Teacher's Handbook: Contextualized Language Instruction

Teacher's Handbook: Contextualized Language Instruction

Paperback(Older Edition)


Product Details

ISBN-13: 9780838440612
Publisher: Cengage Heinle
Publication date: 07/28/1993
Edition description: Older Edition
Pages: 360

About the Author

Judith L. Shrum earned her Ph. D. from The Ohio State University and an M.A. in Latin American Studies from Indiana University in Bloomington, IN. She is professor emerita at Virginia Polytechnic Institute and State University, where she directed the Second Language Teacher Education program for 31 years until her retirement in 2012. She was awarded the ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Education in 2008. Currently, she is the coordinator for ACTFL to the Council for the Accreditation of Educator Preparation (CAEP).

Table of Contents

Chapter 1Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning [Overview of Second-Language Acquisition Research]
Conceptual Orientation1
Observe and Reflect15
Observing a Child Interacting in His/Her Native Language15
Observing a Beginning Language Class15
Discuss and Reflect16
Creating Real Conversational Models16
Conducting a Cooperative Learning Task18
Chapter 2Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning [Overview of Standards for Foreign Language Learning]
Conceptual Orientation25
Teach and Reflect37
Developing a Learning Scenario37
Contextualizing the Teaching of a Past Tense Grammar Point38
Discuss and Reflect38
Textbook Evaluation: A Look at the Use of Context in Exercises38
Developing a Top-Down ESL Lesson43
Chapter 3Organizing Content and Planning for Integrated Language Instruction
Conceptual Orientation48
Teach and Reflect65
Planning for Instruction65
Developing a Content-Based Level 5 Foreign Language Class65
Discuss and Reflect66
Does the Class Scheduling Format Make a Difference?66
Using Learners' Needs to Plan for Instruction70
Chapter 4Connecting Language Learning to the Elementary School Curriculum [Standards Goal Area: Connections]
Conceptual Orientation75
Teach and Reflect93
Designing a Content-Based Elementary School Lesson93
Developing a Storytelling Lesson94
Discuss and Reflect94
Teaching First Grade Content in French94
Implementing an Elementary School Language Program95
Chapter 5Integrating Language Study in the Middle School Curriculum [Standards Goal Area: Cultures]
Conceptual Orientation100
Teach and Reflect111
Unit and Lesson Design Around a Story, Myth, or Folktale111
Developing Culture-Specific Examples of the Three Ps111
Discuss and Reflect111
Exploratory vs. Sequential Middle School Programs111
Orderliness with Affection113
Chapter 6Using an Interactive Approach to Develop Interpretive Skills [Standards Goal Area: Communication, Interpretive Mode]
Conceptual Orientation119
Teach and Reflect136
Using the Interactive Model to Explore an Authentic Written Text136
Using the Interactive Model to Explore an Authentic Taped Segment138
Discuss and Reflect138
But the Students Don't Understand What I'm Saying138
Reading Aloud140
Chapter 7Using a Story-Based Approach to Teach Grammar [Standards Goal Area: Communication: Interpretive, Presentational]
Conceptual Orientation146
Teach and Reflect164
Examining Grammar Presentations in Textbooks164
Designing a Story-Based Language Lesson164
Discuss and Reflect165
Using a Story-Based Language Approach to Teach Reflexive Verbs165
Using Songs to Foreshadow Grammar166
Chapter 8Developing Oral Interpersonal and Presentational Communication [Standards Goal Area: Communication, Interpersonal Mode]
Conceptual Orientation172
Teach and Reflect210
Creating Information-Gap Activities for Various Levels of Instruction210
Integrating Speaking with Oral or Written Texts211
Discuss and Reflect211
Defining Groups for Cooperative Learning Activities211
Friday Is Culture Day213
Chapter 9Developing Written Communication Skills Through Integration of the Three Modes
Conceptual Orientation219
Teach and Reflect247
Designing an Interactive Homework Assignment for Elementary or Middle School Learners247
Designing a Writing Activity for Secondary Levels or Beyond247
Discuss and Reflect247
A Writing Assignment That Doesn't Work247
Integrating Peer Revision into the Writing Process249
Chapter 10Addressing Student Diversity in the Language Classroom
Conceptual Orientation255
Teach and Reflect281
Designing a Lesson Appropriate for Diverse Learning Styles281
Working within Communities282
Discuss and Reflect282
Preparing to Teach a Special Education Spanish I and II Class282
Cultural Diversity in a Small Rural Community283
Chapter 11Assessing Language Performance in Context291
Conceptual Orientation291
Teach and Reflect310
Analyzing and Adapting a Traditional Test310
Adding an Authentic Dimension to a Performance-Based Assessment Task
Discuss and Reflect312
Developing Authentic Assessment Tasks and Rubrics312
Using Audio Tapes for Oral Assessment314
Chapter 12Using Technology to Contextualize and Integrate Language Instruction
Conceptual Orientation319
Teach and Reflect348
Selecting Video Materials348
Examining the Potential Use of a TELL Exercise348
Discuss and Reflect349
Incorporating Video in Language Instruction349
Creating a Template for Web-Enhanced Materials350

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