Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teaching Advanced Language Skills through Global Debate: Theory and Practice provides teachers with both the theoretical underpinnings for using debate in the foreign language classroom as well as practical advice for developing reading, listening, writing, and speaking skills through debate. It discusses task-based language learning and helps instructors design debate-related tasks for the classroom.
Teaching Advanced Language Skills through Global Debate will be useful for any instructor working at the advanced level, and particularly for those training future language instructors. One of the new digital short publications available through Georgetown University Press, it is an ideal complement to the press’s new titles on mastering languages through global debate.
Georgetown Digital Shorts—longer than an article, shorter than a book—deliver timely works of peer-reviewed scholarship in a fast-paced, agile environment. They present new ideas and original texts that are easily and widely available to students, scholars, libraries, and general readers.
About the Author
Tony Brown is a professor in the Department of German and Russian at Brigham Young University. He has published articles in such journals as Foreign Language Annals, Modern Language Journal, Russian Language Journal, and Language Policy.
Jennifer Bown is an associate professor in the Department of German and Russian at Brigham Young University. Her articles have appeared in such journals as Language Teaching, Foreign Language Annals, Modern Language Journal, and Innovation in Language Teaching and Learning.
Table of Contents
Introduction 1. Overview of Proficiency Guidelines 2. Task-Based Language Learning 3. Teaching Reading 4. Teaching Listening 5. Teaching Writing 6. Teaching Speaking Conclusion Appendices Notes References About the Authors