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Languages and Learners: Making the Match: World Language Instruction in K-8 Classrooms and Beyond 5th edition [Pehme köide]

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  • Formaat: Paperback / softback, 528 pages, kõrgus x laius x paksus: 255x200x20 mm, kaal: 759 g
  • Ilmumisaeg: 13-Jan-2015
  • Kirjastus: Pearson
  • ISBN-10: 0132855216
  • ISBN-13: 9780132855211
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Languages and Learners: Making the Match: World Language Instruction in K-8 Classrooms and Beyond 5th editionSuurem pilt
  • Formaat: Paperback / softback, 528 pages, kõrgus x laius x paksus: 255x200x20 mm, kaal: 759 g
  • Ilmumisaeg: 13-Jan-2015
  • Kirjastus: Pearson
  • ISBN-10: 0132855216
  • ISBN-13: 9780132855211
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9780132855211.html
Märksõnad:

Both a methods text and a practical guide for schools and teachers,Languages and Learners is designed to help those preparing to teach languages, especially at the elementary and middle school K-8 levels; practitioners already involved with language teaching; and teachers, parents, and administrators engaged in the planning or evaluation process. In it the authors include the theoretical and practical elements that have been important in their own classroom practice. Intended as an entry-level resource to help new teachers get oriented to what is important and available in the profession, the book is based on scholarship, yet written by practitioners with practitioners in mind. Popular, accessible, and engaging,Languages and Learners is a classic in the field, now updated to include a new organization around the TELL (Teaching Effectiveness for Language Learning) Framework; new examples and illustrations of the concepts; new insights from guest contributors; and new coverage of today’s important issues, such as technology in the classroom, assessment, differentiated instruction, the Common Core State Standards, and more.

Arvustused

Languages and Children: Making The Match, New Languages for Young Learners, Grades K-8 is the must-have textbook for early language learning courses due to its pragmatic approach, current methodology, and understanding of the teaching and learning of young learners." - Anne Cummings Hlas, University of Wisconsin Eau Claire



"For teaching elementary foreign language methods, it is the best on the market." - Fran Meuser, Oakland University

"There are so many concrete and useful ideas, activities, games, checklists, etc. Having taught numerous teacher training methods courses, I know that students are always clamoring for more practical ideas; ideas/activities/tasks that they can use in their future classroom. This text is full of these" - Elvis Wagner, Temple University

