Acknowledgments | p. ix |
Preface | p. xi |
Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning [Overview of Second-Language Acquisition Research] | |
Conceptual Orientation | p. 1 |
Observe and Reflect | p. 15 |
Observing a Child Interacting in His/Her Native Language | p. 15 |
Observing a Beginning Language Class | p. 15 |
Discuss and Reflect | p. 16 |
Creating Real Conversational Models | p. 16 |
Conducting a Cooperative Learning Task | p. 18 |
Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning [Overview of Standards for Foreign Language Learning] | |
Conceptual Orientation | p. 25 |
Teach and Reflect | p. 37 |
Developing a Learning Scenario | p. 37 |
Contextualizing the Teaching of a Past Tense Grammar Point | p. 38 |
Discuss and Reflect | p. 38 |
Textbook Evaluation: A Look at the Use of Context in Exercises | p. 38 |
Developing a Top-Down ESL Lesson | p. 43 |
Organizing Content and Planning for Integrated Language Instruction | |
Conceptual Orientation | p. 48 |
Teach and Reflect | p. 65 |
Planning for Instruction | p. 65 |
Developing a Content-Based Level 5 Foreign Language Class | p. 65 |
Discuss and Reflect | p. 66 |
Does the Class Scheduling Format Make a Difference? | p. 66 |
Using Learners' Needs to Plan for Instruction | p. 70 |
Connecting Language Learning to the Elementary School Curriculum [Standards Goal Area: Connections] | |
Conceptual Orientation | p. 75 |
Teach and Reflect | p. 93 |
Designing a Content-Based Elementary School Lesson | p. 93 |
Developing a Storytelling Lesson | p. 94 |
Discuss and Reflect | p. 94 |
Teaching First Grade Content in French | p. 94 |
Implementing an Elementary School Language Program | p. 95 |
Integrating Language Study in the Middle School Curriculum [Standards Goal Area: Cultures] | |
Conceptual Orientation | p. 100 |
Teach and Reflect | p. 111 |
Unit and Lesson Design Around a Story, Myth, or Folktale | p. 111 |
Developing Culture-Specific Examples of the Three Ps | p. 111 |
Discuss and Reflect | p. 111 |
Exploratory vs. Sequential Middle School Programs | p. 111 |
Orderliness with Affection | p. 113 |
Using an Interactive Approach to Develop Interpretive Skills [Standards Goal Area: Communication, Interpretive Mode] | |
Conceptual Orientation | p. 119 |
Teach and Reflect | p. 136 |
Using the Interactive Model to Explore an Authentic Written Text | p. 136 |
Using the Interactive Model to Explore an Authentic Taped Segment | p. 138 |
Discuss and Reflect | p. 138 |
But the Students Don't Understand What I'm Saying | p. 138 |
Reading Aloud | p. 140 |
Using a Story-Based Approach to Teach Grammar [Standards Goal Area: Communication: Interpretive, Presentational] | |
Conceptual Orientation | p. 146 |
Teach and Reflect | p. 164 |
Examining Grammar Presentations in Textbooks | p. 164 |
Designing a Story-Based Language Lesson | p. 164 |
Discuss and Reflect | p. 165 |
Using a Story-Based Language Approach to Teach Reflexive Verbs | p. 165 |
Using Songs to Foreshadow Grammar | p. 166 |
Developing Oral Interpersonal and Presentational Communication [Standards Goal Area: Communication, Interpersonal Mode] | |
Conceptual Orientation | p. 172 |
Teach and Reflect | p. 210 |
Creating Information-Gap Activities for Various Levels of Instruction | p. 210 |
Integrating Speaking with Oral or Written Texts | p. 211 |
Discuss and Reflect | p. 211 |
Defining Groups for Cooperative Learning Activities | p. 211 |
Friday Is Culture Day | p. 213 |
Developing Written Communication Skills Through Integration of the Three Modes | |
Conceptual Orientation | p. 219 |
Teach and Reflect | p. 247 |
Designing an Interactive Homework Assignment for Elementary or Middle School Learners | p. 247 |
Designing a Writing Activity for Secondary Levels or Beyond | p. 247 |
Discuss and Reflect | p. 247 |
A Writing Assignment That Doesn't Work | p. 247 |
Integrating Peer Revision into the Writing Process | p. 249 |
Addressing Student Diversity in the Language Classroom | |
Conceptual Orientation | p. 255 |
Teach and Reflect | p. 281 |
Designing a Lesson Appropriate for Diverse Learning Styles | p. 281 |
Working within Communities | p. 282 |
Discuss and Reflect | p. 282 |
Preparing to Teach a Special Education Spanish I and II Class | p. 282 |
Cultural Diversity in a Small Rural Community | p. 283 |
Assessing Language Performance in Context | p. 291 |
Conceptual Orientation | p. 291 |
Teach and Reflect | p. 310 |
Analyzing and Adapting a Traditional Test | p. 310 |
Adding an Authentic Dimension to a Performance-Based Assessment Task | |
Discuss and Reflect | p. 312 |
Developing Authentic Assessment Tasks and Rubrics | p. 312 |
Using Audio Tapes for Oral Assessment | p. 314 |
Using Technology to Contextualize and Integrate Language Instruction | |
Conceptual Orientation | p. 319 |
Teach and Reflect | p. 348 |
Selecting Video Materials | p. 348 |
Examining the Potential Use of a TELL Exercise | p. 348 |
Discuss and Reflect | p. 349 |
Incorporating Video in Language Instruction | p. 349 |
Creating a Template for Web-Enhanced Materials | p. 350 |
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