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x, 172 pages : illustrations ; 26 cm
Education Library (Cubberley)
xxix, 506 pages : illustrations ; 26 cm
  • Acknowledgments. Preface. ACTFL/CAEP Standards-- TESOL Professional Teaching Standards-- TESOL Technology Standards. Preliminary: Becoming Familiar with the Profession and Expectations for Language Teachers. Architecture of the Profession. Expectations for Language Teachers: A Continuum of Teacher Standards. Language Policy and Language Education Policy. Investigate and Reflect. Learning About Your National, Regional, and State Professional Organizations. Familiarizing Yourself With Foreign Language Resources. Comparing Teacher Standards Across the Career Continuum. Becoming Informed About Language Policy and Language Education Policy. 1. UNDERSTANDING LANGUAGE LEARNING THROUGH SECOND LANGUAGE ACQUISITION THEORY AND RESEARCH. Conceptual Orientation. Language Learning as an Individual (Cognitive) Achievement. Language Learning as a Collaborative (Social) Achievement. The Role of Affect and Motivation. Implications of the Research for Classroom Teaching. Observe and Reflect. Observing a Child Interacting in His/Her Native Language (L1). Observing a Beginning Language (L2) Class. Discuss and Reflect. Creating Real Conversational Models. 2. CONTEXTUALIZING LANGUAGE INSTRUCTION TO ADDRESS GOALS OF THE STANDARDS FOR LEARNING LANGUAGES. Conceptual Orientation. A Historical View of Context in Foreign Language Instruction. Contextualized Interaction Through Proficiency-Oriented Instruction. An Introduction to the World-Readiness Standards for Learning Languages (W-RSFLL). Focus on Context: The "Weave" of Curricular Elements. Pre K-12 English Language Proficiency Standards. Using the Standards Framework to "Contextualize" the Curriculum. Teach and Reflect. Integrating Professional Tools into Teaching. Contextualizing Past Tense Narration. Using the Standards at the Post-Secondary Level. Discuss and Reflect. Teachers Talking Textbooks. 3. PLANNING STANDARDS-BASED INSTRUCTION USING BACKWARD DESIGN. Conceptual Orientation. Current Paradigm for Instructional Planning. Planning for Student Learning and the Development of Thinking Skills. Considerations in Providing TL Input and Selecting Content. Making Connections: Integrating Language and Content Learning. Long-Term Planning for Instruction. Daily Lesson Planning. Teach and Reflect. Planning for Instruction. Developing a Content-Based Level 5 Foreign Language Class. Comparing State Framework and Curriculum Documents. Exploring Options for CBI at the Post-Secondary Level. Discuss and Reflect. Analyzing the Use of Content and Context in a Japanese Lesson. 4. CONNECTING LANGUAGE LEARNING TO THE ELEMENTARY SCHOOL CURRICULUM. Conceptual Orientation. An Optimal Age for Language Acquisition? The Elementary School Learner. Program Models. Using Lessons Learned in the Past to Design Early Language Programs of the Present and Future. Strategies for Teaching Language to Elementary School Learners. Standards Highlight: Making Connections Between Language and the Elementary School Curriculum. Teach and Reflect. Designing a Content-Based Elementary School Lesson. Developing a Storytelling Lesson. Discuss and Reflect. Teaching Fourth-Grade Content in French. 5. INTEGRATING CULTURES AND COMPARISONS IN MIDDLE LEVEL EDUCATION AND BEYOND. Conceptual Orientation. The Middle Level Learner. Middle Level Language Instruction. Principles for Middle Level Language Instruction. Standards Highlight: Integrating Cultures and Comparisons into Middle Level Language Instruction. Assessment of Middle Level Performance. Teach and Reflect. Developing Culture-Specific Examples of the Three Ps. Unit and Lesson Design Around a Story, Myth, or Folktale. Viewing and Analyzing Lessons on the Three Ps. Discuss and Reflect. It"s McLicious! Staying in the Target Language. 6. USING AN INTERACTIVE APPROACH TO DEVELOP INTERPRETIVE COMMUNICATION. Conceptual Orientation. Framework of Communicative Modes. Standards Highlight: Exploring the Interpretive Mode Through Listening, Reading, Viewing. Interpretive Communication: Listening and Reading Processes. The Viewing Process. Variables Involved in Comprehension and Interpretation: Research And Implications. Integration of Authentic Texts. The Role of the Interpretive Mode Across Instructional Levels. An Interactive Model for Developing Interpretive Communication. Teach and Reflect. Using the Interactive Model to Explore an Authentic Printed Text. Using the Interactive Model to Explore an Authentic Audio/Video Segment. Teaching Literature at the Post-Secondary Level. Discuss and Reflect. Reading Aloud. 