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Content-Based Second Language Teaching and Learning: An Interactive Approach 2nd edition [Pehme köide]

3.50/5 (14 hinnangut Goodreads-ist)
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  • Formaat: Paperback / softback, 384 pages, kõrgus x laius x paksus: 230x177x17 mm, kaal: 430 g
  • Ilmumisaeg: 08-Oct-2013
  • Kirjastus: Pearson
  • ISBN-10: 013306672X
  • ISBN-13: 9780133066722
Teised raamatud teemal:
Content-Based Second Language Teaching and Learning: An Interactive Approach 2nd editionSuurem pilt
  • Formaat: Paperback / softback, 384 pages, kõrgus x laius x paksus: 230x177x17 mm, kaal: 430 g
  • Ilmumisaeg: 08-Oct-2013
  • Kirjastus: Pearson
  • ISBN-10: 013306672X
  • ISBN-13: 9780133066722
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780133066722.html
Märksõnad:

For any pre- or in-service mainstream teacher learning how to teach the English Language Learners or world language students in their classrooms—or those who simply want to get better at it—here is an interactive approach that’s packed with engaging features, opportunities for reflection, important new ideas and suggestions, and a number of ways to better connect to professional development standards like the Common Core Standards and WIDA.

Content-Based Second Language Teaching and Learning gives readers opportunities to interact with the material; reflect and consult with colleagues, partners, and classrooms; revisit their responses; and get assistance from accompanying PowerPoint presentations online that focus on the key concepts of each chapter. Packed with practical, how-to ideas and techniques culled from two critical fields of study—psycholinguistics and socio-cultural—it offers today’s teachers more methodological approaches to teaching in ESL settings than virtually any other book on the market.

Arvustused

This is one of the most comprehensive and inclusive texts I have found for teaching university students about content areas in ESL.

