Teacher's Handbook: Contextualized Language Instruction

Teach foreign language effectively with TEACHER'S HANDBOOK: CONTEXTUALIZED LANGUAGE INSTRUCTION! Designed to prepare you to teach foreign language, this handbook incorporates the Standards for Foreign Language Learning in the 21st Century and provides a framework for integrating the Five C's into foreign language teaching. Mastering the material is easy with real-world examples, appendices, and a text-specific website with links to teacher resources and streaming video of standards-based instruction.

Table of Contents:
Acknowledgments. Preface. PRELIMINARY: BECOMING FAMILIAR WITH THE PROFESSION AND EXPECTATIONS FOR LANGUAGE TEACHERS. Architecture of the Profession. Expectations for Language. Teachers: A Continuum of Teacher Standards. Investigate and Reflect: Learning About Your Language-Specific National Organization and Your State Language Association; Learning About Your Regional Language Conference; Familiarizing Yourself With Foreign Language Resources; Comparing Teacher Standards Across the Career Continuum. 1. UNDERSTANDING THE ROLE OF CONTEXTUALIZED INPUT, OUTPUT, AND INTERACTION IN LANGUAGE LEARNING. Conceptual Orientation. Observe and Reflect: Observing a Child Interacting in L1; Alternative Observation of a Child Interacting in L1; Observing a Beginning L2 Class. Discuss and Reflect: Creating Real Conversational Models; Using Songs to Engage Learners. 2. CONTEXTUALIZING LANGUAGE INSTRUCTION TO ADDRESS GOALS OF THE STANDARDS FOR FOREIGN LANGUAGE LEARNING. Conceptual Orientation. Teach and Reflect: A Roman Election; Contextualizing the Teaching of a Past Tense Grammar Point; Applying the Standards to the Post-Secondary Level. Discuss and Reflect: Textbook Evaluation: A Look at the Use of Context in Exercises; Developing a Top-down ESL Lesson. 3. ORGANIZING CONTENT AND PLANNING FOR INTEGRATED LANGUAGE INSTRUCTION. Conceptual Orientation. Teach and Reflect: Planning for Instruction; Writing Daily Lesson Objectives and a Daily Lesson Plan. Designing a Unit of Instruction: Developing a Content-Based Level Five Foreign Language Class. Discuss and Reflect: The Effect of Class Scheduling on Planning for Instruction; Analyzing the Use of Content and Context in a Japanese Lesson. 4. CONNECTING LANGUAGE LEARNING TO THE ELEMENTARY SCHOOL CURRICULUM. Conceptual Orientation. Teach and Reflect: Designing a Content-Based Elementary School Lesson; Developing a Storytelling Lesson. Discuss and Reflect: Teaching First Grade Content in French; Implementing an Elementary School Language Program. 5. INTEGRATING LANGUAGE STUDY IN THE MIDDLE SCHOOL CURRICULUM. Conceptual Orientation. Teach and Reflect: Developing Culture-Specific Examples of the Three Ps; Unit and Lesson Design Around a Story, Myth, or Folktale; Analyzing Lesson Plans for Three Ps. Discuss and Reflect: Exploratory vs. Sequential Middle School Programs; It's McLicious! Staying in the Target Language. 6. USING AN INTERACTIVE APPROACH TO DEVELOP INTERPRETIVE SKILLS. Conceptual Orientation. Teach and Reflect: Using the Interactive Model to Explore an Authentic Printed Text; Using the Interactive Model to Explore an Authentic Taped Segment. Discuss and Reflect. Developing Interpretive Listening: Scripts or No Scripts?; Reading Aloud. 7. USING A STORY-BASED APPROACH TO TEACH GRAMMAR. Conceptual Orientation. Teach and Reflect: Examining Grammar Presentations in Textbooks; Designing a Story-Based Language Lesson; Developing a PACE Lesson for the Post-Secondary Level. Discuss and Reflect: Using a Story-Based Approach to Teach Reflexive Verbs; Contrasting Explanations of Form. 8. DEVELOPING ORAL AND WRITTEN INTERPERSONAL COMMUNICATION. Conceptual Orientation. Teach and Reflect: Creating Information-Gap Activities for Various Levels of Instruction; Integrating Speaking with Oral or Printed Texts; Integrating Advanced-Level Discourse at the Post-Secondary Level. Discuss and Reflect: Interpersonal Speaking? I Already Do That!; Friday Is Culture Day. 9. DEVELOPING ORAL AND WRITTEN PRESENTATIONAL COMMUNICATION. Conceptual Orientation. Teach and Reflect: Designing a Presentational Process-oriented Writing Activity for Secondary Levels or Beyond; Finding the Oral and Written Presentational Elements in Prepared Project Unit. Discuss and Reflect: A Play for My "Buddies"; Integrating Peer Revision into the Presentational Writing Process. 10. ADDRESSING STUDENT DIVERSITY IN THE LANGUAGE CLASSROOM. Conceptual Orientation. Teach and Reflect: Designing a Lesson Appropriate for Diverse Learning Styles; Working within Communities. Discuss and Reflect: Preparing to Teach Special Education Spanish I and II Classes; Cultural Diversity in a Small Rural Community. 11. ASSESSING STANDARDS-BASED LANGUAGE PERFORMANCE IN CONTEXT. Conceptual Orientation. Teach and Reflect: Analyzing and Adapting a Traditional Test; Adding An Authentic Dimension to a Performance-Based Assessment Task. Discuss and Reflect: Developing Authentic Assessment Tasks and Rubrics. 12. USING TECHNOLOGY TO CONTEXTUALIZE AND INTEGRATE LANGUAGE INSTRUCTION. Conceptual Orientation. Teach and Reflect. Discuss and Reflect.

