TRAINING TEACHING ASSISTANTSMETHODS COURSE

(:'i'tgIN THE YEARLONG

IN her recent anicle "Leadenhip, Development, Thcrapy: The Course Hcad\ P.oblems and Plea!!res,"Madie! Mueller eftphasizes "the desirabilily andbencfils Io be derived from working with TAs as agroup noronl j lbr abr ietpre.ervi"por iencr olor Inr .rial trainins session but th.ouchour rhe academic yeari l2) . Shc

"rC,c rh". i t { r rc.rrcr romd lA " ,nrnCto apreservice {ortshopand/ora melhods course !har,as Renale Schulz repons (2), is usually offeied concuFrcnlly with the fi6r teachine qperience we may bc "killing thegoose thal is likelyto Iay aColden ege" (Muelle.l2). To combat the isolarion especially felr by new TAsand 1o fosref enrhusiasm ard high norale throuchourlhe schoolyear, Mueller recommends careiully plannedweekly nafl rntinss. while *c of tbe Unive6iry olCalifornia, Davis, Gernan departmnt fully cndorse theco.cept ofa yetulong syslematic approach to TA supervjsion and tmining, wc hale sone a differnL route. wehale crtended the nerhods course from a rwo quaftrro alhree-qudler sequence wnh excellen! results fortheTAs, for the language program, and for rhe depannenl.I propose 1() describe th. format and contenr ofthe expanded rnelhods course and to highlight th beneiits of

TheTA lraininc prosmm in the UCD German deparrmnt introduces incomjng graduaie studenrs to rhe rudimenrs ofeftective teaching and nakes then aware olthe problems ard concerns oflhe foreisn larguage teach-ne prvle*.on B.tore.hei onn! on

-an,pus T{ recei \ethe depannental TA nanual, which js a substanlialsupplement to the campusvide TA handbook (Henderson).Our manual exllains poljcies and procedures that al-iecr TAs in their ioles as leachers. 11 p.ovidcs inslructional intormation about all phases ofGerman la.guageleaching from the firsl class scssion to the erading offinal examinarions, contains guideljns for sramnar dplanation and teslins Io ensure uniformity i. muhisec-ionJ l "nsu"eeco ,r .c. . De. i - ie e.o-(e dnd

" 1B

oplorlunilies availablc in the Gcrman deparhenr, andIists evaluation critria used tor reappoilting graduatcsrudents to leaching assisran$hips. The manual servesas a reftfence and resourcebookler for the TAs lhrough'out rheir tenure at ucD.

ODce our TAs ariveon campuslheymust participaGin a pretcaching orieDtation program. This p.ogram sorecnted and p,e.enrcd jn pdr bJ ,he Ted-hinsResources Ce.rer on campus, in par! by lhe TA supervisor of the Ccnnan depaftment. The center conductsgenral o.ienlalion neelings as well as sessions searedspecifically to foreign ]aneuage TAs, while the TA su-pervisor concentrales on nalten perraining sbictly to

ADFL BlrLErrN, 16, No. 2, J^NlaRy 1935 49

lkgebor!! HendeBon

rhe German depanmenr and rhe reachirg of Gernan.Scnior TAs $ho hale been appojnted coufse coordi.alors contrjbute to fte depanmenral orienration mccrins by provid;ns and discussine couaenateriak forlhcftn \yeek of lansuase instruction. A[te. rhe first *cckof clases, ongoing help is p.ovided in the yearlonsm. hod..o . r .e. rhe Td o, .otr f^ eFr ol o , r f i r rn inp

'Ihe redaining conponeDts of our TA training program are continuing super!isjon and roraring ieachideassisnmenls. It is our belief that TA supervision andevalualion cannol cease halfway through the acadcnnc,ear il we rvant ro ensure continually iDproled reach,ing. To monitor our TAs'progress in lhe classroom ue.el! on a combination of dnect observation, videorapnigs, studenr inierviews conducled nidsay rhrough rhequarter by peronnel fiom the Tachins RcsourcesCenier, and studcnt evaluations ar the end of eachqrdre. B d, , n g u n lo rc \ e e r D oblem. hd world.equi , .addilional visirs, each new TA can expect rwo visirs bythe TA supervisor durine fallqua.!er, one visit each bythe supervrsor and anothcf facuhy nembr plus alidcolapiDg during sinlerquarlr, and a last visit bythesupervisor plus thc srudeni inrerview durjns spnnsquarrer Each one of thcse activuies js inmediarely lbl-lowed by a conierence with thc TA supervisor StudenLevaluations at rhe end oi each quancr are discu$ed inderai las rel l . Al lTAs have rhe r jehr to requen addi-r jondl \n i r .or u- her do. rnerrdr on uf r ldr e".hI c.since thesequencejust oudined represents onlt ihc mandarory ninirnuo ior all new TAs.

