings along with
active participation in demonstrations is part of your job as an advanced
student.
3. Demonstration lessons—"demos"—including
your written plan.
Credits
Undergraduate students will receive 12 credits: JPN 314 (2), JPN 408 (2),
and JPN 477-478 (4-4).
Graduate students will receive 12 credits:
JPN 508 (2), JPN 510 (2), and JPN 577-458 (4-4).
|
