This session from the Penn FLTA orientation developed by Dr. Nicole Mills in French, introduces the participants to deductive and inductive approaches to teaching grammar. She argues for a guided inductive approach using the PACE model for grammar lessons.Approaches_to_teaching_Grammar
These are the General Guidelines to an ongoing Final Project conducted at Columbia University every Fall semester since 2011. The Project is a collaboration between Columbia University and the Autónoma University of Madrid, Spain. During 8-10 weeks, Intermediate students of Spanish as a Foreign Language in New York conduct an intercultural, linguistic exchange with Intermediate students of English as a Foreign Language in Madrid. The purpose of this exchange is to enhance students’ writing skills, perfecting their abilities and performance in the foreign language, while actively learning about the culture of the target language, and teaching about their own. Students act as teachers of culture and language, engaging in peer-to-peer corrections in their native language, while receiving feedback on the foreign one.
These are two models of rubrics to accompany the writing workshops: “Writing Workshop: Argumentative text” and “Writing Workshop: Mini-Drama” which can be found in this site under “Language Instruction”. One is more general, “General Rubric” and the second one is a sample of how the rubric can be molded to asses a specific genre, in this case a Mini-Drama. Neither rubric is broken-down “mathematically” in terms of detailed points, rather, they are aimed to guide the student in the areas he needs to re-work. The rubrics have been translated into English but they would normally be given to the students in the target language.