As a rule, fnsr year TAs a! well as rmnsicr sraduaresludcnts unfamiliar with our textbook ar assigned ro' (d\h Ceim4n l . \4o.r o i her q I (onr.nre $l ln Cqman 2 ud I in subsequent quarlcs and, evenrually, {nhcou.scs at the second year level. Renaining behind because therea|e fewer sedions of the noe advanced German courses are those TAs $ho, iir consuhation $irhthe supervisor, have chosen to repcat the class ir orderto refine their skills at lhat ]evel as well as one TA iore3. .o-

'eshoj . c lccred b! rhe .up"rv i ,o '^r ,upe,,olperformance and leade^hip skills to acl as coune coor

Theauthar r L.(turct in Getnon al1he Uhivennt ofCaldar

dinalo!. By observing a rolatirg slsrem in teachmg a!_signdenls we ainr ior a vaficry of teaching expenencesat the first- and second year leveh. ln addition' each TAhas lhe opporlunity ro lincrion as coordinarof dl amullisecrional laneuaee cousc pro!ided he or she neelsthe necessary qualiiicalions

Ihe merhod..ouIe . . l .oniJ\o rh.eeonc ncla$cs in which aU nc* TAsenroll during their first vearol residency. Gciman l9OA, rhe initial phase oi th.methods course offer.d durins iallquane.s, is dcsienedlor filsl-year TAs who need to develop t"'acbine slillsand rechniques in o.der to be effeclile reache* in rhcelementary Gernan classes Threlbre th couse

'mphasis is on verydat clasroom situations {lh abalancebcr\yeenrhediscusionotreachineconceptsandrhe developmcnt oi indiridual teaching nralesies bvmeans of parlicipation and observation. Class discnssion gives special altention 10 p.oblens and obiedivesor rhc bPsinnrnj lans rJEe o I c I rudrng frPpdrdr i^ 'coulse conteni, pacinc, wam_ups, pattem drilh, vocabulary dryelopment, pronuncialion error corcclion, teach_InL he loJ, b- . ( . t ih In a .uI r rc l .on t \ r ' rP in 'and using audiolisual equipmenl. The participation seCmeni of Gernan 390A provides an opporlunitv fordic.oteachins. ior adapting and retinins learnine ac, . \ i r .e\ i znd ror . rcdr 'nB nc\ 'edrnins dro rcJiremalerials. FinaUX the obseNation segmnt requires classrood visits to the masle. tacher, a senior TA an'l apeer as well as self evaluation based on speciiicallydesiened evaluation crileria L Txtbooks for lhe couseinclude Allen and Valetlc, C/asraon kchniques andyalerre, Moden Ldnguage ksrinS, supplemented bv theACTFL Prorisiona! Prolicien.r Guidetines

GermJr J{roB o re 'eo J rr i rg $rnrer quarrPr" idesigne.l as a squel to l90A Followins an introducrion abour lhe histo.icalrools o I foreisn languace teaching in lhe Unned Stares. ihe course conccnlrales on themajo! toreign laneuase reaching methodolosics and onthe resources avlilable to lhe torcign language teacherlanging f.om leltbooks and totei8n languaselubrlcations to profcssional organizatlons and conleren'e\.oul .e p" l r ' . lpdnr ' ead r ! r i Ine, lPo,t- tae fory i / r&r.qrag?s and sele.led anicles from foreign lansuagejournah and conferenc repons The course iormalcombines le.tures, studcnl presentations, discusions, andproje.ts. In addirion, the .lass atten'ls at leasr onergional foreisn languase confcrence lo sain iNishr intothe prole$ional activities ol toreign lansuase edu

