Teacher's Handbook: Contextualized Language Instruction / Edition 5

by Judith L. Shrum

Overview

Shrum (Virginia Polytechnic Institute and State U.) and Glisan (Indiana U, of Pennsylvania) assert that the purpose of language is to provide meaning in a variety of contexts. In this handbook for foreign language teachers they define these contexts in terms of input, output and interaction, and apply them to goals for learning. The describe developing content and planning for integrated instruction, connecting language learning to elementary and middle school curricula, using interactive and story-based approaches, developing oral and written communication, and addressing diverse learner needs. They examine assessing standards-based language performance in context and applying technology to its best purpose. In this edition they include new information about cultural adaptability, assessment, standards and resources, provide new case studies, and offer a free web site with information and activities. Annotation ©2004 Book News, Inc., Portland, OR

Product Details

ISBN-13:	2901305109703
Publisher:	Cengage Learning
Publication date:	09/03/2015
Series:	World Languages
Edition description:	Teachers G
Pages:	528
Product dimensions:	7.90(w) x 9.90(h) x 0.90(d)

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

	Acknowledgments	ix
	Preface	xi
Chapter 1	Understanding the Role of Contextualized Input, Output, and Interaction in Language Learning [Overview of Second-Language Acquisition Research]
	Conceptual Orientation	1
	Observe and Reflect	15
	Observing a Child Interacting in His/Her Native Language	15
	Observing a Beginning Language Class	15
	Discuss and Reflect	16
	Creating Real Conversational Models	16
	Conducting a Cooperative Learning Task	18
Chapter 2	Contextualizing Language Instruction to Address Goals of the Standards for Foreign Language Learning [Overview of Standards for Foreign Language Learning]
	Conceptual Orientation	25
	Teach and Reflect	37
	Developing a Learning Scenario	37
	Contextualizing the Teaching of a Past Tense Grammar Point	38
	Discuss and Reflect	38
	Textbook Evaluation: A Look at the Use of Context in Exercises	38
	Developing a Top-Down ESL Lesson	43
Chapter 3	Organizing Content and Planning for Integrated Language Instruction
	Conceptual Orientation	48
	Teach and Reflect	65
	Planning for Instruction	65
	Developing a Content-Based Level 5 Foreign Language Class	65
	Discuss and Reflect	66
	Does the Class Scheduling Format Make a Difference?	66
	Using Learners' Needs to Plan for Instruction	70
Chapter 4	Connecting Language Learning to the Elementary School Curriculum [Standards Goal Area: Connections]
	Conceptual Orientation	75
	Teach and Reflect	93
	Designing a Content-Based Elementary School Lesson	93
	Developing a Storytelling Lesson	94
	Discuss and Reflect	94
	Teaching First Grade Content in French	94
	Implementing an Elementary School Language Program	95
Chapter 5	Integrating Language Study in the Middle School Curriculum [Standards Goal Area: Cultures]
	Conceptual Orientation	100
	Teach and Reflect	111
	Unit and Lesson Design Around a Story, Myth, or Folktale	111
	Developing Culture-Specific Examples of the Three Ps	111
	Discuss and Reflect	111
	Exploratory vs. Sequential Middle School Programs	111
	Orderliness with Affection	113
Chapter 6	Using an Interactive Approach to Develop Interpretive Skills [Standards Goal Area: Communication, Interpretive Mode]
	Conceptual Orientation	119
	Teach and Reflect	136
	Using the Interactive Model to Explore an Authentic Written Text	136
	Using the Interactive Model to Explore an Authentic Taped Segment	138
	Discuss and Reflect	138
	But the Students Don't Understand What I'm Saying	138
	Reading Aloud	140
Chapter 7	Using a Story-Based Approach to Teach Grammar [Standards Goal Area: Communication: Interpretive, Presentational]
	Conceptual Orientation	146
	Teach and Reflect	164
	Examining Grammar Presentations in Textbooks	164
	Designing a Story-Based Language Lesson	164
	Discuss and Reflect	165
	Using a Story-Based Language Approach to Teach Reflexive Verbs	165
	Using Songs to Foreshadow Grammar	166
Chapter 8	Developing Oral Interpersonal and Presentational Communication [Standards Goal Area: Communication, Interpersonal Mode]
	Conceptual Orientation	172
	Teach and Reflect	210
	Creating Information-Gap Activities for Various Levels of Instruction	210
	Integrating Speaking with Oral or Written Texts	211
	Discuss and Reflect	211
	Defining Groups for Cooperative Learning Activities	211
	Friday Is Culture Day	213
Chapter 9	Developing Written Communication Skills Through Integration of the Three Modes
	Conceptual Orientation	219
	Teach and Reflect	247
	Designing an Interactive Homework Assignment for Elementary or Middle School Learners	247
	Designing a Writing Activity for Secondary Levels or Beyond	247
	Discuss and Reflect	247
	A Writing Assignment That Doesn't Work	247
	Integrating Peer Revision into the Writing Process	249
Chapter 10	Addressing Student Diversity in the Language Classroom
	Conceptual Orientation	255
	Teach and Reflect	281
	Designing a Lesson Appropriate for Diverse Learning Styles	281
	Working within Communities	282
	Discuss and Reflect	282
	Preparing to Teach a Special Education Spanish I and II Class	282
	Cultural Diversity in a Small Rural Community	283
Chapter 11	Assessing Language Performance in Context	291
	Conceptual Orientation	291
	Teach and Reflect	310
	Analyzing and Adapting a Traditional Test	310
	Adding an Authentic Dimension to a Performance-Based Assessment Task
	Discuss and Reflect	312
	Developing Authentic Assessment Tasks and Rubrics	312
	Using Audio Tapes for Oral Assessment	314
Chapter 12	Using Technology to Contextualize and Integrate Language Instruction
	Conceptual Orientation	319
	Teach and Reflect	348
	Selecting Video Materials	348
	Examining the Potential Use of a TELL Exercise	348
	Discuss and Reflect	349
	Incorporating Video in Language Instruction	349
	Creating a Template for Web-Enhanced Materials	350

Editorial Reviews

"The book gives an excellent overview of issues relating to teaching foreign languages. The authors have their preferred approaches, but the presentation is balanced and they are able to support their opinions without seeming doctrinaire ( ) I think Shrum and Glisan have put together one of the professions finest texts ever published. "

"It is a fantastic textbook, containing a wealth of useful, up-to-date information on pedagogy, theoretical background and becoming a teacher that is presented clearly and accurately. The exercises and case studies are detailed and useful. ( ) This is an invaluable textbook for future language teachers. It provides a wealth of pedagogical methods and resources which are thoroughly grounded in the ACTFL standards and the latest research on second language acquisition and developmental psychology. By far the best textbook on the market for courses on teaching second languages to K-12 students."

"It is a fantastic textbook, containing a wealth of useful, up-to-date information on pedagogy, theoretical background and becoming a teacher that is presented clearly and accurately. The exercises and case studies are detailed and useful. ( ) This is an invaluable textbook for future language teachers. It provides a wealth of pedagogical methods and resources which are thoroughly grounded in the ACTFL standards and the latest research on second language acquisition and developmental psychology. By far the best textbook on the market for courses on teaching second languages to K-12 students."

From the Publisher