Salisbury University
Department of Teacher
Specialties
Spring 2009
SCED 376 ‑ Foreign
Language and Reading Methods in the Secondary School, Part I
3 credits
Professor: Dr. Arlene White Office
Hours:
Office: Holloway Hall 343 MWF: 11:00-11:45 TE 379Q
Phone: 410-543-6253 TR: 11:00-12:00 HH 343
E-mail:
afwhite@salisbury.edu
Description:
The study of the philosophy, aims and
methods of teaching foreign language in the middle and secondary school with
emphasis upon the theories, techniques and materials in current use. Emphasis
on strategies, skills and instruction in reading. Prerequisite: Admission to the Professional
Teacher Education program. Co-requisite:
SCED 339. Three hours per week.
Text:
TEACHER'S HANDBOOK - CONTEXTUALIZED
LANGUAGE INSTRUCTION (2005 – 3rd edition) - Shrum
and Glisan
STANDARDS FOR FOREIGN LANGUAGE LEARNING IN THE
21ST CENTURY (1999)
READING TO LEARN IN THE CONTENT AREA (2009
– 7th edition) Richardson, Morgan and Fleener
Materials:
Videotape / LiveText
/ folders
Outcomes
support the Conceptual Framework themes that are identified in parentheses: I –
Informed and Reflective Pedagogy; II – Enhanced Student Learning; III –
Scholarship; IV – Collaboration. The
conceptual framework is based on the organizing theme of “Caring, competent and committed informed professionals promoting student
success and excellent practice in education.”
|
Outcome: Candidates will demonstrate |
Assessment
|
|
1. Knowledge of workable theories and
methods of language learning (I, III) |
a. Participation in class discussion b. Integrate theory and methodology in
mini-lesson, unit outline c. Portfolio d. Strategies tool box e. Observation journal |
|
2. Knowledge of a variety of teaching
strategies and techniques to create a student-centered and proficiency-based
classroom (I, III) |
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box e. Observation journal f. Reaction papers |
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3. Knowledge of strategies, skills and
instruction in reading(I, III) |
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box e. Observation journal |
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4. Knowledge of strategies for
development of differentiated vocabulary instruction (I, II) |
a. Mini-lessons b. Unit plan c. Portfolio d. Strategies tool box |
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5. Knowledge of techniques for
individualization for talented and gifted students, students with disabilities
and students with culturally diverse backgrounds (I, II) |
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box e. Observation journal |
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Outcome: Candidates will demonstrate |
Assessment
|
|
1. Ability to design and present mini-lessons
(I) |
a. Prepare, videotape and present mini-lesson |
|
2. Ability to plan for the long term (I) |
a. Prepare and submit a unit outline with
annotated bibliography |
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3. Ability to develop and / or select
authentic and appropriate materials to complement and supplement their
teaching and reading instruction(I) |
a. Integrate materials into mini-lesson
and unit outline b. Strategies tool box |
|
4. Ability to reflect upon in and out of
class activities (I) |
a. Mini-lesson b. Portfolio c. Observation journal d. Reaction papers |
|
Outcome: Candidates will demonstrate |
Assessment
|
|
1. A preference for student-centered
instruction (I, II) |
a. Mini-lesson b. Unit outline c. Strategies tool box |
|
2. A positive, professional attitude
toward language teaching (IV) |
a. Mini-lesson b. Professional development paper c. Philosophy of Education paper |
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3. Habits of mind that support continual
learning and professional growth (IV) |
a. Class discussion b. Professional development paper c. Portfolio |
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Outcome: Candidates will demonstrate |
Assessment
|
|
1. An awareness of routines in the
classroom, classroom management techniques, and pedagogical strategies (I,II) |
a. Observation journal b. Mini-lesson c. Strategies tool box d. Unit outline |
|
2. The ability to design and present a
mini-lesson (I, II, III) |
a. Mini-lesson |
|
3. A positive, professional attitude
toward language teaching (IV) |
a. Observation journal b. Mini-lesson c. Professional development paper |
|
4. The ability to identify reading
strategies (I, III) |
a. Observation journal b. Unit outline |
|
Outcome: Candidates will demonstrate |
Assessment
|
|
1. The ability to develop effective
strategies for integrating technology into the curriculum (I, III) |
a. Mini-lesson b. Unit outline c. Portfolio d. Strategies tool box |
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Outcome: Candidates will demonstrate |
Assessment
|
|
1. Knowledge of NCATE, INTASC and state
standards as they apply to foreign language education (I, III) |
a. Artifact / evidence in portfolio b. Mini-lesson c. Unit outline |
Conceptual Framework:
The University of Maryland Eastern Shore teacher / counselor
education programs prepare professionals who are reflective, innovative, value
diversity and are effective (PRIDE). Our
candidates are professionals who are
dedicated and committed to excellence and have specialized knowledge and
intensive academic preparation. They
continually reflect on and evaluate
their practices and demonstrate a willingness to make changes that enhance
student growth and learning. Moreover,
candidates are innovative in
employing the best contemporary practices using creative problem solving
techniques and connections to real world experiences. Our paradigm for valuing diversity centers around understanding
and interacting with individuals in various educational, social and cultural
environments. Finally, teacher and
counselor candidates demonstrate the knowledge, skills and dispositions that
support effective student learning
outcomes.