German 390C, dre lasr phase of our rhree_partnethods couse, is ofiered during sp.ing quarle( lrsmajor purpose is lo familiarize TAs $ith problems and\on-err .of hel^ P gn qngudee ed!\rnenrore!{onirhe 1980s. A pe.usal oi reprcsntalile TA rrarnnrg pro-

enfts across the united slates as in Joseph cibaldiandJanes v. Mnollo, eds, The TeachinE APprehtice Ptogrdm in languoge and Lneturlrt, sueges$ lhal methods

l r f , :8-2couses do nor alloN tor adequare preparation in tbisciucial area. A! our eraduales cmbark on their proils_sionalcarcqs they willbe alled on bvlben dcparimenlsto suggesi ne{ *ays Lo makc Ioreign languagc srudv al' ,a.r ' \c (o l rser .egmcnr.

^r r ' 'c r rdel por r lJ io l

It is parl of our responlibilil) 1() provide TAs sith rheod( 'qrounJ rndr \ i l .e 'Dl . t fen ro( ' r 'ncer iJ incprograms and curicula, ro implemcnl necssa'v chansesard new approachs, and, last but nor lean, to educatea largely monoliDsual popu lation abouL the

'mPorranccof foreign language srud,v

Familiarily *ith curent prosran offerings and ne{approaches develops lrom cxtnsile readins and

'l's\d iscu$ions. Using Why Should Aner icans Studv aFroreien Lansxase?" (Griltn- 24 45) as a staning point,the clas rcads the intro.luci\onto Stength throuqh tlisdon, and Lurie's "Anerica . Globall,v Blind Deafand Dumb and discusses sclected csavs fton the 1980P/o.eediiEs of the Not ional CattJerence oh Pto.fessiohalPrtolrics, Phillipis ?,e Nce Itnpevtiw: E\Pah.line t heHari.ok of fareiEh laneuaee Elrcatia\' Gena's QulPrcIession: Prcs"ht Statusand tuhR Direclions Can'nolt A AbbulAppraach ta l:ot.ign bnguage Etltucd1ror, Phillir'Cs^Ielf Cares/o / Farcisa laiEuase SIud!and re.enMludes ftom the ACTFL Foreisn LanEuaS?6d!.?rion Ser&s. Readine selccnons are up'1aled annually ro reflcct cunent issues and arswcrs The protr'otion of foreign languaec studv, our second cou6eobjedile in Gcrman 190C, is caried our duough rw'public{elarions proiects, one a collective undertakine,thc orher a project oi each studenfs oln choice ln itspresenl fordal lhis cou6e, along sith its two prcde'essos, prorides lhe nece$art backeround for our TAs lobe cffecrive and iniormed foreisn lansuase reachers.

Whal, then, docs the expanded mclhods courle accomplish? Firn and loremon, il prolides lrgreater studenr ilvolvemcnt h departmcnlal and proltssronalmaxes.r During lhc year each ne{ TA engages per-sonally jn nore Ihan ten dillerent acti!ities lt is hardto imagine thal anv mcthods couEe last ing 1cs5 rhnn ayearco! ld dupUcale rhis var ie lv ofexPerience5 ln cer-man l90A each sludenl presents a dicrolc$on inrcduc-ing eirher a lechniqde or neulv dcveloped lcarn'nsnaterial5, .lrafts a chaplcr quiz and portioDs of the linal examirarion, and ei!e5 a reporl on his or her clas$roon visitslo tellowteachers ln German l90B rcqu(edadivilies i.cludc a report on a major loreisn languaseteaching melhodology, a te\rbook evalualion, rbe mb_mr' . ot ' o. . . ab. rdd

'ummd|ir P .n dr ' i . l ( ' o n dcunent foreisn laDsuage journal lbr lalcr publicatronin rhe nes. l " cro r l 'eA^tu\orrhef ( d l 'o r 'd.h.r_ret the Calilontid Centtah 7?d.rel, and arrendance ata foreign languaee conlercnce

The lan lwo itens delerve sPecial mcntlo! becauserhey are nol sra.dard fealurcs ofmethods courses. I

"'

sider il impe.ativc that incoding TAs be dneded towardour prole$ional jounrab, thal drcv undestand rhe anal_

50

omy ofan arlicle and that lhey learn to convey ils rnajorpoinrs in aclearand losical idhion. \\tirinc an absrracrprovides necessary e\ercise, espccially if rhe abstracl appca6 in the regionalAATC newsletter Mosr oflhe dr-licles se choose contain praclical suggestions andinnovarive approachs 10 foreign language teachingandthus they are panicularly helplul to colleagues a1 thcsecondary school level who 6ay hale limited access tothe ftajor foreicn Iancuace jouhah. The .esponse roour "Journal Waich" in lhe newslerter has been ercelIent, and our TAs eain necessary skills and can tak pndin serving the pfoie$ion.

