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Contextualized Language Instruction,9780838408797

Contextualized Language Instruction

by
Edition:
2nd
ISBN13:

9780838408797

ISBN10:
0838408796
Format:
Paperback
Pub. Date:
7/22/1999
Publisher(s):
Heinle
List Price: $50.33

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What version or edition is this?
This is the 2nd edition with a publication date of 7/22/1999.
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  • The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any CDs, lab manuals, study guides, etc.

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Summary

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.

Table of Contents

Acknowledgments ix
Preface xi
Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning
[Overview of Second-Language Acquisition Research]
Conceptual Orientation
1(14)
Observe and Reflect
15(1)
Observing a Child Interacting in His/Her Native Language
15(1)
Observing a Beginning Language Class
15(1)
Discuss and Reflect
16(9)
Creating Real Conversational Models
16(2)
Conducting a Cooperative Learning Task
18(7)
Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning
[Overview of Standards for Foreign Language Learning]
Conceptual Orientation
25(12)
Teach and Reflect
37(1)
Developing a Learning Scenario
37(1)
Contextualizing the Teaching of a Past Tense Grammar Point
38(1)
Discuss and Reflect
38(10)
Textbook Evaluation: A Look at the Use of Context in Exercises
38(5)
Developing a Top-Down ESL Lesson
43(5)
Organizing Content and Planning for Integrated Language Instruction
Conceptual Orientation
48(17)
Teach and Reflect
65(1)
Planning for Instruction
65(1)
Developing a Content-Based Level 5 Foreign Language Class
65(1)
Discuss and Reflect
66(9)
Does the Class Scheduling Format Make a Difference?
66(4)
Using Learners' Needs to Plan for Instruction
70(5)
Connecting Language Learning to the Elementary School Curriculum
[Standards Goal Area: Connections]
Conceptual Orientation
75(18)
Teach and Reflect
93(1)
Designing a Content-Based Elementary School Lesson
93(1)
Developing a Storytelling Lesson
94(1)
Discuss and Reflect
94(6)
Teaching First Grade Content in French
94(1)
Implementing an Elementary School Language Program
95(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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