Learning Experiences:
Failure to meet deadline dates (see weekly schedule) will result
the deduction of a letter grade for each day late prior to formal evaluation of
that activity.
1. Create and present 1
15‑20 minute mini‑lesson
with lesson plans (lesson plan = 20 / teaching and analysis of
lessons = 40)
Once you receive your field placement, in your assigned school you
will teach and videotape one lesson on listening / speaking / writing /
vocabulary / grammar / culture. You
should look for opportunities to integrate technology and PAR strategies into
your lessons as well. You may utilize techniques from teacher presentations, in‑school observations (see class schedule for dates)
and/or the basic texts for this course.
Your presentation must be no longer than 20 minutes. You will have an
additional 5 minutes to distribute material, answer questions and set up
equipment for your presentation; thus, you will be allowed NO MORE THAN 25
MINUTES OF CLASS TIME. This restriction
shall be strictly enforced. Your
presentation will consist of: 1) a lesson plan (to be distributed to the class
prior to the demonstration); 2) the actual presentation/viewing of the lesson
on video; 3) utilization of appropriate teaching aids; 4) an appropriate evaluation
of student acquisition of content presented i.e. were the objectives
achieved? You will receive points for
each of the following categories:
PLANNING
1) The instructional
objective was well written. (3 points)
2) The lesson plan was
well constructed and related to National Standards. (3 points)
3) The selection of the
content was appropriate for the objectives, the level of the class and teaching
strategies. (3 points)
4) The lesson's
expectation was realistic for the demonstration class level and time
constraint. (3 points)
5) The instructional
materials complemented the presentation and highlighted the content. (4 points)
6) The lesson
presentation was well organized. (4 points)
PERFORMANCE
1) The lesson was
introduced concisely and the set was established i.e. overview and/or
anticipatory set. (2 points)
2) The content was
presented in an understandable and interesting manner. (4 points)
3) The lesson was well
paced and met time constraints. (2 points)
4) The teacher's voice,
body and gestures were appropriate and were used effectively. (1 point)
5) The teacher's
interaction (verbal and non‑verbal) with the students was effective. (2
points)
6) The teacher
demonstrated evidence of incorporation of teaching concepts and techniques from
the course text and class presentations. (4 points)
7) The teacher used
accurate and appropriate models for grammar and pronunciation. (2 points)
8) The lesson was
summarized in an appropriate manner (2 points)
9) The objective was
attained. (2 points)
ANALYSIS / REFLECTION of
1) How objectives were
/ were not achieved (2 points)
2) Appropriate use of
technology and / or audio visual materials (2 points)
3) Skill development (2
points)
4) Use of target
language (2 points)
5) Classroom management
techniques (2 points)
6) Interaction with
students (2 points)
7) Degree of comfort
for teacher and students (1 point)
8) Strengths (2 points)
9) Weaknesses (2
points)
10) Possible revisions (2
points)
The mini‑lesson must be completed
by WEEK 11 / April 15. The video will be
seen and discussed in class. Videos
should be in VHS format; if they need to be converted, please allow sufficient
time for that extra step.