Thp cole.r \e ald .ndr\rdualrr 'endan.p a o,erenlansuase conferences ollers an invaluable supplemenrto our TA training program. Apart from their infornatlonal value, these meelings p.ovide rhe neceslary link10 rhe protessional comdu!ity ou!side the departdenr-We have ben fonrnate in having received inslrucrionalimprolement grants thar. for exmple permilred allTAslo arlend a demonsrraiion of lhe Danmourh method byJohn Rd,. id, dnd o .end i rd i \ dual lA. .o a ro 'e pnlanguase conierence of their choice. we will continue!o explore lundinc opporruniries lor future conf.rcnceand workshop panicipation.

h Cerman 390C content and siudent assienments goweu beyond tradilional cou6c oiferings. In accordancewith theemphasison p.ofessional priorilies for rhe 1980scach studenl reporls on one peninent article and submits il as an abstract tor tbe newsletrer The first oilhelwo publn{elatjons p.ojects involves allTAs and showLr.e. rhe Cerman depdrmpn drd r . rndcrc,Jdra e p ogram a1 a campuswide open house. TAs help with theplanningoflhe program as wellas with the acrualelenr.Apan ' rom ea" ing' . rhrrd Inoi iedcc or orcdr idt ionaldetai ls theyget achance to presenl rheirstudenrsin a variety of skils, to demonstrale newly developed'ed.hir6 aid. .Jch a. culrure rnr ' . . ro e\pld n e\h:bir . .indudins one of tertboots used in the undergraduatelanguage program, and ro meel silh curenr andprospective students. then iamilies, and friends. Thechoi.e oiindividual publicrlalions projects refleds awidevariety ofinterests thar is limned only by cach studenfs ifi'ae'nation. Our most recent 390C courseproducd lhe foilowinc projects:. A list of Gernan companies and firms in the north'

ern Caliiornia arca (Io bc follosd up by a surveyesrablishing each codpany\ forisn lansuase nccds aswell as potential enploynent opportunities lor Ccr

. A vi!i! 1() the fi.st cradc ofa localdemenrary schooland the presentation of a German lelson.

. A series oi radio spoa promoiins loreign languagesludy on the UCD campus.

. A culrure uDn on Switzerland, includins slides, tcx!,and various iollo* up activilies.

. A weckcnd cxcusion wilh a Dalis Senior High School

' , )Q- 2. A presentation, "Fo.eiCn kngrages and Ceees, ' ' ad-

dre$ine all foreign languace studenrs at rhe DavisSenior High School.

. An introduction ro the classical age of Gerdancinema, jncludins iilm showines as well6vrirren and

. Arrangements lbr the monthly sbowing ofthe newsrcel Deut sc h ld h dsp ie ge Lr-con. lu. jor , le u. loola rhcbcnel i r .de i \edfrom

rhe e\panded merhod, \oJhe. f j ' . , oLr tA. 'ec- i !pmore lraining and bclter trainirg because of rhe con-stant inleracrion ol theory and pracrice, includingyearlonc ieedback, nore guidance, and thedevelopmenro I instruclional malerials and profe$ional activilies. Second. rhe ( \pddcd mshoo. \our\e promo,e. '1.red!ncawareness of the wide variety of rsources available rofo.eign language rcachen. Increased awa.ene$, in turn,heishtens interen in educational experimentarion andst.englhens involvedert in cou6e planning, Thanks tothe additional informalion TAs are much bclterequipped to contribute suggellions and ro rry out newideas trilhin rhe framwork of ou. Iansuage program.When TAi o$n ideas are implenenled and found su.-cssful ihn notilation soar! and commilmenr to rhpro8ram and the departmcnr incrcases.

