Course Syllabi

World Languages Curriculum and Instruction Syllabi

Joy Keifer, Ying Jin
January 2020 | Stanford University

The Stanford Teacher Education Program (STEP) of the Stanford Graduate School of Education (GSE) seeks to prepare and support teacher leaders in creating equitable and successful schools and classrooms. These documents are the syllabi for a three-part sequence of courses on teaching world languages in secondary school, entitled EDUC264: World Language Curriculum and Instruction. The courses are designed to inform how language is acquired and present best practices and strategies for helping students acquire the target language, as well as explore the teaching of cultures and social justice within the classroom. The first course, EDUC264A, focuses on second-language acquisition and defining language proficiency levels, as well as state and national standards for language learning. The second course, EDUC264B, centers on creating engaging lesson plans that promote acquisition in the four skills of reading, listening, writing and speaking using the interpretive, interpersonal and presentational modes. The third course, EDUC264C, builds on this knowledge, and teacher educators are required to design both a unit plan as well as a personal development plan. Each syllabus includes a robust list of readings and online resources. Course topics covered include social justice, critical pedagogy, backward design, interculturality, differentiated instruction, formative and summative assessments, input hypothesis, and more.

Program and Curricular Materials