2. Write
a unit outline (43 points) + Annotated bibliography (18 points) (This project
may be done with a partner)
a) Completed title page with topic title,
your name, course number and current
date
b) You will create a unit outline using a
chapter or sections of a chapter that you
might
teach next year. This will include the main purpose or objectives of the
unit;
the rationale; the knowledge base; broad areas of content; learning
outcomes
by skills; general teaching strategies and activities; types of assessment;
materials
to be used (@ 5 points)
You
will also include an annotated bibliography with a minimum of 2 content
area
texts, 2 electronic sources and 2 audio and / or visual sources (18 points)
c) Neatness of copy, logic of organization,
clarity of style, accuracy of grammar
and
spelling (3 points)
d) Include a copy of the chapter which you
are planning
e) See supplemental handout for additional
information regarding format and
bibliography.
A
rough draft of the UNIT OUTLINE is due WEEK 7 / March 11; the rough draft
Of
the ANNOTATED BIBLIOGRAPHY is due WEEK 10 / April 8; and the completed
UNIT
OUTLINE and ANNOTATED BIBLIOGRAPHY are due WEEK 14 / May 4.
3. Evaluation
of textbook (30 points)
a) Completed title page with topic title,
your name, course number and current
date
b) Select a textbook used in the public
schools in the area or found in the storage
closet
in HH342A (see Administrative Assistant in HH347 for a key). Using
criteria
which will be given in class, award points in the categories listed and
write
a brief paragraph summarizing your findings and indicating if you would
recommend
the textbook for adoption and why. (27
points)
c)
Neatness of copy, logic of
organization, clarity of style, accuracy of grammar
and
spelling (3 points)
Textbook
evaluation is due WEEK 12 / April 20.
4. Reaction
papers (3 x 20 = 60 points)
You
will read three articles from three different professional journals (1999 to
present) about three different topics of interest to you; one must be on the teaching of reading. Attach a copy of the article with complete
bibliographic information to your paper which should indicate the following:
a) List
the 3 most important ideas / concepts that you learned from the article
(6
points)
b) Develop
your own personal reaction to the author’s point of view (5 points):
Where
do you agree or disagree? Why do you
agree or disagree? How could the
presentation
of material be improved?
c) Describe
how you might be able to make use of this information in your
classroom
(6 points)
Reaction papers should be typed and 2-3 pages
in length. Footnotes should be used
where appropriate; they may be placed at the bottom of the paper or at the end
of the paper. The grade for each paper
will also take into consideration the logic of organization, clarity of style
and accuracy of grammar and spelling (3 points).
Due dates for reaction papers are WEEK 4 /
February 18, WEEK 7 / March 11 and
WEEK 11 / April 15.
5. Evidence of
Professional Development (30 points)
This 1‑2 page paper will describe a professional development
event which you attended, indicating when, where and why. You will also discuss how the event
contributed to your development as a future educator.
Possible events would include:
► MFLA Spring Conference - “Languages in High Definition” - Blake
High School in Montgomery County – March 14
► Northeast
Conference on the Teaching of Foreign Languages – “Engaging Communities: The
World is Our Classroom” - New York City – April 16-18
► The Riall Lecture on campus – March 10 – 7:30 pm Holloway Hall –
“An Evening with Dr. Pedro Noguera” who is the
Director of the Metropolitan Center for Urban Education and Co-Director of the
Institute for the Study of Globalization and Education in Metropolitan
Settings.
► Wicomico County Workshops:
February 28 –“How to Teach the Tough Stuff: Glamorous Grammarians” and other
monthly Saturday workshops which will be announced
►
In‑service opportunity at your field experience school
►
Interview with the reading specialist at your school
►
Other ‑ to be discussed with the professor
The grade for this paper will also take into consideration the
logic of organization, clarity of style and accuracy of grammar and spelling.
Due date is WEEK 14 / May 6.
