Teacher’s Handbook, 2/E Contextualized Language Instructor

, by Shrum, Judith L.; Glisan, Eileen W.

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ISBN: 9780838408797 | 0838408796
Cover: Paperback
Copyright: 7/22/1999

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Teacher's Handbook presents a concise theoretical review followed by provocative case studies that ask new and experienced instructors to judge for themselves how best to acquire ESL and foreign language proficiency. The Teacher's Handbook also includes extensive appendices covering professional organizations, publications, and performance standards. This new edition includes a book-specific web site that contains video case studies, a bulletin board, and useful links to a variety of professional organizations and mailing lists.

Acknowledgments

Preface

Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning

[Overview of Second-Language Acquisition Research]

Conceptual Orientation

(14)

Observe and Reflect

(1)

Observing a Child Interacting in His/Her Native Language

(1)

Observing a Beginning Language Class

(1)

Discuss and Reflect

(9)

Creating Real Conversational Models

(2)

Conducting a Cooperative Learning Task

(7)

Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning

[Overview of Standards for Foreign Language Learning]

Conceptual Orientation

(12)

Teach and Reflect

(1)

Developing a Learning Scenario

(1)

Contextualizing the Teaching of a Past Tense Grammar Point

(1)

Discuss and Reflect

(10)

Textbook Evaluation: A Look at the Use of Context in Exercises

(5)

Developing a Top-Down ESL Lesson

(5)

Organizing Content and Planning for Integrated Language Instruction

Conceptual Orientation

(17)

Teach and Reflect

(1)

Planning for Instruction

(1)

Developing a Content-Based Level 5 Foreign Language Class

(1)

Discuss and Reflect

(9)

Does the Class Scheduling Format Make a Difference?

(4)

Using Learners' Needs to Plan for Instruction

(5)

Connecting Language Learning to the Elementary School Curriculum

[Standards Goal Area: Connections]

Conceptual Orientation

(18)

Teach and Reflect

(1)

Designing a Content-Based Elementary School Lesson

(1)

Developing a Storytelling Lesson

(1)

Discuss and Reflect

(6)

Teaching First Grade Content in French

(1)

Implementing an Elementary School Language Program

(5)

Integrating Language Study in the Middle School Curriculum

[Standards Goal Area: Cultures]

Conceptual Orientation

100

(11)

Teach and Reflect

111

(1)

Unit and Lesson Design Around a Story, Myth, or Folktale

111

(1)

Developing Culture-Specific Examples of the Three Ps

111

(1)

Discuss and Reflect

111

(8)

Exploratory vs. Sequential Middle School Programs

111

(2)

Orderliness with Affection

113

(6)

Using an Interactive Approach to Develop Interpretive Skills

[Standards Goal Area: Communication, Interpretive Mode]

Conceptual Orientation

119

(17)

Teach and Reflect

136

(2)

Using the Interactive Model to Explore an Authentic Written Text

136

(2)

Using the Interactive Model to Explore an Authentic Taped Segment

138

(1)

Discuss and Reflect

138

(8)

But the Students Don't Understand What I'm Saying

138

(2)

Reading Aloud

140

(6)

Using a Story-Based Approach to Teach Grammar

[Standards Goal Area: Communication: Interpretive, Presentational]

Conceptual Orientation

146

(18)

Teach and Reflect

164

(1)

Examining Grammar Presentations in Textbooks

164

(1)

Designing a Story-Based Language Lesson

164

(1)

Discuss and Reflect

165

(7)

Using a Story-Based Language Approach to Teach Reflexive Verbs

165

(1)

Using Songs to Foreshadow Grammar

166

(6)

Developing Oral Interpersonal and Presentational Communication

[Standards Goal Area: Communication, Interpersonal Mode]

Conceptual Orientation

172

(38)

Teach and Reflect

210

(1)

Creating Information-Gap Activities for Various Levels of Instruction

210

(1)

Integrating Speaking with Oral or Written Texts

211

(1)