7. A STORY-BASED APPROACH FOR DIALOGIC INQUIRY ABOUT FORM AND MEANING. Conceptual Orientation. The Deductive and Inductive Dichotomy. Reconceptualizing Grammar Instruction. Basic Principles of Dialogic Story-Based Language Teaching: Research and Rationale. PACE: A Story-Based Approach for Dialogic. Inquiry about Form and Meaning. Elements of Story-Based Approach: Summary. Teach and Reflect. Examining Grammar Presentations in Textbooks. Designing a Story-Based PACE Lesson. Developing a PACE Lesson for the Post-Secondary Level. Discuss and Reflect. Contrasting Explanations of Form. 8. DEVELOPING ORAL AND WRITTEN INTERPERSONAL COMMUNICATION. Conceptual Orientation. Interpersonal Speaking from a Proficiency Perspective. Standards Highlight: Exploring the Interpersonal Mode Through Speaking and Writing. Strategies for Teaching Interpersonal Speaking. Teacher Interaction with Students. Teaching Strategies for Group Interaction. Student Interaction. Developing Interpersonal Speaking Through Study of Literature and Culture. Teaching Interpersonal Writing. Providing Feedback in Oral Interpersonal Contexts. Teach and Reflect. Creating Information-Gap Activities for Various Levels of Instruction. Integrating Speaking Tasks with Oral or Printed Texts. Integrating Advanced-Level Discourse at the Post-Secondary Level. Discuss and Reflect. "Survivor" Game: Keeping Students in the Target Language. 9. DEVELOPING ORAL AND WRITTEN PRESENTATIONAL COMMUNICATION. Conceptual Orientation. Standards Highlight: Exploring the Presentational Mode Through Speaking and Writing. The Nature of Oral and Written Presentational Communication. Presentational Communication: L1 vs. L2. Research on Teaching Presentational Writing. Teaching Presentational Writing and Speaking as a Process. Presentational Writing and Speaking as Product: ACTFL Proficiency Guidelines --Writing. Formats for Presentational Communication in the Classroom. Feedback on Presentational Writing. Responding to Oral and Multimedia Presentations. Teach and Reflect. Designing a Presentational Process-Oriented Writing Activity for Secondary Levels or Beyond Using a Genre-Based Approach. Finding the Oral and Written Presentational Elements in Prepared Project Units. Discuss and Reflect. Integrating Peer Revision into the Presentational Writing Process. 10. ADDRESSING DIVERSE NEEDS OF LEARNERS IN THE LANGUAGE CLASSROOM. Conceptual Orientation. The Diverse Ways in Which Learners Approach Language Learning. Teachers" Personality Types and Teaching Styles. Addressing Diverse Learner Needs. Addressing Diverse Learner Needs Through Differentiated Instruction. Standards Highlight: Bringing Diverse Student Groups Together Through Participation in Multilingual Communities. The Communities Goal Area. Teach and Reflect. Designing a Language Lesson Appropriate for Diverse Learning Styles. Working Within Communities. Discuss and Reflect. Differentiating Instruction: Three Classrooms. 11. ASSESSING STANDARDS-BASED LANGUAGE PERFORMANCE IN CONTEXT. Conceptual Orientation. Planning for Assessment in the Current Paradigm. Purposes and Characteristics of Tests: A Definition of Terms. Assessment Formats: A Definition of Terms. Assessment Formats: Prochievement, Performance-Based, Interactive Model. The Oral Proficiency Interview: Implications for Classroom and Program Assessment. Authentic and Standards-Based Assessment. Mediating Performance: An Introduction to Dynamic Assessment. Empowering Learners Through Assessment. Summary: Planning for Classroom Assessment. Teach and Reflect. Analyzing and Adapting a Traditional Test. Adding an Authentic Dimension to a Performance-Based Assessment Task. Designing an Integrated Performance Assessment (K-16). Discuss and Reflect. Developing Authentic Assessment Tasks and Rubrics. 12. TECHNOLOGY AND THE 21ST CENTURY LANGUAGE CLASSROOM. Conceptual Orientation. What is Computer-Assisted Language Learning (CALL)? The Role of Technology in Language Education. Strategies for Transforming the FL Classroom with Technology. Computer-Mediated Communication (CMC). The Changing Concepts of Time and Space for Teacher and Learner. Looking Ahead: Trends in Technology and Language Learning. Teach and Reflect. Building Intercultural Competence and Meeting the International Society for Technology Education (ISTE) Standards. Organizing a Digital Storytelling Project. Creating a Virtual Scavenger Hunt of a Neighborhood. Discuss and Reflect. Using Mobile Phones in the Foreign Language Classroom. List of ACTFL/CAEP Program Standards for the Preparation of Foreign Language Teachers, TESOL Professional Teaching Standards, and TESOL Technology Standards. Index. List of References.
