Title:
Teacher's handbook : contextualized language instruction
Personal Author:
Edition:
4th ed.
Publication Information:
Boston, MA : Heinle Cengage Learning, 2010
Physical Description:
xviii, 510 p. : ill. ; 26 cm.
ISBN:
9781413033212
Added Author:
Available:*
Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
---|---|---|---|---|---|
Searching... | 30000010253453 | P51 S37 2010 | Open Access Book | Book | Searching... |
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Summary
Summary
Teach foreign language effectively with TEACHER'S HANDBOOK: CONTEXTUALIZED LANGUAGE INSTRUCTION, 4th Edition. Designed to prepare you to teach foreign language, this handbook incorporates the Standards for Foreign Language Learning in the 21st Century, and provides a practical framework for integrating the Five C's into foreign language teaching. Mastering the material is easy with real-world examples, provocative case studies, extensive appendices, and a text-specific website with links to teacher resources and streaming video of standards-based instruction.
Table of Contents
Table of Contents: Acknowledgements |
Preface |
Preliminary: Becoming Familiar with The Profession and Expectations for Language Teachers |
Architecture of the Profession |
Expectations for Language Teachers: A Continuum of Teacher Standards |
Language Policy and Language Education Policy |
Investigate and Reflect: Learning About Your National Language-Specific Organization and Your state Language Association |
Learning About Your Regional Language Conference |
Familiarizing Yourself With Foreign Language Resources |
Comparing Teacher Standards Across the Career Continuum |
Language Policy and Language Education Policy |
1 Understanding The Rold of Contextualized Inputoutput and Interaction In Language Learning |
Conceptual Orientation: Language Learning as an Individual (Cognitive) Achievement |
Language Learning as a Collaborative (Social) Achievement |
The Role of affect and Motivation |
Implications of the Research for Classroom Teaching |
Observe and Reflect: Observing a Child Interacting in His/Her Native Language (L1) |
Alternative Observation of a Child Interacting in His/Her Native Language (L1) |
Observing a Beginning Language (L2) Class |
Discuss and Reflect: Creating Real Conversational Models |
2 Contextualizing Language Instruction to Address Goals of the Standards For Foreign Language Learning |
Conceptual Orientation: A Historical View of Context in Foreign Language Instruction |
The Role of Context in Proficiency-Oriented Instruction |
An Introduction to the Standards for Foreign Language Learning in the 21st Century (SFLL) |
Focus on Context: The "Weave" of Curricular Elements |
Pre K-12 English Language Proficiency Standards: Using the Standards Framework to "Contextualize" the Curriculum |
Teach and Reflect: Developing a Learning Scenario |
Contextualizing the Teaching of a Past Tense Grammar Point |
Using the Standards at the Post-Secondary level |
Discuss and reflect: Teachers Talking Textbooks |
3 Organizing Content and Planning for Integratged Language Instruction |
Conceptual Orientation: Current Paradigm for Instructional Planning |
Planning for Student Learning and the Development of Thinking Skills |
Considerations in Providing Input and Selecting Content |
Classroom Discourse: Teacher Feedback vs. Evaluation |
Long-Term Planning for Instruction |
Daily Lesson Planning |
Teach and reflect: Planning for Instruction |
Developing a Content-Based Level 5 Foreign Language Class |
Comparing State Framework and Curriculum Documents |
Exploring Options for CBI at the Post-Secondary Level |
Discuss and Reflect: Analyzing the Use of Content and context in a Japanese Lesson |
4 Connecting Language Learning to the Elementary School Curriculum |
Conceptual Orientation: An Optimal Age for Language Acquisition? |
The Elementary School Learner |
Program Models |
Traditional FLES Programs of the Past and Early Language Programs of the Present |
Strategies for Teaching Language to Elementary School Learners |
Standards Highlight: Making Connections Between Language and the Elementary School Curriculum |
Teach and Reflect: Designing a Content-Based Elementary School Lesson |
Developing a Storytelling Lesson |
Discuss and Reflect: Teaching Fourth-Grade Content in French |
5 Integrating Cultures and Comparisons In Middle School Language Instruction |
Conceptual Orientation: The Middle Level Learner |
Language Instruction in the Middle School |
Principles for Middle School Language Instruction |
Standards Highlight: Integrating Cultures and Comparisons into Middle School Language Instruction |
Assessment of Middle School Performance |
Teach and Reflect: Developing Culture-Specific Examples of the Three Ps |
Unit and Lesson Design Around a Story, Myth, or Folktale |
Viewing and Analyzing Lessons on the Three Ps |
Discuss and Reflect: It's McLicious! Staying in the Target Language |
6 Using An Interactive Approach to Develop Interpretive Communication |
Conceptual Orientation: Framework of Communicative Modes |