Discuss and Reflect

211

(8)

Defining Groups for Cooperative Learning Activities

211

(2)

Friday Is Culture Day

213

(6)

Developing Written Communication Skills Through Integration of the Three Modes

Conceptual Orientation

219

(28)

Teach and Reflect

247

(1)

Designing an Interactive Homework Assignment for Elementary or Middle School Learners

247

(1)

Designing a Writing Activity for Secondary Levels or Beyond

247

(1)

Discuss and Reflect

247

(8)

A Writing Assignment That Doesn't Work

247

(2)

Integrating Peer Revision into the Writing Process

249

(6)

Addressing Student Diversity in the Language Classroom

Conceptual Orientation

255

(26)

Teach and Reflect

281

(1)

Designing a Lesson Appropriate for Diverse Learning Styles

281

(1)

Working within Communities

282

(1)

Discuss and Reflect

282

(9)

Preparing to Teach a Special Education Spanish I and II Class

282

(1)

Cultural Diversity in a Small Rural Community

283

(8)

Assessing Language Performance in Context

291

(1)

Conceptual Orientation

291

(19)

Teach and Reflect

310

(1)

Analyzing and Adapting a Traditional Test

310

(2)

Adding an Authentic Dimension to a Performance-Based Assessment Task

Discuss and Reflect

312

(1)

Developing Authentic Assessment Tasks and Rubrics

312

(2)

Using Audio Tapes for Oral Assessment

314

(5)

Using Technology to Contextualize and Integrate Language Instruction

Conceptual Orientation

319

(29)

Teach and Reflect

348

(1)

Selecting Video Materials

348

(1)

Examining the Potential Use of a TELL Exercise

348

(1)

Discuss and Reflect

349

(1)

Incorporating Video in Language Instruction

349

(1)

Creating a Template for Web-Enhanced Materials

350

(14)

Table of Appendices Found in the Text

Some Types of Language-Promoting Assistance

364

(1)

The Chronological Development of Language Teaching

365

(4)

The Concept of Proficiency: A Historical Summary

369

(2)

Statement of Philosophy: Standards for Foreign Language Learning

371

(1)

Excerpt from Nebraska's State K---12 Foreign Language Frameworks

372

(1)

Excerpt from Nebraska's Year Planner for Level One Foreign Language

373

(1)

Sample Unit Planner (``Shopping at the Market'') from Nebraska's Foreign Language Frameworks Unit Planner-Sample

374

(2)

Bloom's Taxonomy of Thinking Processes

376

(1)

Bloom's Taxonomy and the Nebraska Foreign Language Frameworks

377

(1)

The Effective Elementary and Middle School Foreign Language Teacher

378

(2)

Identifying Immersion Language Objectives

380

(1)

Semantic Map

381

(1)

Venn Diagram

382

(1)

Thematic Planning Web

383

(1)

Classroom Map for The Pearl

384

(1)

John Steinbeck

Sample of a Culture Assimilator

385

(1)

Presentation of a Reading Using the Interactive Model for Integrating the Three Modes of Communication

386

(4)

Sample Lesson in Story-Based Language Learning: PACE Model

390

(2)

``Talk Scores'': Monitoring and Evaluating Group Speaking Activities

392

(3)

Writing Process Questionnaire

395

(1)

Foreign Language Writing Process Questionnaire

396

(1)

Checklist for Constructing an Interactive Homework Assignment

397

(1)

How to Teach Students to Evaluate Others' Writing

398

(1)

Holistic Scoring Scale

399

(1)

ESL Composition Profile

400

(1)

Primary Trait Task for Exploratory Writing

401

(1)

Sample Portfolio Template

402

(1)

Portfolio Evaluation Sheet

403

(1)

Student Portfolio Feedback Sheet for a Formative Conference Between Teacher and Student

404

(1)

Portfolio Table of Contents

405

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Teacher’s Handbook, 2/E Contextualized Language Instructor

Summary

Table of Contents

Supplemental Materials