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Languages and Children--Making the Match : New Languages for Young Learners, Grades K-8, MyLabS...
ISBN: 9780205463718 | 0205463711
Edition: 3rdFormat: Paperback
Publisher: Allyn & Bacon
Pub. Date: 1/1/2004
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With a focus on communicative language teaching as it reflects cognitive and second language acquisition theory, this classic in the field provides a wealth of strategies and activities ready to use in the K-8 classroom. Languages and Children: Making the Match, Third Edition, has been thoroughly revised and updated. Standards-based planning and instruction are the guiding principles throughout the book. This long-awaited third edition provides extensive new information that is not easily accessible to the field. Publishing this information in one source is a tremendous service to methods instructors and teachers, as well as to students.
| Acknowledgements | |
| Preface | |
| Introduction | |
| Key Concepts for Success: Elementary and Middle School Foreign Languages | |
| Standards for Foreign Language Learning in the 21st Century: Overview | |
| Focus on the Learner | |
| Characteristics of Young Learners | |
| Second Language Acquisition | |
| Cognitive Characteristics of the Learner | |
| Developmental Characteristics of the Learner | |
| Creating an Environment for Communication | |
| Meaningfulness as a Priority for Classroom Activity | |
| When Is ldquo;Communicativerdquo; Not Communicative? | |
| Developing Contexts for Tasks and Activities | |
| Teaching in the Target Language: Context for Communication | |
| Person-to-Person Communication: The Interpersonal Standard (1.1) | |
| Vocabulary | |
| Total Physical Response: TPR | |
| The Natural Approach | |
| TPR Storytelling: TPRS | |
| Functional Chunks | |
| Direct Teaching of Speaking | |
| Writing and the Interpersonal Mode | |
| One-Way Communication: Interpretive and Presentational Modes (1.2, 1.3) | |
| Communication in the Interpretive Mode | |
| Listening | |
| Reading | |
| Communication in the Presentational Mode | |
| Speaking | |
| Writing | |
| Literacy Issues | |
| Connection Between Oral and Written Language | |
| Building Blocks of Second Language Literacy | |
| Building Literacy in the Second Language Classroom | |
| Interpersonal Communication: Partners and Small Groups | |
| Cooperative Structures, Cooperative Learning, and Interactive Language Tasks | |
| Managing Small Group and Partner Activities | |
| Sample Cooperative Group Activities for Beginning Language Learners | |
| Sample Partner Activities for Beginning Language Learners | |
| Planning for Success in the Early Language Classroom | |
| Integrated Thematic Planning for Curriculum, Unit, and Lesson Design | |
| Why Thematic Instruction for the Early Language Curriculum | |
| Thematic Planning for K-8 Classrooms | |
| Planning the Daily Lesson | |
| Planning for Immersion, Bilingual, and Content-Based Instruction | |
| Sample Partner Activities for Beginning Language Learners | |
| Using Assessment to Help Students and Programs Grow. ds | |
| The Theory and Research Base for Phonics and Spelling Instruction | |
| Prior Knowledge and Meaning Vocabulary | |
| Activate Prior Knowledge When Presenting New Ideas | |
| Introduce Vocabulary in Meaningful Settings | |
| Select Vocabulary for Special Attention | |
| Represent Word Meanings Multiple Ways | |
| Accomodations and Adaptations for Vocabulary | |
| Develop Independence in Vocabulary Learning | |
| Accomodations and Adaptations for Morphemic Analysis | |
| Promote Vocabulary in All Subjects | |
| The Theory and Research Base For Prior Knowledge Activation and Vocabulary Instruction | |
| Reading and Responding to Literature for Children | |
| Welcome the Diverse World of Literature | |
| Use Literature to Promote Thinking and Feeling | |
| Accommodations and Adaptations-Just the Right Book | |
| Link Reading and Writing Instruction with Children''s Books | |
| Schedule Daily Self-Selected Reading | |
| Celebrate Book Response Projects | |
| Enrich All Subjects with Literature | |
| The Theory and Research Base | |
| For Reading and Responding to Literature for Children | |
| Comprehension | |
| Reading Comprehension Requires Word Identification, Prior Knowledge, Strategies, and Engagement | |
| Comprehension Can Be Developed with All Kinds of Materials in all Subjects | |
| Comprehension Strategy Lessons Engage Students Before, During, and After Reading | |
| Use a Variety of Before and After Reading Activities to Teach Comprehension Strategies | |
| Accommodations and Adaptations That Develop Comprehension | |
| Use a Variety of Reading Formats to Make Guided Reading Multilevel | |
| The Theory and Research Base for Comprehension | |
| Writing | |
| Self-Selected Writing Promotes Engagement | |
| Accommodations and Adaptations That Develop Writing | |
| Table of Contents provided by Publisher. All Rights Reserved. |
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