Standards Highlight: Exploring the Interpretive Mode Through Listening, Reading, Viewing |
Interpretive Communication: Listening and reading Processes |
The Viewing Process |
Research on the Variables Involved in Comprehension and Interpretation |
Integration of Authentic Texts |
The Role of the Interpretive Mode Across Instructional Levels |
An Interactive Model for Integrating the Three Modes of Communication |
Teach and Reflect: Using the Interactive Model to Explore an Authentic Printed Text |
Using the Interactive Model to Explore an Authentic Audio/Video Segment |
Teaching Literature at the Post-Secondary Level |
Discuss and Reflect: Reading Aloud |
7 Using A Story-Based Approach to Teach Grammer |
Conceptual Orientation: The Deductive and Inductive Dichotomy |
Reconceptualizing Grammar Instruction |
Basic Principles of Dialogic Story-Based Language Teaching |
A Model for Dialoguing about Form in a Story-Based Language Approach |
Elements of Story-Based Language Learning |
Voices of the Learners |
Teach and Reflect: Examining Grammar Presentations in Textbooks |
Designing a Story-Based PACE Lesson |
Developing a PACE Lesson for the Post-Secondary Level |
Discuss and Reflect: Contrasting Explanations of Form |
8 Developing Oral and Written Interpersonal Communication |
Conceptual Orientation: Interpersonal Speaking from a Proficiency Perspective |
Standards Highlight: Exploring the Interpersonal Mode Through Speaking and Writing |
Strategies for Teaching Interpersonal Speaking |
Teacher Interaction with Students |
Teaching Strategies for Group Interaction |
Student Interaction |
Developing Interpersonal Speaking Through Study of Literature and Culture |
Teaching Interpersonal Writing |
Providing Feedback in Oral Interpersonal Contexts |
Teach and Reflect: Creating Information-Gap Activities for Various Levels of Instruction |
Integrating Speaking Tasks with Oral or Printed Texts |
Integrating Advanced-Level Discourse at the Post-Secondary Level |
Discuss and Reflect: "Survivor" Game: Keeping Students in the Target Language |
9 Developing Oral and Written Presentational Communication |
Conceptual Orientation: Standards Highlight: Exploring the Presentational Mode Through Speaking and Writing |
The Nature of Oral and Written Presentational Communication |
Presentational Communication: L1 vs. L2 |
Research on Teaching Presentational Writing |
Teaching Presentational Writing and Speaking as a Process |
Presentational Writing as Product: ACTFL Proficiency Guidelines - Writing |
Formats for Presentational Communication in the Classroom |
Responding to Presentational Writing |
Responding to Oral and Multimedia Presentations |
Teach and Reflect: Designing a Presentational Process-Oriented Writing Activity for Secondary Levels or Beyond |
Finding the Oral and Written Presentational elements in Prepared Project Units |
Discuss and Reflect: Integrating Peer Revision into the Presentational Writing Process |
10 Addressing Diverse Needs of Learners In The Language Classroom |
Conceptual Orientation: The Diverse Ways in Which Learners Approach Language Learning |
Teachers' Personality Types and Teaching Styles |
Addressing Diverse Learner Needs |
Addressing Diverse Learner Needs Through Differentiated Instruction |
Standards Highlight: Bringing diverse Student Groups Together Through Participation in Multilingual Communities |
The Communities Goal Area |
Teach and Reflect: designing a Language lesson Appropriate for Diverse Learning Styles |
Working Within Communities |
Discuss and Reflect: Differentiating Instruction: Three Classrooms |
11 Assessing Standards-Based Language Performance in Context |
Conceptual Orientation: Planning for Assessment in a New Paradigm |
Purposes of Tests: A Definition of Terms |
Assessment Formats: A Definition of Terms |
Assessment Formats: ProchievementPerformance-Based, Interactive Model |
Authentic and Standards-Based Assessment |
Empowering Students Through Assessment |
The Oral Proficiency Interview: Implications for Classroom and Program Assessment |
Mediating performance: An Introduction to Dynamic Assessment |
Planning for Classroom Assessment |
Teach and Reflect: Analyzing and Adapting a Traditional Test |
Adding an Authentic Dimension to a Performance-Based Assessment Task |
Designing an Integrated Performance Assessment (K-16) |
Discuss and Reflect: Developing Authentic Assessment Tasks and Rubrics |
12 Using Technology to Contextualize and Integrate Language Instruction |
Conceptual Orientation: Technology Connects the Standards |
Multimedia Technology in the Three Modes of Communication |
Computer-Mediated Communication (CMC) |
Empowering Learners Through Web-Enhanced Technologies |
What the Future of Technology Holds for Language Learning |
Teach and Reflect: Are Your Students Technologically Literate? |
Helping Students Address the National Educational Technology Standards |
Examining the Potential Use of a TELL Exercise |
Creating a WebQuest |
Discuss and Reflect: Teaching Through Photos |
Appendices |
Index |