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Making It Happen : From Interactive to Participatory Language Teaching: A More Critical View of Theory and Practice,9780130601933
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Making It Happen : From Interactive to Participatory Language Teaching: A More Critical View of Theory and Practice

by
Edition:
3rd
ISBN13:

9780130601933

ISBN10:
0130601934
Format:
Paperback
Pub. Date:
1/1/2004
Publisher(s):
Pearson ESL
List Price: $93.53
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  • Making It Happen : From Interactive to Participatory Language Teaching - Evolving Theory and Practice
    Making It Happen : From Interactive to Participatory Language Teaching - Evolving Theory and Practice




Summary

This exciting new edition of a classic, best-selling text lays a solid foundation for creating meaningful interaction in the language classroom. A new focus on participatory teaching draws on cutting-edge critical pedagogy to support an already comprehensive research base and the writing is even friendlier and more accessible than ever!
The Third Edition of Making It Happen features:

  • A cyclic approach to theory and practice, reflecting the understanding that theory and practice constantly inform each other.
  • Three additions to the extensive Programs in Action section:
    -- California's Valley Center Spanish/English Program
    -- A Chinese/English program in lower Manhattan
    -- Minnesota's Concordia College Village Immersion Model
  • Case studies for reflection and discussion ranging from elementary through adult.
  • Related readings by Vygotsky, Nieto and Pennycook, representing seminal thinking in language teaching.
  • The importance of meeting standards and of reflective teaching, so teachers understand the value of examining their own beliefs and practices.

"Making It Happen is a complete text with a great balance between theory and practice, and a wonderful and useful presentation of all the issues a teacher in training needs to be aware of. I would recommend its use for any training course as its sole text...I find it very complete."