6. Philosophy of Education Paper (30 points)
This 2-3
page paper asks you to describe 1) your philosophy of education in general (5
points);
2) your philosophy of foreign language education in particular (5 points); and
3) your
philosophy of the relationship between foreign languages and learning literacy
(listening,
speaking, reading ,writing) (5 points).
How will the above affect how you
physically
and pedagogically organize your class and classroom (4 points)? How will
the above
affect the classroom management techniques you will use (4 points)?
How will you
interact with your students (4 points)?
This paper
will be submitted WEEK 2 / February 4.
The grade for this paper will also
take into
consideration the logic of organization, clarity of style and accuracy of
grammar
and spelling (3 points).
7. Field Experience
Journal (10 X 5 = 50 points + 10 points = 60 points)
From the list which you will receive in class, select a topic for
your weekly observation. Indicate when
and where you observed, indicating the level of the class and any pertinent
information about the students. Answer
the question(s) associated with the chosen topic. Include any commentary based on conversations
with your mentor teacher. Include a
reflective statement regarding how you would have felt as a student AND as a
teacher in this class.
Each journal entry is worth 5 points. Journals will be collected in WEEK 9 / April 1
and WEEK 14 / May 6.
One additional entry should describe an
extra‑curricular event which you attended during your field
placement. This could be a faculty
meeting, a club meeting, a parent‑teacher
conference, a cultural or athletic event. This is due WEEK 14 / May 6.
8.
Portfolio in LiveText – 5 artifacts [WHAT? 3 points] + reflections
[SO WHAT? 4 points
/
NOW WHAT? 3 points] = 50 points
From
the information and format given to you in your technology class, you will
begin to constuct a professional portfolio in an
electronic format using LiveText, using the NCATE
standards for foreign languages as your framework. You will select 5 artifacts (i.e. OTHER
assignments / projects that you have ALREADY done for this class and / or other
classes) and decide which standards they meet (1 artifact could meet multiple
standards). THEN you will write a
reflective statement (model to be shown in class) about each artifact worth 10
points apiece for a total of 50 points.
All artifacts and reflections will be stored in LiveText.
The
first identification and reflection of the chosen artifact is due WEEK 7 /
March 11; the second during WEEK 9 / April 12; the third during WEEK 11 / April
15; the fourth during WEEK 13 / April 29; and the final artifact and reflection
will be due during the last class during exam week on May 14 (1:30-4:00 p.m.)
when you will share your portfolio with the class.
8. Strategies
tool box (10 x 6 points = 60 points)
You
will need to select a format that works for you – file box, notebook, file
folder, etc. Throughout the semester,
you will collect 10 strategies which you think will enable you to be a better
teacher. You will select or create 5
strategies which deal with foreign language instruction, 3 with reading, and 2
with technology. On each card or sheet,
you will identify the strategy (1 point), describe how it could be used in the
classroom (2 points), when it would be used (1 point) and why it would be used
(2 points).
The
first five strategies are due WEEK 9 / March 30 and the next 5 strategies are
due WEEK 13 / April 27.
Evaluation:
Professional Activities
Review of materials - textbook 30
points
Professional Development Paper 30
points
Reaction papers (3) 60
points
Philosophy of Education paper 30
points
Professionalism (attendance/participation) 50 points
Portfolio 50
points
Strategies Tool Box 60
points
Planning
Lesson plan 20
points
Unit Outline + annotated bibliography 61 points
Field Experiences
Observation Journal 50
points
Extra‑curricular activity 10
points
Teaching and analysis of 1 lesson 40 points
A = 442-491 points B = 393-441 points C
= 344-392 points
(outstanding and (praiseworthy
per- (satisfactory per-
exceptional achievement) formance; above average) formance; average)
NB: You will have the opportunity
to turn in DRAFT copies of work prior to due dates i.e. alternative due dates
may be given. Work turned in late will
have 10% of the possible points deducted from the final grade for the project.
Expectations/Guidelines:
1. In support of
Writing Across the Curriculum, there are many opportunities in this class to
practice and develop writing. All work
handed in will be graded on clarity of expression and organization and accuracy
of grammar and spelling. All formal
projects should be typed.
