Content-Based Second Language Teaching and Learning: An Interactive Approach / Edition 2 available in Paperback
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.
|Edition description:||New Edition|
|Product dimensions:||6.90(w) x 9.00(h) x 0.80(d)|
About the Author
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 Master’s 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. Haley’s 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.
Table of Contents
Section I: Language, Language Learning, and Language Acquisition
Chapter 1: How Languages Are Learned and Acquired through Content
Section II: Interactive Instructional Practice in Content-Based Settings
Chapter 2: Planning for Today's Millennial Learners and a Standards-Based Classroom
Chapter 3: A Critique of Methods and Approaches in Language Teaching
Chapter 4: Evaluating and Creating Interactive and Content-Based Assessment
Chapter 5: Foregroundign Oral Communication
Chapter 6: Literacy and the English Language Learner
Chapter 7: Foregrounding Written Communication in Content-Based Second-Language Teaching and Learning
Chapter 8: Interactive Approaches for Working with Diverse Learners
Chapter 9: Integrating Technology in an Interactive, Content-Based Classroom