  • (source: Nielsen Book Data)9781305109704 20160704
Teach foreign language effectively with TEACHER'S HANDBOOK: CONTEXTUALIZED LANGUAGE INSTRUCTION! Designed to prepare you to teach foreign language, this fifth edition handbook incorporates the Standards for Foreign Language Learning in the 21st Century, recently refreshed as World-Readiness Standards for Learning Languages. It provides a practical framework for integrating the Five C's and ACTFL-NCSSFL Can-Do Statements into foreign language teaching, as well as case studies of beginning teachers as they learn to navigate the complexity of "being on the other side of the desk." Mastering the material is easy with examples of communication in authentic settings, thoughtful case studies, extensive appendices, and a text-specific website with links to teacher resources and streaming video of standards-based instruction.
(source: Nielsen Book Data)9781305109704 20160704
Education Library (Cubberley)
158 pages ; 28 cm
  • Statement of philosophy
  • World-readiness standards for learning languages
  • World languages and the educated citizen
  • Language learning in the United States
  • Organizing principles
  • Communication
  • Cultures
  • Connections
  • Comparisons
  • Communities
  • Conclusion
  • Learning scenarios
  • Frequently asked questions
  • Appendixes. References and resources
  • Interpretive mode : performance descriptors
  • Project personnel
  • Task force members for language-specific national standards.
The World-Readiness Standards for Learning Languages define the central role of world languages in the learning career of every student. The five goal areas of the Standards establish an inextricable link between communication and culture, which is applied in making connections and comparisons and in using this competence to be part of local and global communities. The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural competence to participate in multilingual communities at home and around the world. The World-Readiness Standards for Learning Languages create a roadmap to guide learners to develop competence to communicate effectively and interact with cultural understanding. "World-Readiness" signals that the Standards have been revised with important changes to focus on the literacy developed and the real-world applications. Learners who add another language and culture to their preparation are not only college- and career-ready, but are also "world-ready" -- that is, prepared to add the necessary knowledge, skills, and dispositions to their résumés for entering postsecondary study or a career. These Standards are equally applicable to: learners at all levels, from pre-kindergarten through postsecondary levels; native speakers and heritage speakers, including ESL students; American Sign Language; Classical Languages (Latin and Greek) - Publisher.
Education Library (Cubberley)
90 pages : illustrations ; 28 cm
Words and Actions: Teaching Languages Through the Lens of Social Justice, written by Cassandra Glynn, Pamela Wesely, and Beth Wassell, is a brand-new book published by ACTFL which explores the integration of a social justice curriculum with 21st century language education.
Education Library (Cubberley)
vi, 144 pages : illustrations (some color) ; 29 cm
  • Chapter 1. Rationale: why the need for integrated performance assessment?
  • Chapter 2. Description and design features of integrated performance assessment.
  • Chapter 3. Research on integrated performance assessment.
  • Chapter 4. Linking assessment and learning via integrated performance assessment.
  • Chapter 5. Modeling and feedback in the IPA.
  • Chapter 6. Examples of IPAs from the field.
  • Appendices: A. Inverted pyramid showing major levels of the ACTFL rating scale.
  • B. Assessment criteria used to assess proficiency in speaking.
  • C. Framework for 21st century learning.
  • D. IPA interpretive task comprehension guide: template.
  • E. Why do people cross borders? Integrated performance assessment, intermediate level.
  • F. Integrated perfomance assessment (IPA rubrics).
  • G. Sample formative assessment.
  • H. Vocabulary matrix to promote negotiation of meaning.
  • I. Feedback loop: key feature of the cynical approach.
  • J. Sample co-constructive feedback for "does not meet expectations."
"A follow-up to the ACTFL Integrated Performance Assessment Manual published in 2003. This book provides readers with expanded guidelines for how to design IPA tasks to inform the backward design of a unit. Suggestions on how to provide effective feedback and how to improve learner performance are shared. Also included is a re-conceptualized rubric for the interpretive mode and the addition of IPA rubrics for Advanced-level language performance."--Publisher's website.
Education Library (Cubberley)
viii, 118 pages : illustrations ; 28 cm.
  • Introduction
  • 21st century world languages curriculum
  • Unit design
  • Lesson design
  • Assessment of and for learning
  • Curriculum design
  • Appendixes. World readiness standards for learning languages ; ACTFL proficiency guidelines summary ; Methods, theories, and approaches of language acquisition ; Education unit ; ACTFL performance descriptors for language learners ; NCSSFL-ACTFL global can-do benchmarks ; Essential questions ; Balanced lifestyle unit ; Blank unit template.
"An effective curriculum must bring all required elements together creating an articulated scope and sequence that allows learners to advance to the highest possible levels of proficiency given the type of program. The documents need to be written in a format that is easily understood and accessible to teachers. Enduring understandings offer a starting point for curriculum development. Language educators and experts Donna Clementi and Laura Terrill have created a useful guide to assist teachers, curriculum designers, administrators and professional developers in designing Standards- and performance-based curricula. Starting with an understanding of the 21st century learner, the authors establish a mindset for creating curriculum based on developing learners' proficiency in language and culture. The authors provide easy-to-follow templates to develop units of instruction and daily lessons that incorporate the Standards for Learning Languages, Common Core State Standards, 21st century skills, and technology integration"-- Publisher.
Education Library (Cubberley)