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Teacher's Handbook Contextualized Language Instruction

ISBN-10: 0838414656
ISBN-13: 9780838414651
Edition: 2nd 2000 (Revised)
List price: $91.95
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Book details

List price: $91.95
Edition: 2nd
Copyright year: 2000
Publisher: Cengage Heinle
Publication date: 3/9/2000
Binding: Paperback
Pages: 432
Size: 7.87" wide x 9.84" long
Weight: 1.650
Language: English

Judith L. Shrum earned her Ph.D. from The Ohio State University, and an M.A. in Latin American Studies from Indiana University in Bloomington, IN. She holds a joint appointment as Associate Professor of Second Language Education in the Departments of Foreign Languages & Literatures and Teaching & Learning at Virginia Polytechnic Institute and State University.

Eileen W. Glisan holds Ph.D. and M.A. degrees in Spanish Applied Linguistics/Teaching Methodology from the University of Pittsburgh. She is Professor of Spanish and Foreign Language Education at Indiana University of Pennsylvania, where she is Coordinator of the Spanish Education Program. She is Co-director of the ACTFL/NCATE Program Standards for the Preparation of Foreign Language Teachers project.

Acknowledgmentsp. ix
Prefacep. xi
Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning [Overview of Second-Language Acquisition Research]
Conceptual Orientationp. 1
Observe and Reflectp. 15
Observing a Child Interacting in His/Her Native Languagep. 15
Observing a Beginning Language Classp. 15
Discuss and Reflectp. 16
Creating Real Conversational Modelsp. 16
Conducting a Cooperative Learning Taskp. 18
Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning [Overview of Standards for Foreign Language Learning]
Conceptual Orientationp. 25
Teach and Reflectp. 37
Developing a Learning Scenariop. 37
Contextualizing the Teaching of a Past Tense Grammar Pointp. 38
Discuss and Reflectp. 38
Textbook Evaluation: A Look at the Use of Context in Exercisesp. 38
Developing a Top-Down ESL Lessonp. 43
Organizing Content and Planning for Integrated Language Instruction
Conceptual Orientationp. 48
Teach and Reflectp. 65
Planning for Instructionp. 65
Developing a Content-Based Level 5 Foreign Language Classp. 65
Discuss and Reflectp. 66
Does the Class Scheduling Format Make a Difference?p. 66
Using Learners' Needs to Plan for Instructionp. 70
Connecting Language Learning to the Elementary School Curriculum [Standards Goal Area: Connections]
Conceptual Orientationp. 75
Teach and Reflectp. 93
Designing a Content-Based Elementary School Lessonp. 93
Developing a Storytelling Lessonp. 94
Discuss and Reflectp. 94
Teaching First Grade Content in Frenchp. 94
Implementing an Elementary School Language Programp. 95
Integrating Language Study in the Middle School Curriculum [Standards Goal Area: Cultures]
Conceptual Orientationp. 100
Teach and Reflectp. 111
Unit and Lesson Design Around a Story, Myth, or Folktalep. 111
Developing Culture-Specific Examples of the Three Psp. 111
Discuss and Reflectp. 111
Exploratory vs. Sequential Middle School Programsp. 111
Orderliness with Affectionp. 113
Using an Interactive Approach to Develop Interpretive Skills [Standards Goal Area: Communication, Interpretive Mode]
Conceptual Orientationp. 119
Teach and Reflectp. 136
Using the Interactive Model to Explore an Authentic Written Textp. 136
Using the Interactive Model to Explore an Authentic Taped Segmentp. 138
Discuss and Reflectp. 138
But the Students Don't Understand What I'm Sayingp. 138
Reading Aloudp. 140
Using a Story-Based Approach to Teach Grammar [Standards Goal Area: Communication: Interpretive, Presentational]
Conceptual Orientationp. 146
Teach and Reflectp. 164
Examining Grammar Presentations in Textbooksp. 164
Designing a Story-Based Language Lessonp. 164
Discuss and Reflectp. 165
Using a Story-Based Language Approach to Teach Reflexive Verbsp. 165
Using Songs to Foreshadow Grammarp. 166
Developing Oral Interpersonal and Presentational Communication [Standards Goal Area: Communication, Interpersonal Mode]
Conceptual Orientationp. 172
Teach and Reflectp. 210
Creating Information-Gap Activities for Various Levels of Instructionp. 210
Integrating Speaking with Oral or Written Textsp. 211
Discuss and Reflectp. 211
Defining Groups for Cooperative Learning Activitiesp. 211
Friday Is Culture Dayp. 213
Developing Written Communication Skills Through Integration of the Three Modes
Conceptual Orientationp. 219
Teach and Reflectp. 247
Designing an Interactive Homework Assignment for Elementary or Middle School Learnersp. 247
Designing a Writing Activity for Secondary Levels or Beyondp. 247
Discuss and Reflectp. 247
A Writing Assignment That Doesn't Workp. 247
Integrating Peer Revision into the Writing Processp. 249
Addressing Student Diversity in the Language Classroom
Conceptual Orientationp. 255
Teach and Reflectp. 281
Designing a Lesson Appropriate for Diverse Learning Stylesp. 281
Working within Communitiesp. 282
Discuss and Reflectp. 282
Preparing to Teach a Special Education Spanish I and II Classp. 282
Cultural Diversity in a Small Rural Communityp. 283
Assessing Language Performance in Contextp. 291
Conceptual Orientationp. 291
Teach and Reflectp. 310
Analyzing and Adapting a Traditional Testp. 310
Adding an Authentic Dimension to a Performance-Based Assessment Task
Discuss and Reflectp. 312
Developing Authentic Assessment Tasks and Rubricsp. 312
Using Audio Tapes for Oral Assessmentp. 314
Using Technology to Contextualize and Integrate Language Instruction
Conceptual Orientationp. 319
Teach and Reflectp. 348
Selecting Video Materialsp. 348
Examining the Potential Use of a TELL Exercisep. 348
Discuss and Reflectp. 349
Incorporating Video in Language Instructionp. 349
Creating a Template for Web-Enhanced Materialsp. 350
Table of Contents provided by Syndetics. All Rights Reserved.

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