Section 1 Fundamentals
1(28)
Chapter 1 The Learner: Setting the Stage For Language
1(28)
Rick Donato
Second-Language Acquisition
2(3)
Sociocultural Theory and Second Language Learning: The Role of Mediation
5(2)
Conditions Necessary for Second-Language Acquisition in the Classroom
7(3)
Cognitive and Developmental Characteristics of the Learner
10(19)
Section 2 Planning
29(40)
Chapter 2 Planning for Curriculum, Unit, and Lesson Design
29(40)
Establishing Overarching Performance Targets
29(3)
Process of Planning for Curriculum Development from National Standards to Individual Lessons and Activities
32(4)
Designing Instructional Pathways That Will Lead Students to Reach The Proficiency Targets: Creating Units of Instruction with Thematic Planning and Assessments
36(18)
Designing Instructional Pathways That Will Lead Students to Reach The Proficiency Targets: Lesson Planning
54(15)
Section 3 The Learning Experience
69(180)
Chapter 3 Language Learning Fundamentals
69(33)
Focus: World Readiness Standards for Learning Language
69(7)
Focus on Proficiency
76(1)
More on the Communication Modes
76(6)
Fundamental Concepts for Language Teaching and Learning
82(7)
Key Strategies for Language Teaching and Learning
89(13)
Chapter 4 Strategies for Building Toward Proficiency
102(31)
Stepping Stone to Proficiency: Vocabulary Development
102(2)
Stepping Stone to Proficiency: Functional Chunks of Language
104(6)
Presenting and Teaching Functional Chunks of Language
110(19)
Centers in the Language Classroom
129(4)
Chapter 5 Building Toward Proficiency with Interactive Tasks
133(28)
Cooperative Learning and Interactive Language Tasks
133(3)
Classroom Management with Small-Group and Partner Activities
136(5)
Step-by-Step Guidelines for Small-Group and Partner Activities
141(2)
Types of Partner and Small-Group Activities
143(1)
Sample Partner and Small-Group Activities for Language Learners
144(17)
Chapter 6 Building Toward Proficiency with Literacy
161(43)
Reading and Writing in Another Language
161(13)
Using Stories and Children's Literature
174(12)
Literacy Builders: Focus on Writing
186(13)
The Common Core Standards and Their Connection to Language Learning
199(5)
Chapter 7 Connecting Language and Culture
204(21)
Culture in the Classroom
204(6)
Identifying Resources for Integrating Culture
210(4)
Fantasy Experiences/Imaginary Trips/Virtual Trips
214(5)
Education for Global and Multicultural Awareness
219(3)
Additional Activities
222(3)
Chapter 8 Connecting Language and Content
225(24)
Making Connections between Language and Content
225(10)
Context-Embedded and Context-Reduced Language Tasks
235(1)
Application of General Academic Skills
236(8)
Factors to Consider in Planning for Content-Related Instruction
244(5)
Section 4 Performance and Feedback
249(40)
Chapter 9 Using Assessment to Help Learners and Programs Grow
249(40)
Adriana Brandt
Assessment for Communication: A Brief Process Overview
251(2)
Setting Learning Targets: What Do I Expect Learners to Know and be Able to Do?
253(1)
Determine Appropriate Evidence: How Will I Know if Learners have Met the Goal(s)?
254(13)
Establish Criteria: How Will I Know How Well Learners have Met the Goal(s)?
267(12)
Report Results: How Will I Report the Results of Learning?
279(5)
Program Assessment
284(5)
Section 5 Environment
289(20)
Chapter 10 Managing the Learning Environment
289(20)
External Factors Beyond the Teacher's Control
289(2)
Factors within the Teacher's Control: Classroom Management Basics
291(12)
Special Issues Affecting the Traveling Teacher---a la Cart
303(6)
Section 6 Learning Tools
309(84)
Chapter 11 Bringing Language to Life with Effective Materials
309(28)
Useful Supplies, Materials, and Equipment
309(14)
Tools for Creating a Digital Learning Environment
323(1)
Teacher-Produced Materials
324(5)
Choosing and Using Materials Wisely
329(8)
Chapter 12 Bringing Language to Life with Games and Activities
337(39)
Matrix of Classrom Games and Activities
338(3)
Guidelines for Games and Activities
341(1)
Classroom Games and Activities
342(22)
Other Classroom Strategies
364(6)
Songs and Chants in the Curriculum
370(6)
Chapter 13 Meeting the Needs of Digital Learners
376(17)
Christel Broady
Lori Roe
The Digital Learner
377(1)
It's More about the Teaching than the Technology
378(1)
Teaching Digitally
379(5)
Sample Projects and Activities
384(7)
Final Thoughts
391(2)
Section 7 Professionalism and Collaboration
393(12)
Chapter 14 Developing Professional Teachers
393(12)
Alyssa Villarreal
The Teacher Effectiveness For Language Learning Project (TELL)
393(2)
Teacher Preparation
395(3)
The Language Teacher as a Growing Professional
398(7)
Section 8 Programs
405(82)
Chapter 15 Planning and Implementing Effective Programs
405(41)
Components of Effective Program Planning
405(41)
Chapter 16 Focus on Immersion
446(29)
Tara Williams Fortune
Blair Bateman
Immersion: What Is It? How does it Work?
450(10)
Integrating Language and Content
460(2)
Immersion Programs: From the District, School, and Teacher Perspective
462(13)
Chapter 17 Rationale and Advocacy
475(12)
Where to Look for a Rationale for Foreign Languages
474(9)
Advocacy for Early Language Learning
483(4)
Works Cited 487(11)
Name Index 498(2)
Subject Index 500(9)
Credits 509
Helena Curtain has a wealth of experience as a language educator and has taught at elementary school through university levels. She served as Foreign Language Curriculum( Specialist for the Milwaukee Public Schools for many years (and in that capacity coordinated and supervised K12 foreign language and ESOL programs in a district of 100,000 students. She served as associate (professor at the University of WisconsinMilwaukee and (directed the Foreign Language and ESOL teacher preparation programs. She is the author of various articles dealing (with language instruction. Helena is active professionally (and has received state, regional and national awards for her (service to the language teaching profession. She is an internationally known expert on second language teaching methodology and curriculum development, bilingual education, immersion programs, and two-way immersion programs, especially at the elementary school level. She has also served as speaker, consultant, and visiting professor both nationally and internationally in 31 countries.

 

Carol Ann Dahlberg is Professor Emerita in Education at Concordia College, Moorhead, Minnesota, where she taught methods courses for secondary and elementary school teachers of foreign languages. She has also taught German K12 and at the college level. She has authored and coauthored numerous articles and has received national awards from ACTFL and AATG. A founding member of the National Network for Language Learning, Carol Ann served as its first president. She works nationally and internationally as a consultant, curriculum developer, and workshop leader for early language learning.