Review :
The major strength of Teacher's Handbook is that it provides an appropriate balance between theory and practice. Foreign language teachers need to understand the theoretical foundations of language acquisition, AND see how theories associated with language teaching and learning translate into practice in realworld settings. The text presents important concepts, principles, standards, appraoches etc. in a format that can be easily understood and internalized. There are numerous concrete examples (e.g. Teach and Reflect; Chapter Case Studies; Chapter Figures and Tables) that illustrate practical applications. Additionally, the text covers the four skills (speaking, writing, listening comprehension, and reading) and culture in an integrated way. I consider Teacher's Handbook to be a foundational text for students; a text that provides a theoretical and practical foundation upon which language teachers (present and future) will continue to build through research, teaching experience, and self-reflection and analysis. The text is particularly beneficial for pre-service foreign language teachers. The major strength of Teacheras Handbook is that it provides an appropriate balance between theory and practice. Foreign language teachers need to understand the theoretical foundations of language acquisition, AND see how theories associated with language teaching and learning translate into practice in realworld settings. The text presents important concepts, principles, standards, appraoches etc. in a format that can be easily understood and internalized. There are numerous concrete examples (e.g. Teach and Reflect; Chapter Case Studies; Chapter Figures and Tables) that illustrate practical applications. Additionally, the text covers the four skills (speaking, writing, listening comprehension, and reading) and culture in an integrated way. I consider Teacheras Handbook to be a foundational text for students; a text that provides a theoretical and practical foundation upon which language teachers (present and future) will continue to build through research, teaching experience, and self-reflection and analysis. The text is particularly beneficial for pre-service foreign language teachers. The major strength of Teachers Handbook is that it provides an appropriate balance between theory and practice. Foreign language teachers need to understand the theoretical foundations of language acquisition, AND see how theories associated with language teaching and learning translate into practice in realworld settings. The text presents important concepts, principles, standards, appraoches etc. in a format that can be easily understood and internalized. There are numerous concrete examples (e.g. Teach and Reflect; Chapter Case Studies; Chapter Figures and Tables) that illustrate practical applications. Additionally, the text covers the four skills (speaking, writing, listening comprehension, and reading) and culture in an integrated way. I consider Teachers Handbook to be a foundational text for students; a text that provides a theoretical and practical foundation upon which language teachers (present and future) will continue to build through research, teaching experience, and self-reflection and analysis. The text is particularly beneficial for pre-service foreign language teachers.