Preface xiii
SECTION I Language, Language Learning, and Language Acquisition
1 How Languages Are Learned and Acquired through Content
1(20)
What Does the Research Say?
1(7)
The Interactive Approach: Making Learning Meaningful
8(1)
Interactive Learning in Content-Based Language Classes
8(1)
Content-Based Language Learning
8(1)
A Synthesis of Sociocultural and Psycholinguistic Theories and Practices
9(1)
Influence of Cognitive Researchers
9(5)
Accommodating Special Needs Learners
14(1)
Mainstream Teachers Who Work with ELLs
14(1)
Interaction and Roles of First (L1) and Second Languages (L2)
15(1)
Meaningful Interaction
15(1)
Reflection and Action
16(1)
Feedback
17(1)
Second-Language Teaching Strategies
17(4)
Summary
18(1)
Exercises and Activities
18(3)
SECTION II Interactive Instructional Practice in Content-Based Settings
2 Planning for Today's Millennial Learners and a Standards-Based Classroom
21(30)
What Does the Research Say?
21(2)
Planning and Managing Interactive Instruction
23(1)
Sheltered Instruction Observational Protocol (SIOP) Model
23(2)
Incorporating Standards into Course and Program Planning
25(3)
World-Class Instructional Design and Assessment (WIDA)
28(1)
Common Core State Standards
28(1)
21st Century Skills
28(1)
Creating a Lesson Plan
28(9)
Program Models
37(1)
Sample Schools Representing Program Models
38(1)
Foreign-Language Program Models
39(1)
The Role of Textbooks and Other Materials in Planning for Content-Based Instruction
39(1)
Textbook Analysis and Selection
39(2)
The Nature and Role of Culture in Planning
41(1)
Unit Planning
42(1)
Assessment
42(1)
Accommodating Learners with Special Needs
42(2)
Planning across Proficiency Levels-Differentiated Instruction
44(1)
Mainstream Teachers Who Work with ELLs
45(1)
Planning and Content-Based Instruction
45(1)
Other Considerations in Daily Planning
46(5)
Summary
47(1)
Exercises and Activities
47(4)
3 A Critique of Methods and Approaches in Language Teaching
51(38)
What Does the Research Say?
51(2)
Methodology and Definitions
53(1)
Learning Styles
54(1)
Traditional Behaviorist Methods
55(1)
Grammar-Translation Method
55(1)
Direct Method
56(2)
Audiolingual Method (ALM)
58(1)
Rationalist and Mentalist Methods
59(1)
Cognitive Anti-Method
59(1)
Cognitive-Code Method
60(1)
Functional Approaches
61(1)
Cognitive Academic Language Learning Approach (CALLA)
62(3)
Total Physical Response
65(1)
Total Physical Response Storytelling
66(1)
Natural Approach
67(2)
Humanistic Approaches
69(1)
Community Language Learning
69(1)
The Silent Way
70(2)
Suggestopedia
72(1)
Rassias Method
73(2)
Unit Plan
75(14)
Summary
86(1)
Exercises and Activities
86(3)
4 Evaluating and Creating Interactive and Content-Based Assessment
89(45)
What Does the Research Say?
89(2)
Introduction to Assessment
91(2)
Reasons for Approaching Assessment as Inquiry
93(1)
What Does the Research Say?
94(1)
Assessments for Specific Decision Making
94(1)
Determining Language Proficiency
95(1)
Placement
96(2)
Informal Inventories
98(1)
Aural/Oral
98(1)
Reading
98(2)
Writing
100(1)
Progress
100(2)
Integrated Performance Assessments
102(4)
Alternative Assessment
106(3)
Performance-Based Tasks
109(1)
Components of Content-Based Interdisciplinary Language and Literacy Assessments
109(2)
Oral Language Assessments
111(1)
Interviews
111(1)
Retelling
111(2)
Anecdotal and Observational Records
113(1)
Written Language Assessment
113(1)
Reading for Oral Performance: Running Records
113(2)
Writing across Time: Portfolios
115(2)
Rubrics
117(1)
Conferencing
118(1)
Dialogue Journals
118(1)
Evaluation of Instruction
119(1)
Student-Led Conference
120(1)
Self-Assessment
120(3)
Group Assessment
123(1)
Multimodal Assessment: Interactive and Technology-Based Assessment
123(1)
Multimodal
124(1)
Gaming as Assessment in Content Areas
124(1)
Accommodating Special Needs Learners
125(2)
Mainstream Teachers Who Work with ELLs
127(1)
Advocating for Learning
128(6)
Summary
129(1)
Exercises and Activities
130(4)
5 Foregrounding Oral Communication
134(60)
Introduction
134(1)
What Does the Research Say?
135(1)
Learning to Speak and Speaking to Learn
136(2)
Understanding the Role of Prior Knowledge of Second-Language Learners
138(1)
Understanding a Learner's First Language as a Resource
139(4)
Discontinuities in Schooling
143(1)
Creating Classroom Conditions for Oral Language Development
144(2)
Building Oral Interactional Patterns: Student Grouping
146(1)
Affective Conditions for Oral Interactions in the Classroom
146(1)
Social and Academic Consequences of Sounding Like the "Other"
147(1)
Two Perspectives: Fluency and Proficiency versus Identity and Agency
148(3)
Building for Oral Participation in Academic Discourse
151(1)
Planned Oral Communication
151(1)
Fluency Building: Feedback
152(3)
Interaction between Vernacular Oral Language Domains and Technical Domains
155(1)
How First Language Impacts Second-Language Performances
155(1)
Simultaneous First- and Second-Language Oral Development
156(1)
Developing Oral Communication in Sequential Language Acquisition
157(1)
Explicit Attention to Language Form, Use, and Meaning in Context
158(1)
Differences between Second- and Foreign-Language Learners
159(1)
Overcoming Material Limitations
159(1)
Foreign-Language Learning and Content
160(1)
An Example of Instructional Practices Used in an English as a Foreign Language Class
160(1)
Focus on Values through Learning Language in Content
161(1)
Subtractive vs. Additive Bilingualism
162(2)
Overview of Second-Language Acquisition Research
164(1)
Classroom-Based Research on Oral Communication Development
165(1)
Input Theories
165(1)
Output Theories
165(1)
Interaction between Learners and Themselves-The Crucial Skill of Self-Monitoring
166(1)
Mainstream Teachers Who Work with ELLs
