Teacher's handbook: contextualized language instruction, 4th Edition

Cover Page......Page 1
Title Page......Page 2
ISBN 9781413033212......Page 3
Contents......Page 4
Acknowledgments......Page 9
Preface......Page 10
Architecture of the Profession......Page 20
Expectations for Language Teachers: A Continuum of Teacher Standards......Page 23
Language Policy and Language Education Policy......Page 25
Comparing Teacher Standards Across the Career Continuum......Page 26
Language Policy and Language Education Policy......Page 27
CHAPTER 1: Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning......Page 30
Conceptual Orientation......Page 31
Language Learning as an Individual (Cognitive) Achievement......Page 32
Language Learning as a Collaborative (Social) Achievement......Page 42
The Role of Affect and Motivation......Page 50
Implications of the Research for Classroom Teaching......Page 53
Observing a Child Interacting in His/Her Native Language (L1)......Page 54
Observing a Beginning Language (L2) Class......Page 55
Creating Real Conversational Models......Page 56
Conceptual Orientation......Page 65
A Historical View of Context in Foreign Language Instruction......Page 66
The Role of Context in Proficiency-Oriented Instruction......Page 68
An Introduction to the Standards for Foreign Language Learning in the 21st Century (SFLL)......Page 70
Focus on Context: The “Weave” of Curricular Elements......Page 74
Pre K–12 English Language Proficiency Standards......Page 75
Using the Standards Framework to “Contextualize” the Curriculum......Page 76
Developing a Learning Scenario......Page 84
Using the Standards at the Post-Secondary Level......Page 86
Teachers Talking Textbooks......Page 87
Conceptual Orientation......Page 92
Planning for Student Learning and the Development of Thinking Skills......Page 94
Considerations in Providing Input and Selecting Content......Page 99
Classroom Discourse: Teacher Feedback vs. Evaluation......Page 100
Long-Term Planning for Instruction......Page 111
Daily Lesson Planning......Page 116
Developing a Content-Based Level 5 Foreign Language Class......Page 119
Exploring Options for CBI at the Post-Secondary Level......Page 120
Analyzing the Use of Content and Context in a Japanese Lesson......Page 121
Conceptual Orientation......Page 126
An Optimal Age for Language Acquisition?......Page 127
The Elementary School Learner......Page 131
Program Models......Page 133
Traditional FLES Programs of the Past and Early Language Programs of the Present......Page 141
Strategies for Teaching Language to Elementary School Learners......Page 142
STANDARDS HIGHLIGHT: Making CONNECTIONS Between Language and the Elementary School Curriculum......Page 156
Designing a Content-Based Elementary School Lesson......Page 157
Teaching Fourth-Grade Content in French......Page 158
Conceptual Orientation......Page 164
The Middle Level Learner......Page 165
Language Instruction in the Middle School......Page 167
Principles for Middle School Language Instruction......Page 170
STANDARDS HIGHLIGHT: Integrating CULTURES and COMPARISONS into Middle School Language Instruction......Page 174
Assessment of Middle School Performance......Page 187
Viewing and Analyzing Lessons on the Three Ps......Page 189
It’s McLicious! Staying in the Target Language......Page 190
Conceptual Orientation......Page 197
Framework of Communicative Modes......Page 198
Interpretive Communication: Listening and Reading Processes......Page 201
Research on the Variables Involved in Comprehension and Interpretation......Page 206
Integration of Authentic Texts......Page 214
The Role of the Interpretive Mode Across Instructional Levels......Page 219
An Interactive Model for Integrating the Three Modes of Communication......Page 221
Using the Interactive Model to Explore an Authentic Printed Text......Page 225
Using the Interactive Model to Explore an Authentic Audio/Video Segment......Page 226
Reading Aloud......Page 227
Conceptual Orientation......Page 235
The Deductive and Inductive Dichotomy......Page 237
Reconceptualizing Grammar Instruction......Page 239
Basic Principles of Dialogic Story-Based Language Teaching......Page 240
A Model for Dialoguing about Form in a Story-Based Language Approach......Page 241
Elements of Story-Based Language Learning......Page 249
Examining Grammar Presentations in Textbooks......Page 256
Designing a Story-Based PACE Lesson......Page 257
Developing a PACE Lesson for the Post-Secondary Level......Page 258
Contrasting Explanations of Form......Page 259
Conceptual Orientation......Page 264
Interpersonal Speaking from a Proficiency Perspective......Page 265
STANDARDS HIGHLIGHT: Exploring the Interpersonal Mode Through Speaking and Writing......Page 273
Teacher Interaction with Students......Page 276
Teaching Strategies for Group Interaction......Page 279
Student Interaction......Page 285
Developing Interpersonal Speaking Through Study of Literature and Culture......Page 295
Teaching Interpersonal Writing......Page 298
Providing Feedback in Oral Interpersonal Contexts......Page 302
Creating Information-Gap Activities for Various Levels of Instruction......Page 307
Integrating Advanced-Level Discourse at the Post-Secondary Level......Page 308
\"Survivor” Game: Keeping Students in the Target Language......Page 309
Conceptual Orientation......Page 318
The Nature of Oral and Written Presentational Communication......Page 319
Presentational Communication: L1 vs. L2......Page 320
Research on Teaching Presentational Writing......Page 324
Teaching Presentational Writing and Speaking as a Process......Page 330
Presentational Writing as Product: ACTFL Proficiency Guidelines—Writing......Page 335
Formats for Presentational Communication in the Classroom......Page 336
Responding to Presentational Writing......Page 344
Responding to Oral and Multimedia Presentations......Page 353
Finding the Oral and Written Presentational Elements in Prepared Project Units......Page 358
Integrating Peer Revision into the Presentational Writing Process......Page 359
Conceptual Orientation......Page 367
The Diverse Ways in Which Learners Approach Language Learning......Page 369
Teachers’ Personality Types and Teaching Styles......Page 373
Addressing Diverse Learner Needs......Page 377
Addressing Diverse Learner Needs Through Differentiated Instruction......Page 396
The Communities Goal Area......Page 399
Designing a Language Lesson Appropriate for Diverse Learning Styles......Page 402
Working Within Communities......Page 403
Differentiating Instruction: Three Classrooms......Page 404
Conceptual Orientation......Page 413
Planning for Assessment in a New Paradigm......Page 414
Purposes of Tests: A Definition of Terms......Page 419
Assessment Formats: A Definition of Terms......Page 422
Assessment Formats: Prochievement, Performance-Based, Interactive Model......Page 423
Authentic and Standards-Based Assessment......Page 429
Empowering Students Through Assessment......Page 443
The Oral Proficiency Interview: Implications for Classroom and Program Assessment......Page 454
Mediating Performance: An Introduction to Dynamic Assessment......Page 457
Planning for Classroom Assessment......Page 458
Analyzing and Adapting a Traditional Test......Page 459
Adding an Authentic Dimension to a Performance-Based Assessment Task......Page 460
Designing an Integrated Performance Assessment (K–16)......Page 461
Developing Authentic Assessment Tasks and Rubrics......Page 462
Conceptual Orientation......Page 468
Technology Connects the Standards......Page 471
Multimedia Technology in the Three Modes of Communication......Page 476
Computer-Mediated Communication (CMC)......Page 479
Empowering Learners Through Web-Enhanced Technologies......Page 484
What the Future of Technology Holds for Language Learning......Page 491
Examining the Potential Use of a TELL Exercise......Page 492
Discuss and Reflect......Page 493
Teaching Culture Through Photos......Page 494
Appendices......Page 500
Index......Page 525