Making It Happen: From Interactive to Participatory Language Teaching -- Evolving Theory and Practice / Edition 4

by Patricia Richard-Amato

Overview

This cutting-edge sourcebook for teachers provides a comprehensive vision of effective second language teaching and explores ways to create meaningful interaction leading to emergent participatory language teaching. The fourth edition of Making It Happen presents a cyclic approach to theory and practice, in which theory and practice constantly inform each other.

Features

• Strategies for teaching children, adolescents, and adults from beginning to advanced levels
• Am emphasis on peer- and self-evaluation in simulated and real classrooms
• A practical reservoir for teachers as they develop their own methodologies and local practice
• Discussions of issues critical to program development, lesson design, materials selection, video use, teacher research, and professional development (including SIOP)
• Case studies from kindergarten through university level to stimulate professional dialog

New to This Edition

• Separate chapters on implicit/explicit teaching and on sociocultural/cognitive synthesis
• Sections on form-focus strategies, World Englishes, research directions, corpus analysis, dialogical assessment, and the Acoma heritage language program
• Updated research that reflects influential thinking for the 21st century

Also by Patricia A. Richard-Amata (with Marguerite Ann Snow):

Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers

Product Details

ISBN-13:	9780132361378
Publisher:	Pearson Education
Publication date:	06/18/2009
Edition description:	New Edition
Pages:	624
Product dimensions:	6.80(w) x 9.10(h) x 1.20(d)

About the Author

Biography

Dr. Patricia Richard-Amato is Professor Emeritus at California State University, Los Angeles where she coordinated graduate programs in Teaching English to Speakers of Other Languages. Her experience includes 19 years in public schools of the U.S. and teaching at several TESOL Institutes and Academies in the U.S. and abroad. Dr. Richard-Amato was a recipient (along with John Oller, Jr.) of the Mildenberger Medal from the Modern Language Association for Methods that Work. Her more recent works include Making It Happen: From Interactive to Participatory Language Teaching: Evolving Theory and Practice (4th edition) and Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers (with M. A. Snow). She is one of the founders of the Pikes Peak Chapter of the United Nations Association, USA and is a founding member of the Institute for Language and Education Policy.

Table of Contents

PART I THEORETICAL CONSIDERATIONS

Exploring Your Current Beliefs About Learning and Teaching Languages

Chapter 1 FROM GRAMMAR-BASED TO COMMUNICATIVE APPROACHES: A HISTORICAL PERSPECTIVE

Questions to Think About

Grammar-Based Approaches

Chomsky’s Contributions

The Connectionist

Communicative Approaches

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter2 THE PROCESS OF LEARNING A SECOND LANGUAGE IN THE CLASSROOM: A COGNITIVE VIEW

Questions to Think About

The Interaction Approach

The Process of Learning a Second Language

Error Treatment

Instructed Grammar

Summary

Questions and Projects for Reflection and Discussion

Suggested Reading and Reference Materials

Chapter 3 TOWARD A SOCIOCULTURAL/COGNITIVE MODEL

Questions to Think About

A Comparison of L1 and L2 Language Acquisition

Information-Processing Models

Where Do We Go from Here?

Vygotsky’s Sociocultural/Cognitive Perspective

A Proposed Dialogical Model for Second Language Acquisition

Summary

Question and Projects for Reflection and Discussion

Suggested Reading and Reference Materials

Chapter 4 EMERGENT PARTICIPATORY LANGUAGE TEACHING

Questions to Think About

Empowerment in the Language Classroom

A Working Description of Participatory Language Teaching

Participatory Practices

Meeting Standards Through Participatory Teaching

Common Misunderstandings

Enabling Students Through Strategic Learning

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 5 DEVELOPING SKILLS: IMPLICIT AND EXPLICIT TEACHING STRATEGIES

Questions to Think About

Implicit and Explicit: What’s the Difference?

Skills Integration

Needs Assessment: Product or Process Oriented?

Teaching Strategies for Listening, Speaking, Reading, and Writing

Critical Literacy

Summary

Questions and Projects for Reflections and Discussion

Suggested Reading and Reference Materials

Chapter 6 THE AFFECTIVE DOMAIN

Questions to Think About

Attitudes

Motivation

Level of Anxiety

Related Factors

Creating a Positive School and Community Environment

Summary

Questions and Projects for Reflection and Discussion

Suggested Reading and Reference Materials

Chapter 7 LANGUAGE ASSESSMENT AND STANDARDS

Questions to Think About

Language Tests: A Traditional Framework

Test Evaluation, Selection, and Development

Determining Placement

Making Assessment an Integral Part of the Classroom Environment

Identifying and Assessing Learner Outcomes

Standard for Second and Foreign Language Teaching in the United States

A Dialogical Approach to Assessment

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

PART II EXPLORING METHODS AND ACTIVITIES

Interactive Methods and Activities

Adapting the Content of Activities

Chapter 8 PHYSICAL INVOLVEMENT IN THE LANGUAGE LEARNING PROCESS

Questions to Think About

The Total Physical Response: Taking Another Look

Total Physical Response Storytelling

The Audio-Motor Unit

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 9 INTERACTIVE PRACTICES

Questions to Think About

The Natural Approach Revisited

Modifying and Enhancing Instruction in the Language Classroom

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 10 CHANTS, MUSIC, AND POETRY