-- Alejandra Parra
    Nova Southeastern University

Table of Contents

Preface ix
Acknowledgments xi
Introduction 1(12)
Part I THEORETICAL CONSIDERATIONS: DEVELOPING YOUR OWN LANGUAGE TEACHING PRINCIPLES 13(142)
From Grammatical to Communicative Approaches
15(14)
Questions to Think About
15(1)
Grammar-Based Approaches
16(3)
Chomsky's Contributions
19(3)
The Connectionists
22(1)
Wilkins and Beyond
23(6)
Summary
26(1)
Readings, Reflection, and Discussion
26(3)
The Classroom as an Environment for Language Acquisition
29(20)
Questions to Think About
29(1)
A Comparison Between First and Second Language Acquisition
30(6)
The Process of Learning a Second Language
36(4)
Language Acquisition in the Classroom
40(5)
Early Research on Acquisition in Second Language Classrooms
45(4)
Summary
46(1)
Readings, Reflection, and Discussion
47(2)
The Role of Interaction
49(21)
Questions to Think About
49(1)
The Zone of Proximal Development and Social Interaction
50(5)
The Nature of the Language of Social Interaction
55(5)
Instructed Grammar: When Can It Help?
60(5)
Output and the Acquisition Process
65(5)
Summary
66(1)
Readings, Reflection, and Discussion
67(3)
Participatory Language Teaching
70(22)
Questions to Think About
70(2)
Empowerment in the Language Classroom
72(2)
What Is Participatory Language Teaching?
74(3)
Participatory Practices
77(4)
Meeting Standards Through Participatory Teaching and Learning
81(1)
Common Misunderstandings
82(1)
Learning Strategies and Autonomy
83(9)
Summary
89(1)
Readings, Reflection, and Discussion
90(2)
Literacy Development and Skills Integration
92(18)
Questions to Think About
92(1)
A Natural Language Framework
93(2)
Skills Integration
95(3)
Reading as an Interactive Process
98(3)
Facilitating the Reading Experience
101(1)
Writing as an Interactive Process
102(2)
Facilitating the Writing Experience
104(2)
Critical Literacy
106(4)
Summary
107(1)
Readings, Reflection, and Discussion
108(2)
The Affective Domain
110(20)
Questions to Think About
110(1)
Attitudes
111(3)
Motivation
114(2)
Level of Anxiety
116(1)
Related Factors
117(4)
Creating a Positive School and Community Environment
121(9)
Summary
127(1)
Readings, Reflection, and Discussion
127(3)
Language Assessment and Standards
130(25)
Questions to Think About
130(2)
Language Tests
132(3)
Determining Placement
135(4)
Making Evaluation an Integral Part of the Classroom Environment
139(7)
Standards for ESL and Foreign Language Teaching
146(9)
Summary
151(1)
Readings, Reflection, and Discussion
152(3)
Part II EXPLORING METHODS AND ACTIVITIES: WHAT CAN WE LEARN? 155(142)
Physical Involvement in the Language Learning Process
157(12)
Questions to Think About
157(1)
The Total Physical Response
158(7)
The Audio-Motor Unit
165(4)
Summary
166(1)
Readings, Reflection, and Discussion
167(2)
Communicative Practices
169(29)
Questions to Think About
169(1)
The Natural Approach: How It Has Evolved
170(5)
Comprehension
175(5)
Early Speech Production
180(5)
Speech Emergence and Beyond
185(8)
Expansions of the Natural Approach
193(5)
Summary
195(1)
Readings, Reflection, and Discussion
196(2)
Chants, Music, and Poetry
198(15)
Questions to Think About
198(1)
Chants
199(3)
Music
202(4)
Poetry
206(7)
Summary
210(1)
Readings, Reflection, and Discussion
210(3)
Storytelling, Role Play, and Drama
213(19)
Questions to Think About
213(1)
Warm-Ups
214(1)
Storytelling
215(7)
Role Play
222(4)
Drama
226(6)
Summary
230(1)
Readings, Reflection, and Discussion
230(2)
Games
232(10)
Questions to Think About
232(1)
Nonverbal Games
233(1)
Board-Advancing Games
234(1)
Word-Focus Games
235(3)
Treasure Hunts
238(1)
Guessing Games
239(3)
Summary
240(1)
Readings, Reflection, and Discussion
240(2)
Ways to Promote Literacy Development
242(37)
Questions to Think About
242(1)
The Language Experience Approach
243(3)
Literature-Based Curriculum
246(21)
Writing Workshops
267(5)
Advanced Academic Literacy
272(7)
Summary
275(1)
Readings, Reflection, and Discussion
276(3)
Affective Activities
279(18)
Questions to Think About
279(1)
How Did Affective Activities Come About?
280(1)
What Is the Teacher's Role?
281(2)
When Can Affective Activities Be Used?
283(1)
Getting Ready
283(1)
Preparing the Students
284(2)
Affective Activities
286(11)
Summary
295(1)
Readings, Reflection, and Discussion
295(2)
Part III PUTTING IT ALL TOGETHER: SOME PRACTICAL ISSUES 297(78)
Second Language Programs
298(1)
Foreign Language Programs
298(3)
Devising a Plan
301(33)
Questions to Think About
301(1)
Integration of Methods and Activities
302(4)
Deciding the Focus of the Program
306(4)
Using Peer Teachers and Lay Assistants
310(5)
Cooperative Learning as a Management Technique
315(3)
Planning Lessons
318(6)
Theme Cycles/Investigative Inquiry
324(1)
Infusing Standards Into the Curriculum
325(1)
Adapting the Content
326(2)
Examining Your Teaching
328(6)
Summary
330(1)
Readings, Reflection, and Discussion
331(3)
Tools for Teaching Languages: Textbooks, Computer Programs, Videos, and Film
334(19)
Questions to Think About
334(1)
Textbooks
335(5)
Computer Programs
340(8)
Videos
348(1)
Film
349(4)
Summary
350(1)
Readings, Reflection, and Discussion
350(3)
Teaching Language Through the Content Areas: Program Designs and Political Implications
353(22)
Questions to Think About
353(1)
Submersion
354(2)
Immersion
356(1)
Bilingual Education in the United States
357(8)
Program Possibilities for English Language Learners
365(5)
Program Possibilities for Foreign Language Students
370(5)
Summary
371(1)
Readings, Reflection, and Discussion
371(4)
Part IV PROGRAMS IN ACTION 375(90)
ESL Programs
377(43)
A College English Language Program
378(7)
A University Support Program: Project LEAP
385(8)
A Life-Skills Adult Basic Education Program
393(5)
A Secondary Sheltered English Program
398(5)
A High School ESL Academic Program: Humanitas
403(2)
An Elementary District-Wide Program
405(9)
A Kindergarten ESL Program within a Spanish Bilingual School
414(6)
Foreign Language Programs
420(26)
A Village Immersion Program for Global Understanding, Language Development, and Maintenance
421(8)
A French Immersion Program for Elementary Students
429(4)
A Bicultural Institute for Children, Adolescents, and Adults
433(4)
A Middle School Spanish Language Program
437(5)
A High School Spanish Program
442(4)
Two-Way Bilingual Programs
446(19)
A Developmental Dual Language Program: Spanish/English
446(8)
An Immersion Dual Language Program: Cantonese/English
454(11)
Part V RELATED READINGS 465(42)
The Social Politics and the Cultural Politics of Language Classrooms
467(13)
Alastair Pennycook
The Personal and Collective Transformation of Teachers
480(27)
Sonia Nieto
Conclusion
506(1)
Part VI CASE STUDIES 507(12)
References 519(30)
Index 549


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