2. Participation
a. Involvement in class
activities
GRADE QUANTITY
AND QUALITY OF INVOLVEMENT
0‑4 No
contributions; uninformed contributions, regardless of frequency
or
quantity
5‑10 A
few informed contributions
11‑14 Sporadic,
informed contributions
15‑19 Frequent,
informed contributions
20‑25 Consistent
(each class), highly informed contributions
"Contributions" refers to posing questions, making
comments, engaging in group discussions and activities and offering feedback
for student presentations.
"Informed" refers to raising pertinent questions, making
relevant comments and promoting useful discussion. Informed participants will show strong
evidence of thoughtful reading and ready knowledge of discussion material.
Be considerate of others.
Do not talk while others are talking.
Behave in a professional and ethical manner. Be curious, flexible, organized and
patient. Do not be afraid to take risks
and care about what you are doing.
b. Attendance
GRADE SESSIONS
PRESENT
0‑4 15
or less
5‑10 16
- 18
11‑14 19
- 21
16‑19 22
- 24
20‑25 25
- 28
Your attendance will be monitored.
Class is interactive in nature and is difficult to make up in the event
of an absence. You are expected to arrive
on time and to stay the entire class period.
You are expected to attend every class.
Any religious holiday will not be counted against you. Other reasons for absences will be judged on
an individual basis. Failure to notify
the professor in the event of a planned or unplanned absence shall be
automatically counted against you.
3. Scholastic
standards: see pages 63-65 of the 2008‑2010 catalogue.
4. Related to many of
the assignments which you will have in this class is the time which you will
spend in the schools. Once you have been
assigned a site and a mentor teacher, you may spend as much time as your
schedule permits in the school with a
minimum of 20 hours which will be verified by the log provided by the
Office of Field Experience. This will
count as part of your participation grade and also provide you with the
opportunity to complete many of your projects for this class. Dress as a professional during your field
experience visits. You are representing
yourself as well as Salisbury University.
5. Technology ‑
It is increasingly important for teachers to become computer literate both
personally and professionally. You
should attempt to use computer technology in a variety of ways to enhance your
assignments (creating graphics, incorporating technology in class presentations
and/or projects).
The professor may forward or send you pertinent information
about class or the career of teaching via e-mail. If you do not regularly use your SU account,
please have your e-mail forwarded so that you may receive the information in a
timely fashion.
6.
The Professional Education
Unit at Salisbury University is guided by a conceptual framework centered
around the knowledge, skills and dispositions critical for educators. A copy can be viewed at http://www.salisbury.edu/Schools/Seidel/cf.html
Links are provided
between the framework and the course objectives which
reflect the four themes
of Informed and Reflective Pedagogy, Enhanced Student
Learning, Scholarship,
Collaboration.
TENTATIVE WEEKLY SCHEDULE:
|
DATE |
READING IN TEXT; include Appendices (SG /RMF) |
TOPICS FOR DISCUSSION |
ASSIGNMENTS |
|
1/26 |
|
Introduction |
|
|
1/28 |
SG – pp. 1-10 |
Preliminary Chapter – Becoming Familiar with the Profession and
Expectations for Language Teachers |
p. 9 – Tasks #1-4 |
|
2/2 |
RMF – pp. 1-14 |
Content Teachers and
Content Literacy (Chap 1) |
|
|
2/4 |
RMF – pp. 14-29 |
Content Teachers and
Content Literacy (Chap 1) |
p. 28 - Assisting
Comprehension #1 Philosophy of Education Paper |
|
2/9 |
SG – pp. 11-31 |
