| |
| |
| Table of Contents: Acknowledgements | |
| |
| |
| Preface | |
| |
| |
| Preliminary: Becoming Familiar with The Profession and Expectations for Language Teachers | |
| |
| |
| Architecture of the Profession | |
| |
| |
| Expectations for Language Teachers: A Continuum of Teacher Standards | |
| |
| |
| Language Policy and Language Education Policy | |
| |
| |
| Investigate and Reflect: Learning About Your National Language-Specific Organization and Your state Language Association | |
| |
| |
| Learning About Your Regional Language Conference | |
| |
| |
| Familiarizing Yourself With Foreign Language Resources | |
| |
| |
| Comparing Teacher Standards Across the Career Continuum | |
| |
| |
| Language Policy and Language Education Policy | |
| |
| |
| |
| Understanding The Rold of Contextualized Inputoutput and Interaction In Language Learning | |
| |
| |
| Conceptual Orientation: Language Learning as an Individual (Cognitive) Achievement | |
| |
| |
| Language Learning as a Collaborative (Social) Achievement | |
| |
| |
| The Role of affect and Motivation | |
| |
| |
| Implications of the Research for Classroom Teaching | |
| |
| |
| Observe and Reflect: Observing a Child Interacting in His/Her Native Language (L1) | |
| |
| |
| Alternative Observation of a Child Interacting in His/Her Native Language (L1) | |
| |
| |
| Observing a Beginning Language (L2) Class | |
| |
| |
| Discuss and Reflect: Creating Real Conversational Models | |
| |
| |
| |
| Contextualizing Language Instruction to Address Goals of the Standards For Foreign Language Learning | |
| |
| |
| Conceptual Orientation: A Historical View of Context in Foreign Language Instruction | |
| |
| |
| The Role of Context in Proficiency-Oriented Instruction | |
| |
| |
| An Introduction to the Standards for Foreign Language Learning in the 21st Century (SFLL) | |
| |
| |
| Focus on Context: The "Weave" of Curricular Elements | |
| |
| |
| Pre K-12 English Language Proficiency Standards: Using the Standards Framework to "Contextualize" the Curriculum | |
| |
| |
| Teach and Reflect: Developing a Learning Scenario | |
| |
| |
| Contextualizing the Teaching of a Past Tense Grammar Point | |
| |
| |
| Using the Standards at the Post-Secondary level | |
| |
| |
| Discuss and reflect: Teachers Talking Textbooks | |
| |
| |
| |
| Organizing Content and Planning for Integratged Language Instruction | |
| |
| |
| Conceptual Orientation: Current Paradigm for Instructional Planning | |
| |
| |
| Planning for Student Learning and the Development of Thinking Skills | |
| |
| |
| Considerations in Providing Input and Selecting Content | |
| |
| |
| Classroom Discourse: Teacher Feedback vs. Evaluation | |
| |
| |
| Long-Term Planning for Instruction | |
| |
| |
| Daily Lesson Planning | |
| |
| |
| Teach and reflect: Planning for Instruction | |
| |
| |
| Developing a Content-Based Level 5 Foreign Language Class | |
| |
| |
| Comparing State Framework and Curriculum Documents | |
| |
| |
| Exploring Options for CBI at the Post-Secondary Level | |
| |
| |
| Discuss and Reflect: Analyzing the Use of Content and context in a Japanese Lesson | |
| |
| |
| |
| Connecting Language Learning to the Elementary School Curriculum | |
| |
| |
| Conceptual Orientation: An Optimal Age for Language Acquisition? | |
| |
| |
| The Elementary School Learner | |
| |
| |
| Program Models | |
| |
| |
| Traditional FLES Programs of the Past and Early Language Programs of the Present | |
| |
| |
| Strategies for Teaching Language to Elementary School Learners | |
| |
| |
| Standards Highlight: Making Connections Between Language and the Elementary School Curriculum | |