Activc parricipation in the deparhent is com-plementcd by pdticipation in profe$ional orcanizations.Mandatory attcndance at one foreign language conieFence and the *riring oftwo abstracts for rhc newslefierhave indeed sparked additional profssional activitiesand service. By ihe end of the most recenl methodscou6e nine srudents had raken out membeBhips in !a.ious foreign languace organizations, three studenls naosubnilted papers to foreign language conferences rharwere subsequenlly delive.ed, threesludenr {ere granredinstrucrionalimprovement funds ro develop educationalmarerials, eleven sludents rcceived funding lo alknd rhedemonstration of the Da.tmouth merhod, one srudentreceived a substanrial lravl gEnl to atrend a foreign lan-suage conterence in he V dLr(r , or e . ruoenr wa.n-' i red o sr i re a boo\ re. ieq for o-c o olr tore Cnlaneuae" ior , -d l ' .andone.ruoen, . .u. err l ) .er \ rnsas an office. in rhe regionalAAIG chapler Professionalexperiences such as lhese will be :r distinct a$et *henou sradJJrp\ "a erplor.ns r \e job adrker. S.n(e L,ernan l90C has also eiven then beuer insishr jnio rhecurrenr stare ol our profcssion we feellha! our srudentsare in a good posilion ro have more realisric expecla-tjons not only reSarding the futurc ofthe profession bu1also regardine the demands rhar ir will placc on irs tu

Turnins to benefits enjoyed by the languase progranand thedcparlment, we find that theexpanded methodscourse has an impact. Our Croup of betteFlrained andhishly notivared TAs has helped reducethe alrilion tarat key juncrures in rhe program, thal is, rhe end of rheforeign languase rquhcmcnt and rhe beginninc oi the

5l

uppcFdi!ision program, and has hclped incrcrr rlt enrol ldenls rn larguaec coursc\ a l t l re f i .s l 'and sc(tvear lcveh. $t alr.ibule lhn developnenr ro berler lea.hire br of TAs and ro rhcir aclivc inlolvenrent r. educalronalprblic rcLalions Nlanl 01 oL.TAs gile gencrousl!of Ih. i r l ide and taler ls belord the requircd lubl lcrchr io i r prolecrs in Ihe dethods cousc r lgain, i I js (hdrn i1 ia1 consclou nrcs! rx is i lg jn the mclhod\ coursc thali iakcs rhen rc l l ize lhc crucj . l inPrr l of a l l PUb

'crelal ions l i .o iecls ihe\ und.r la le on bchal f o i rhe

Sinceour qtanded m.lhods cousc has podu.ed llt

Brble renr l ts \ re i t r tcnd to retajn the brsc couJs. nrmalan.tconrcnr in l 'cars ro.ome. Ar rhc l rne l rnre 1re rv i l lsuppl .nrrnt rnd uP. late in ionnal ion Lo ref lccl currenlpr.LP.. 'J a 'nJc

"rr"o t r r r ' \d ' i f iis to acquire dicroconl iu lcrs so lhal oLr discu$ntr o 'CAI in lhe melhods.ouse caD be NUpled $'rh acru-al ly rrajnin. ! our T s in basic compuler l i r . racv \ \ 'd

'uconfnlenl thar lhis direclion $ill iuflher enhance the lcFlannancc of orr

-q.aduarc rudcnrs

\OTES

hr r fe.cnra$e$nrcntoipc.r . \a lurrod.ndr( !aL! ' lnT,\ rriniu!, s.. Vrra A llarndr.

rS!. a lso R.b. i r D' Dotrato: A 1!nh.r { . f $ rhe l r ' r ' !!.dal aeveLoUnenr ol lA i\ unoLv.nrcdr in Local.

