Content-Based Second Language Teaching and Learning:An Interactive Approach - Marjorie Hall Haley - 9780205344277 - Pearson Schweiz AG - Der Fachverlag fuer Bildungsmedien - 978-0-2053-4427-7

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Content-Based Second Language Teaching and Learning:An Interactive Approach

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Titel:   Content-Based Second Language Teaching and Learning:An Interactive Approach
Reihe:   Allyn & Bacon
Autor:   Marjorie Hall Haley / Theresa Y. Austin
Verlag:   Pearson
Einband:   Softcover
Auflage:   1
Sprache:   Englisch
Seiten:   408
Erschienen:   Februar 2004
ISBN13:   9780205344277
ISBN10:   0-205-34427-5
Status:   Der Titel ist leider nicht mehr lieferbar. Sorry, This title is no longer available. Malheureusement ce titre est ÚpuisÚ.
 

Content-Based Second Language Teaching and Learning:An Interactive Approach

Description

This text examines second language pedagogy from two critical fields of literature: psycholinguistics and socio-cultural, offering a fresh perspective on interactive content-based language teaching and learning.

Unique in its kind, this highly practical text offers more methodological approaches to teaching in ESL settings than any other book on the market, making it a perfect match for undergraduate pre-service teachers who are learning how to teach ESL students in their classrooms. Novice teachers will have the opportunity to interact with the text, reflect and consult with colleagues, partners, and classmates by being able to write in the text, revisit those responses, and view video clips on the Companion Website.


Features

  • Each chapter begins with “This Chapter Will Feature” and “You Will Examine” sections describing chapter content to prepare the reader and “Introduction-Setting the Stage” which helps provide a chapter framework.
  • Throughout each chapter, “Think/Pair/Share,” “Reflect/Respond/Act,” “Discuss and Reflect,” and “Ask Yourself These Questions” allow students to discuss, reflect, and assess the new information.
  • Each chapter concludes with a “Glossary of Terms” to improve student content comprehension; an “Action Research” project to help the reader create meaningful questions to examine through investigation; and a case study that provides the reader with an immediate application for the chapter content covered.
  • Includes unique pedagogical features to maximize student comprehension:
    • “What Do Teachers Think?” where classroom teachers offer a candid view of the classroom life associated with chapter topics.

    • “Field-Based Experience” offers suggestions for classroom and school setting activities; opportunities for the reader to practice what they have read.

    • “Application Activity” suggests activities for student teaching, applying theory to practice.

  • “Additional Resources” at the end of each chapter list professional organizations, Web sites, and national and international professional journals for further reference.
  • TECHNOLOGY ADVANTAGE-Video clips from this text's Companion Website include clips of teachers demonstrating effective practices that accompany the text (Chs. 2 & 5).
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Table of Contents

I. LANGUAGE / LANGUAGE LEARNING / LANGUAGE ACQUISITION.

1. How Languages Are Learned and Acquired.

Interactive Learning in Content-Based Classes.

Socio-Cultural Theories and Practices.

Psycholinguistic Theories and Practices.

Role of Interaction in Language and Literacy Learning.

Interaction and Roles of First and Second Languages.

How Assumptions About Language and Language Learning Shape Our Understanding.

Core Principles About Interactive Approach to Content-based Teaching and Learning.

Second Language Learning and Second Language Acquisition.

II. INTERACTIVE INSTRUCTIONAL PRACTICE IN CONTENT-BASED SETTINGS.

2. Methods and Approaches in Language Teaching.

Traditional Behaviorist Methods.

Rationalist and Mentalist Methods.

Functional Approaches.

Humanistic Approaches.

What Is Language? A Look at Linguistic, Psycholinguistic, and Socio-Cultural Theories.

3. Planning for the Standards-based Classroom.

Planning and Managing Interactive Instruction.

Course and Program Planning.

Program Models.

The Role of Textbooks and Other Materials in Planning for Content-Based Instruction.

Unit Planning.

Planning for Diverse Learners.

Planning Across Proficiency Levels.

Daily Lesson Planning.

Planning and Alternative Scheduling Formats.

Effective Planning and Teaching Strategies.

4. Creating Interactive and Content-Based Assessment.

Introduction to Assessment.

Reasons for Assessment.

Alternative Assessment/Performance-Based Tasks.

Integrated Performance Assessments.

Types of Oral Language Assessment.

Reading and Writing Assessment.

Rubrics.

Steps to Designing a Rubric.

Using Interactive Technology.

Understanding Standardized Tests.

5. Interactive Listening and Reading.

Interactive Listening and Reading in Content-Based Classes.

Skills in Listening Comprehension.

Research on Listening Comprehension Development.

Classroom Application.

Reading versus Literacy.

Reading and Listening as Interpretive Skills.

Reading and Viewing as Interactive Processes.