| |
| |
| Teach and Reflect: Designing a Content-Based Elementary School Lesson | |
| |
| |
| Developing a Storytelling Lesson | |
| |
| |
| Discuss and Reflect: Teaching Fourth-Grade Content in French | |
| |
| |
| |
| Integrating Cultures and Comparisons In Middle School Language Instruction | |
| |
| |
| Conceptual Orientation: The Middle Level Learner | |
| |
| |
| Language Instruction in the Middle School | |
| |
| |
| Principles for Middle School Language Instruction | |
| |
| |
| Standards Highlight: Integrating Cultures and Comparisons into Middle School Language Instruction | |
| |
| |
| Assessment of Middle School Performance | |
| |
| |
| Teach and Reflect: Developing Culture-Specific Examples of the Three Ps | |
| |
| |
| Unit and Lesson Design Around a Story, Myth, or Folktale | |
| |
| |
| Viewing and Analyzing Lessons on the Three Ps | |
| |
| |
| Discuss and Reflect: It's McLicious! Staying in the Target Language | |
| |
| |
| |
| Using An Interactive Approach to Develop Interpretive Communication | |
| |
| |
| Conceptual Orientation: Framework of Communicative Modes | |
| |
| |
| Standards Highlight: Exploring the Interpretive Mode Through Listening, Reading, Viewing | |
| |
| |
| Interpretive Communication: Listening and reading Processes | |
| |
| |
| The Viewing Process | |
| |
| |
| Research on the Variables Involved in Comprehension and Interpretation | |
| |
| |
| Integration of Authentic Texts | |
| |
| |
| The Role of the Interpretive Mode Across Instructional Levels | |
| |
| |
| An Interactive Model for Integrating the Three Modes of Communication | |
| |
| |
| Teach and Reflect: Using the Interactive Model to Explore an Authentic Printed Text | |
| |
| |
| Using the Interactive Model to Explore an Authentic Audio/Video Segment | |
| |
| |
| Teaching Literature at the Post-Secondary Level | |
| |
| |
| Discuss and Reflect: Reading Aloud | |
| |
| |
| |
| Using A Story-Based Approach to Teach Grammer | |
| |
| |
| Conceptual Orientation: The Deductive and Inductive Dichotomy | |
| |
| |
| Reconceptualizing Grammar Instruction | |
| |
| |
| Basic Principles of Dialogic Story-Based Language Teaching | |
| |
| |
| A Model for Dialoguing about Form in a Story-Based Language Approach | |
| |
| |
| Elements of Story-Based Language Learning | |
| |
| |
| Voices of the Learners | |
| |
| |
| Teach and Reflect: Examining Grammar Presentations in Textbooks | |
| |
| |
| Designing a Story-Based PACE Lesson | |
| |
| |
| Developing a PACE Lesson for the Post-Secondary Level | |
| |
| |
| Discuss and Reflect: Contrasting Explanations of Form | |
| |
| |
| |
| Developing Oral and Written Interpersonal Communication | |
| |
| |
| Conceptual Orientation: Interpersonal Speaking from a Proficiency Perspective | |
| |
| |
| Standards Highlight: Exploring the Interpersonal Mode Through Speaking and Writing | |
| |
| |
| Strategies for Teaching Interpersonal Speaking | |
| |
| |
| Teacher Interaction with Students | |
| |
| |
| Teaching Strategies for Group Interaction | |
| |
| |
| Student Interaction | |
| |
| |
| Developing Interpersonal Speaking Through Study of Literature and Culture | |
| |
| |
| Teaching Interpersonal Writing | |
| |
| |
| Providing Feedback in Oral Interpersonal Contexts | |
| |
| |
| Teach and Reflect: Creating Information-Gap Activities for Various Levels of Instruction | |
| |
| |
| Integrating Speaking Tasks with Oral or Printed Texts | |
| |
| |
| Integrating Advanced-Level Discourse at the Post-Secondary Level | |
| |
| |
| Discuss and Reflect: "Survivor" Game: Keeping Students in the Target Language | |