Questions to Think About

Chants

Music

Poetry

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 11 STORYTELLING, ROLE PLAY, AND DRAMA

Questions to Think About

Warm-Ups

Storytelling

Role Play

Drama

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 12 GAMES

Questions to Think About

Nonverbal Games

Board-Advancing Games

Word-Focus Games

Treasure Hunts

Guessing Games

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 13 WAYS TO PROMOTE LITERACY DEVELOPMENT

Questions to Think About

The Language Experience Approach

Literature-Based Curriculum

Writing Workshops

Advance Academic Literacy

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 14 AFFECTIVE ACTIVITES

Questions to Think About

What do Learner Value?

What Role Can Teachers Play During Affective Activities?

When Can Affective Activities Be Used?

Other Important Considerations

Preparing Students for Affective Activities

Activities to Further Identify Development

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

PART III PUTTING IT ALL TOGETHER: SOME PRACTICAL ISSUES

Second Language Programs

Foreign Language Programs

Teachers New to a Particular Culture

Chapter 15 DEVISING A PLAN

Questions to Think About

Integrating Methods, Strategies, and Activities into a Flexible Curriculum

Structuring Lessons

Themes Cycle/Investigative Inquiry

Infusing Standards into the Curriculum

Deciding the Focus of the Instruction: Proficiency-Based, Task-Based, or Content-Based

Using Peer Facilitators and Lay Assistants

Cooperative Learning as a Management Technique

Working with Large and Mixed-Level Classes

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 16 TOOLS FOR TEACHING LAGUAGES: TEXTBOOKS, COMPUTER PROGRAMS, AND VIDEOS

Questions to Think About

Textbooks

Computer Programs

Videos

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

Chapter 17 TEACHING LANGUAGE THROUGH THE CONTENT AREAS AND PROFESSIONAL DEVELOPMENT

Questions to Think About

Submersion

Immersion

Bilingual Education in the United States

Program Possibilities for English Learners

Program Possibilities for Foreign Language Students

Professional Development: Teacher Research, Observation, and Evaluation

Summary

Questions and Projects for Reflection and Discussion

Suggested Readings and Reference Materials

PART IV PROGRAMS IN ACTION

Chapter 18 ESL PROGRAMS

A College English Language Program

A University Support Program: Project LEAP

A Life-Skills Adult Basic Education Program

A Secondary Sheltered English Program

An Elementary District-Wide Program

A Kindergarten ESL Program within a Spanish Bilingual School

Chapter 19 FOREIGN LANGUAGE PROGRAMS

A Village Immersion Program for Global Understanding, Language Development, and Maintenance

A French Immersion Program for Elementary Students

A Bicultural Institute for Children, Adolescent, and Adults

A Middle School Spanish Program

A High School Spanish Program

Chapter 20 TWO-WAY BILINGUAL AND HERITAGE TRIBAL LANGUAGE PROGRAMS

A Developmental Spanish/English Program

An Immersion Cantonese/English Language Program

Maintaining American Indian Languages: A Pueblo Indian Language Immersion Program by Christine Sims, Acoma Pueblo

PART V CASE STUDIES: TEACHER NARRATION TO STIMULATE PROFESSIONAL DIALOGUE

Case Study 1: Motivating Beto (Kindergarten)

Case Study 2: My “Good Year” Explodes: Bringing in the Parents (Elementary School)

Case Study 3: Please, Not Another ESL Student (Middle School)

Case Study 4: Conflict Resolution on Campus (High School)

Case Study 5: A Multicultural Challenge (College/University)

REFERENCES

Editorial Reviews

Review

BELIEFS ABOUT SECOND AND FOREIGN LANGUAGE TEACHING

Following theories of Vygotsky, Freire, and many others, Dr. Richard-Amato argues that the field of second and foreign language teaching needs to head closer to the sociocultural end of the teaching continuum. However, she is convinced that aspects of cognitive theory must continue to inform a broader and more inclusive paradigm in which western and nonwestern perspectives are considered.

Although Dr. Richard-Amato believes that method as magical formula will not fit this paradigm, she thinks that method as a resource critically examined can serve as a useful component in the right environments. She suggests that the field move away from grammar/skill-based teaching and again toward interactive, content-based teaching (including relevant tasks and proficiencies. She argues that explicit grammar and skill instruction appropriately timed need to play an important role. In addition, dialogical language testing if properly developed could make testing processes much more like instructional processes.

While emergent participatory language teaching has been an increasing presence in many classrooms, she thinks it would be a mistake to define it as a method or an approach. For it transcends both and gets to the very heart of the student-teacher relationship. It can now and in the future involve students more intimately in their own learning.

Even more important to the postmodern world that could emerge will be teacher attributes such as openness, willingness to self-reflect, and ability to adapt to local situations/cultures.

From the Publisher