Strategy-Based Reading Instruction.

The Process of Interpretive Communication.

Strategies Used in Interactive Listening.

Characteristics of Successful Listeners.

Reading as an Interactive Process.

Types of Reading Strategies.

Facilitating the Reading Process.

Integrating Technology.

Reading Assessment.

6. Foregrounding Oral Communication.

Simultaneous First and Second Language Oral Development.

Developing Oral Communication in Sequential Language Acquisition.

Language as a Resource.

Classroom Language Learning.

Subtractive Bilingualism.

Second Language Acquisition Research.

Classroom-Based Research on Tasks and Interaction That Facilitate Oral Communication Development.

Planned Oral Communication.

Identity and Agency Building.

Instructional Practices for Oral Communication Development.

Going Beyond the National Standards.

7. A Focus on Written Language Communication.

Research on Writing.

Teaching Interactive Second Language Writing in Content-Based Classes.

Writing and the Standards.

Integrating Technology and Writing.

Writing Assessment.

Teaching Diverse Learners in the Writing Process.

Writing and Reading Strategy Instruction.

8. An Interactive Approach for Working with Diverse Learners.

Impact of Changing Demographics.

Pedagogical Implications for Working with Diverse Learners.

Learner-Centered Instruction in an Interactive, Content-based Classroom.

The Multiple Intelligences.

Learning Styles.

Culturally Relevant Pedagogy.

Culturally and Linguistically Diverse Exceptional Students.

Working with Gifted Learners in Second Language Classrooms.

Special Needs Learners.

9. Integrating Technology in an Interactive, Content-Based Classroom.

Pedagogical Implications for Using Technology.

Digital Literacy

Technology in an Interactive Classroom.

Technology and Foreign/Second Language Literacy.

Computer Assisted Language Learning (CALL).

Games as Interactive Activities.

World Wide Web Resources for Language Teachers.

E-mail.

Listservs.

Chatrooms.

Distance Education.

Video Conferencing.

Using Internet-Based Activities.

Videotexts.

Technology and Assessment.

Technology and Standards.

Determining Selection of Videos for Use.

Developments and Trends in Technology.

III. FOCUS ON COMPREHENSION.

10. Comprehension Exercises and Activities.
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Back Cover

An Interactive Approach to Content-Based Second Language Teaching and Learning 1/e

This text examines second language pedagogy from two critical fields of literature: psycholinguistics and socio-cultural, offering a fresh perspective on interactive content-based language teaching and learning. Unique in its kind, this highly practical text offers more methodological approaches to teaching in ESL settings than any other book on the market, making a perfect match for undergraduate pre-service teachers who are learning how to teach ESL students in their classrooms.

Features

  • Each chapter begins with “This Chapter Will Feature” and “You Will Examine” sections describing chapter content to prepare the reader and “Introduction-Setting the Stage” which helps provide a chapter framework.
  • Throughout each chapter, “Think/Pair/Share, ” “Reflect/Respond/Act, ” “Discuss and Reflect, ” and “Ask Yourself These Questions” allow students to discuss, reflect, and assess the new information.
  • Each chapter concludes with a “Glossary of Terms” to improve student content comprehension; an “Action Research” project helping the reader create meaningful questions to examine through investigation; and a case study providing the reader with and immediate application for the chapter content covered.
  • Technology advantage - Video clips from this text's Companion Website include clips of teachers demonstrating effective practices that accompany the text.
  • Includes unique pedagogical features to maximize student comprehension:
    • “What Do Teachers Think? ” where classroom teachers offer a candid view of the classroom life associated with chapter topics.
    • “Field-Based Experience” offers suggestions for classroom and school setting activities; opportunities for the reader to practice what they have read.
    • “Application Activity” suggests activities for student teaching, applying theory to practice.

“This is the type of textbook that students like because the activities lead the students to think, reflect, and act. This type of critical pedagogy structure is excellent in that students do not need to react to political terms, Marxist themes and writers that have used this system. Instead the Vygotskian style of assisted learning provides guideposts just as one would hope teachers would do in the classroom.”
Professor Maria E. Medrano
National University-California

Author Bio:

Marjorie Hall Haley is Associate Professor of Education in the Center for Multilingual/Multicultural Education in the Graduate School of Education at George Mason University in Fairfax, Virginia. She is a former Spanish, French, German, and ESL teacher of 14 years. In her 15th year at GMU, she teaches Foreign/Second Language Methods, ESL and Bilingual methods, and Bilingualism/Second Language Acquisition Research. In 2002, GMU awarded her its Outstanding Faculty Award in Teaching.

Theresa Y. Austin is Associate Professor of Education in the School of Education, Teacher Education and Curriculum Studies, Bilingual, ESL, Multicultural Education at the University of Massachusetts, Amherst.

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