| |
| |
| |
| Developing Oral and Written Presentational Communication | |
| |
| |
| Conceptual Orientation: Standards Highlight: Exploring the Presentational Mode Through Speaking and Writing | |
| |
| |
| The Nature of Oral and Written Presentational Communication | |
| |
| |
| Presentational Communication: L1 vs. L2 | |
| |
| |
| Research on Teaching Presentational Writing | |
| |
| |
| Teaching Presentational Writing and Speaking as a Process | |
| |
| |
| Presentational Writing as Product: ACTFL Proficiency Guidelines - Writing | |
| |
| |
| Formats for Presentational Communication in the Classroom | |
| |
| |
| Responding to Presentational Writing | |
| |
| |
| Responding to Oral and Multimedia Presentations | |
| |
| |
| Teach and Reflect: Designing a Presentational Process-Oriented Writing Activity for Secondary Levels or Beyond | |
| |
| |
| Finding the Oral and Written Presentational elements in Prepared Project Units | |
| |
| |
| Discuss and Reflect: Integrating Peer Revision into the Presentational Writing Process | |
| |
| |
| |
| Addressing Diverse Needs of Learners In The Language Classroom | |
| |
| |
| Conceptual Orientation: The Diverse Ways in Which Learners Approach Language Learning | |
| |
| |
| Teachers' Personality Types and Teaching Styles | |
| |
| |
| Addressing Diverse Learner Needs | |
| |
| |
| Addressing Diverse Learner Needs Through Differentiated Instruction | |
| |
| |
| Standards Highlight: Bringing diverse Student Groups Together Through Participation in Multilingual Communities | |
| |
| |
| The Communities Goal Area | |
| |
| |
| Teach and Reflect: designing a Language lesson Appropriate for Diverse Learning Styles | |
| |
| |
| Working Within Communities | |
| |
| |
| Discuss and Reflect: Differentiating Instruction: Three Classrooms | |
| |
| |
| |
| Assessing Standards-Based Language Performance in Context | |
| |
| |
| Conceptual Orientation: Planning for Assessment in a New Paradigm | |
| |
| |
| Purposes of Tests: A Definition of Terms | |
| |
| |
| Assessment Formats: A Definition of Terms | |
| |
| |
| Assessment Formats: ProchievementPerformance-Based, Interactive Model | |
| |
| |
| Authentic and Standards-Based Assessment | |
| |
| |
| Empowering Students Through Assessment | |
| |
| |
| The Oral Proficiency Interview: Implications for Classroom and Program Assessment | |
| |
| |
| Mediating performance: An Introduction to Dynamic Assessment | |
| |
| |
| Planning for Classroom Assessment | |
| |
| |
| Teach and Reflect: Analyzing and Adapting a Traditional Test | |
| |
| |
| Adding an Authentic Dimension to a Performance-Based Assessment Task | |
| |
| |
| Designing an Integrated Performance Assessment (K-16) | |
| |
| |
| Discuss and Reflect: Developing Authentic Assessment Tasks and Rubrics | |
| |
| |
| |
| Using Technology to Contextualize and Integrate Language Instruction | |
| |
| |
| Conceptual Orientation: Technology Connects the Standards | |
| |
| |
| Multimedia Technology in the Three Modes of Communication | |
| |
| |
| Computer-Mediated Communication (CMC) | |
| |
| |
| Empowering Learners Through Web-Enhanced Technologies | |
| |
| |
| What the Future of Technology Holds for Language Learning | |
| |
| |
| Teach and Reflect: Are Your Students Technologically Literate? | |
| |
| |
| Helping Students Address the National Educational Technology Standards | |
| |
| |
| Examining the Potential Use of a TELL Exercise | |
| |
| |
| Creating a WebQuest | |
| |
| |
| Discuss and Reflect: Teaching Through Photos | |
| |
| |
| Appendices | |
| |
| |
| Index | |