167(2)
Accommodating Special Needs Learners
169(1)
Going Beyond the Common Core State Standards, TESOL, and Foreign Language National Standards
169(1)
Lesson Plan for Greek Heroes Curriculum Unit
170(24)
Summary
188(1)
Exercises and Activities
189(5)
6 Literacy and the English Language Learner
194(43)
What Does the Research Say?
194(2)
Discourses, Identities, and Literacy
196(2)
Definitions of Literacy
198(1)
Reading Process Models
199(1)
Reading Skills
200(2)
Strategy-Based Reading Instruction
202(1)
Reading Strategies
202(4)
Literacy as Cultural and Social Practice
206(1)
Critical Literacy and Other Literacies
206(3)
Developmental Approach to Literacy/Reading Learning and Teaching Academic Content
209(4)
Academic Content Literacy: Science and Social Studies
213(1)
English Language Learners and Science
214(3)
English Language Learners and Social Studies
217(1)
Social Studies Instruction
218(1)
Multiliteracies in the Arts and Language
219(10)
Accommodations for Diverse Learners
229(1)
Assessment
229(1)
Accommodating Special Needs Learners
229(1)
Mainstream Teachers Who Work with ELLs
230(1)
Heritage Language Learners
230(7)
Summary
231(1)
Exercises and Activities
232(5)
7 Foregrounding Written Communication in Content-Based Second-Language Teaching and Learning
237(32)
What Does the Research Say?
237(1)
Writing as Product
238(2)
Writing as Process
240(2)
Writing as an Interactionally Accomplished Cultural Practice
242(1)
Attending to Form and Function
243(3)
Writing as Power
246(2)
Teaching Interactive Second-Language Writing in Content-Based Classes
248(1)
Writing and the Standards: Differences between Foreign and Second Language
249(1)
Integrating Technology and Writing
249(3)
Interactive Writing Instruction
252(1)
Prewriting Strategies for Getting Started
253(1)
Writers' Workshop
254(1)
Writing Conferences
255(1)
Writing Assessments
256(1)
Accommodating Special Needs Learners
257(1)
Mainstream Teachers Who Work with ELLs
258(2)
Integrated Approach
260(1)
Varying the Purposes for Writing
260(9)
Summary
262(1)
Exercises and Activities
263(6)
8 Interactive Approaches for Working with Diverse Learners
269(22)
What Does the Research Say?
269(2)
Federal Legislation's Influence
271(1)
Classroom Diversity: A Reality in U.S. Education
272(2)
Pedagogical Implications for Working with Diverse Learners
274(1)
Mainstream Teachers Who Work with ELLs
275(1)
Learner-Centered Instruction in an Interactive, Content-Based Classroom
276(1)
Multiple Intelligences
276(3)
Learning Styles
279(1)
Culturally Relevant Pedagogy
280(2)
Accommodating Special Needs Learners
282(2)
Working with Gifted Students in Second-Language Classrooms
284(1)
Identifying the Talents of Diverse Students
284(1)
Assessment Tools for Gifted Students
284(1)
Programs for Gifted Students
285(1)
Heritage Language Learners
286(5)
Summary
287(1)
Exercises and Activities
287(4)
9 Integrating Technology in an Interactive, Content-Based Classroom
291(28)
What Does the Research Say?
291(2)
The New Media Consortium Horizon Report
293(1)
Pedagogical Implications for Using Technology
294(1)
History of Technologies Used for Teaching Languages
294(3)
Foreign Language Standards in the Digital Age
297(2)
The Five Cs of the Standards for Foreign Language Learning and Technology Use in the Language Classroom
299(1)
Standard 1: Communication
299(2)
Technology and Foreign- or Second-Language Literacy
301(1)
Computer-Assisted Language Learning (CALL)
301(1)
Technologies to Teach the Three Modes of Communication
302(1)
Standard 2: Cultures
303(1)
Online Resources to Teach Culture
304(1)
Standards 2 and 4 Considered Together: Cultures and Comparisons
304(1)
Standards 3 and 5: Connections and Communities
305(1)
Google Hangout: A Way to Connect to Communities Outside the Four Walls of Your Classroom
306(1)
Communities: Language Exchange, E-Pals, and Voice over the Internet
306(1)
Technology and the Challenges of Faculty Professional Development
306(1)
World Wide Web Resources for Foreign- and Second-Language Teachers
307(1)
Wikis
308(1)
Listservs
308(1)
Social Media
308(1)
Webinars
309(1)
Virtual Field Trips
310(1)
Email
310(1)
Technology and Assessment
311(1)
Other Interactive Technology-Based Assessment Tools
311(1)
Accommodating Special Needs Learners
311(1)
Technology and Teaching Culture
312(1)
Working in Differently Equipped Technology Facilities
313(1)
The Multicomputer Classroom
313(1)
The Computerless Classroom
313(1)
The One Computer Classroom
313(6)
Summary
314(1)
Exercises and Activities
314(5)
Action Research 319(7)
Glossary 326(8)
References 334(23)
Name Index 357(3)
Subject Index 360
Dr. Marjorie Hall Haley is tenured Professor of Education and Director of Foreign Language Teacher Licensure in the Graduate School of Education at George Mason University in Fairfax, VA.  Dr. Haley holds a PhD in Foreign Language Education and English as a Second Language from the University of Maryland, College Park. She has also earned a Masters degree in education and advanced studies certificates from Towson University and Johns Hopkins University, respectively. In her 25th year at George Mason University, she teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. Dr. Haleys research and publication record is wide. Her most recent book is, Brain-compatible Differentiated Instruction for English Language Learners (2010), published by Pearson. In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, Valuing Diverse Learners available at www.learner.org 

 

Theresa Y. Austin is Professor of Education in the School of Education, in the Language, Literacy and Culture Concentration's Bilingual, ESL and Multicultural Education Program at the University of Massachusetts, Amherst.