Teacher’s Handbook, 2/E Contextualized Language Instructor

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

• ISBN13: 9780838408797
• ISBN10: 0838408796
• Edition: 2nd
• Format: Paperback
• Copyright: 1999-07-22
• Publisher: Heinle

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