Understanding the Role of Contextualized Input, Output and
Interaction in Language Learning (Chap 1) |
handouts |
|
2/11 |
SG – pp. 11-31 |
Understanding the Role of Contextualized Input, Output and
Interaction in Language Learning (Chap 1) |
pp. 32-34 – CS#1 (ask yourself / class discussion 1-3); handouts |
|
2/16 |
SG – pp. 40-48 |
Contextualizing Language Instruction to Address Goals of the
Standards for Foreign Language Learning (Chap 2) |
DISCUSSION – why do we have national standards? Do we need them? How will they be important in YOUR
classroom? Research paper topic, preliminary title, research question and
partial bibliography due |
|
2/18 |
RMF – pp. 173-184; 478-480 |
Dr. Nancy Michelson READABILITY place TBA Bring a textbook or
reader |
Reaction Paper #1 |
|
2/23 |
SG – pp. 48-57 |
Contextualizing Language Instruction to Address Goals of the
Standards for Foreign Language Learning (Chap 2) |
p. 58 – TR#2 pp. 61-62 – CS #2 (ask yourself /class discussion #2 |
|
2/25 |
SG pp.66-87 |
Organizing Content and Planning for Integrated Classroom
Instruction (Chap 3) |
Objectives exercise Observation #1 |
|
3/2 |
SG pp.66-87 |
Organizing Content and Planning for Integrated Classroom
Instruction (Chap 3) |
Sample Lesson |
|
3/4 |
RMF – pp. 68-83 |
Preparation for Learning
(Chap 3) |
Rough unit outline Observation #2 |
|
3/9 |
RMF – pp. 83-96 |
Preparation for Learning
(Chap 3) |
p. 95 - Assisting
Comprehension #1 RIALL LECTURE 7:30 PM (3/10) |
|
3/11 |
RMF – pp. 97-115 |
Assistance in Learning
(Chap 4) |
Artifact #1 Observation #3 Reaction Paper #2 |
|
3/23 |
RMF – pp. 115-133 |
Assistance in Learning
(Chap 4) |
p. 133 - Assisting
Comprehension #2, 3 |
|
3/25 |
SG – pp.189-205 |
Story-based Approach to Grammar (Chap. 7) |
Observation #4 |
|
3/30 |
SG – pp.189-205 |
Story-based Approach to Grammar (Chap. 7) |
pp. 207-210 – CS #1 (ask yourself / case #1,2 / class
discussion) CS #2 (ask yourself / class discussion #3) Strategies Toolbox 1-5 |
|
4/1 |
SG pp.154-167 |
Developing an Interactive Approach to Develop Interpersonal
Communication (Chap 6) |
pp. 181-182 CS #1 (ask yourself / case #3 / class discussion #1) Observation #5 Observation Journal 1-5 Artifact #2 |
|
4/6 |
SG pp.154-167 |
Developing an Interactive Approach to Develop Interpersonal
Communication (Chap 6) |
pp.183-184 – CS #2 (ask yourself / case #2, 3 OR class
discussion #1 / class discussion #2) Rough Draft Annotated Bibliography |
|
4/8 |
SG – pp. 214-235 |
Developing Oral and Written Interpersonal Communication (Chap 8) |
Observation #6 |
|
4/13 |
SG – pp. 235-256 |
Developing Oral and Written Interpersonal Communication (Chap 8) |
|
|
4/15 |
|
No class – work on
projects |
Mini-lesson Observation #7 Artifact #3 Reaction Paper #3 |
|
4/20 |
|
Developing Oral and Written Interpersonal Communication (Chap 8) |
pp. 257-258 CS #1 (ask yourself / case #3 / class discussion #1) pp. 258-259 CS #2 (ask yourself / case #4 / class discussion #1,
2, 3) Textbook evaluation |
|
4/22 |
No class – work on
projects |
Observation #8 |
|
|
4/27 |
RMF – pp. 287-313 |
Teaching Vocabulary
(Chap 9) Guests – Current interns |
Strategies toolbox #6-10 |
|
4/29 |
Dr. Starlin
Weaver / Dr. Joel Jenne ACTION RESEARCH / 100
Day calendar Place TBA |
Observation #9 Artifact #4 |
|
|
5/4 |
RMF – pp. 313-338 |
Teaching Vocabulary (Chap 9) |
p. 338 – Reflecting on
your reading Annotated bibliography / unit outline |
|
5/6 |
RMF – pp. 235-258 |
Study Skills in the
Electronic Age (Chap 8) |
Observation #10 + Observation journal + extra activity Professional Development paper |
|
5/11 |
RMF – pp. 258-286 |
Study Skills in the
Electronic Age (Chap 8) |
p. 286 – Reflecting on
your reading |
|
5/14 |
|
Portfolio sharing 1:30-4:00 p.m. |
Artifact #5 |