'c!ionrl.rml. . r ional lo.c igD lanNudlc.ontere. .cs. Su'h xcr iv i r l ! rn i !1,cinfo... dr.rhoJs ['\shJ.d6.loned rnd srll cDco!ra-qtrhc0r,n rh! l ' p.d.eo-qL!.1 p!nurs ' (15)

rS.. . lso \ l i .hr . l a FLaoigrn \ d.str i t rnr ot ( l r r lddranrUnn.Air! DcfailBcnt ot Ersll\h i^ Th. lit'htnE lprk'h.L PtuStorr jn lr\raN. und L r..,rrr. {Cihaldi and \lir'llodd\ l r " lh. \c in .hr .sc ol rhe O'ogram i iun d. ! r \ r Navs roinlol le TAs mor. (?:)

\ \ORK5 ' ITLD

tCTlL Pt.\'tunul Polirnrrd anrnlelt.s Hanrns\ oiIh,dson: A(lTl'L ili.renaLs Cenr.r' l9li/

c'_-- Y aAll.n. La\rrd Dr!id. rdJ R.b(-.! \l \!le(e a/r$.,,D A'lr

nn! t \ : ioreisn Ldr lw4r\ t t l Lrql i \h 6a \ . t . rd l r t )3rd{e }J . {1. Nes \bIL l la . r r r . l r i_ l

Uarrdr, \ l r j r l A Pc! Olr \ r t ra. . r rdd Al \ \ \ r iprning I .n!hid! an!L Tf t r r rng T\s lDtt Bt i l . tn 1\

a.nJr.r, \1rtr..! \\ .i .1 Abhtl at)ln\ai !) tn t!n ! ttteu\ . Entudror Sl . t i . : NlrL T. \ (bot l . l9sl

DiD.na(o R crr " f . \T,niDLn!rnd Srtcr f . r \ (he!rLi l r nn rn t l tudtrc P os'rm' . 11r l / Br l l f r , l5 ! (19sl l :

(;cir, Thodla' ll ,.d Ottt Pnreakrt l\r\.rt Std,r rr'! i tr rz , r"(rrrJ. \1 i lJLrLurr \ ( I FL. l9 l l l l

c ibJLJL. l . \ .ph rdd l l ne\ \ ' \ l id l . . tJ\ . / / r L ' l rnre 1 '

tt..t& fu.xnrn n Ldrl.lr!?xrllrt'r,rrr. N.s \irrl

( ! . i r1n. : L. ! ik \1. / ! r ' r r ' r . / i r . r r ! , l ! r l rd! , r l r :d.d Ntn$r[ : Hatre. . 1911

H!nJrron. lnqcb.it t.\.nl l)tttr. lilthtr! a ttlt!rr. .tll, .

. . i . , . , . . . , D..

ol ( r l i fd.La l rs lLui le, l .setb. adrc, tx ( i .hJLlJ Bl io{1. I ) . i r and

Dumb. Fl l l5 ( l93l l : t l l lL\ | , .L l r r \ lnrL.s L. !d! ,nr i l 1) . \ r l . ln.ni . Th.raP\ Tr l

C.nLr Hraa \ l 'R, L Lt d L I n d P I ! . { i r . \ " lDl l &! / r?"

l l I (1981): l1 16I je: lLn! , laDr. \ : Rcporr t l Ih. Pf . \ ldt r Comxir ! .n on

lr . c i :n l dgurge !d! t l t r r . i r r r ro ia i SrrdLc\ " / l - '1 l ' l

I rh Ljn\ . Jun. L . .d \ . rcu. . . . lar ] . . t t !n L!r t r . r . srd\\ l iddlehr r Na fFl . 1981

ea The ler 1.1\tu^r: Etltnln)! th. | 1.ri.nn\ 'l

Fnt . i l r Ltnlnt l r F. luutn,r sL.L. NrrL L\rbofr .

Pre\iddt\ connrrsi.n on Fr.reo Lrngur!. rna Lfr'r'arL'naLSrrdles st ,er, ,ir.k3li t|^ton) .1 a1t4t1.

'i L's

adt,Dtt) \\i\ltngron. l)C: CPO 19.19Pnri.tt,r\.f rn Natuttt C.rlitl hr ar Pt.irfl.,dt P'I

, r r t . . I l rnr t r !5 .n l l !d!onr A(TI L l l r rerrr l \ C.nre'

SrhuL. Remr., \ "TA Trainin.c Sut! . , ! i r on. xdd hnlurrr 'n:Rr rrs . l x Surrc\ " lDl L Rr ln '11r l l I ( l93al : L 3

Vrlcre, Rcbct.a N ttrl.,, 1dnlrre.7a\,,1 2trd tJ \r$Yo.k l laroui , l9rr

52