Student-Led Classes as a Technique for Teaching and Assessing Foreign Languages Elena P. Clark UNC-Chapel Hill

“Why exactly are we here?”

Sometimes Class Feels Like This

''The best of the best of the best, sir! With honors.''

“Congratulations. You're all we've come to expect from years of government training.”

How does student teaching combat these problems?

Gives students sovereignty over and responsibility for the learning process

How does student teaching combat these problems? Gives students sovereignty over and responsibility for the learning process Allows students to research areas of personal interest

How does student teaching combat these problems? Gives students sovereignty over and responsibility for the learning process Allows students to research areas of personal interest Breaks down student/teacher divide

How does student teaching combat these problems? Gives students sovereignty over and responsibility for the learning process Allows students to research areas of personal interest Breaks down student/teacher divide Causes students to think about process of language/knowledge acquisition

Positive Feedback Loop MotivationKnowledgeConfidence

Results

Motivation

Knowledge

Confidence

Yet More Student Engagement

Potential Pitfalls

Poor quality teaching/use of target language Students overwhelmed with terror Is it “fair”?

The Process—Part 1

Choose dates

The Process—Part 1 Choose dates In-class brainstorming for topic ideas

The Process—Part 1 Choose dates In-class brainstorming for topic ideas – Encourages discussion in target language of potential topics

The Process—Part 1 Choose dates In-class brainstorming for topic ideas – Encourages discussion in target language of potential topics In-class discussion of what makes good teachers and good students

The Process—Part 1 Choose dates In-class brainstorming for topic ideas – Encourages discussion in target language of potential topics In-class discussion of what makes good teachers and good students – Encourages students to play their part when others are teaching

The Process—Part 2

Individual meeting with students to discuss topic ideas, potential materials, and lesson plans

The Process—Part 2 Individual meeting with students to discuss topic ideas, potential materials, and lesson plans Review of materials and lesson plan

The Process—Part 3

Students teach class

The Process—Part 3 Students teach class I grade their efforts with grading rubric posted on class website

The Process—Part 4

Students write reflection essay in target language

The Process—Part 4 Students write reflection essay in target language I grade reflection essay with grading rubric posted on class website

Discussion Group 1: Discuss potential lesson topics Group 2: Discuss potential materials and exercises Group 3: Discuss potential pitfalls and how to avoid them Group 4: Discuss how to utilize student teaching in the beginning or low-intermediate language classroom