Languages and Children--Making the Match
New Languages for Young Learners, Grades K-8, MyLabSchool Edition
3rd Edition
Published on 23. December 2004
Book
Mixed media product
528 pages
978-0-205-46371-8 (ISBN)
Description
Provides the rationale, strategies and activities for developing early language literacy, helping teachers make the connection between first and second language literacy and encouraging them to integrate the written word even at early points in language development. Offers strategies for interpersonal, interpretive, and presentational modes of communication as well as helpful ideas about classroom activities, assessment, and thematic planning that will revitalize their teaching.
More details
Edition
3rd edition
Language
English
Place of publication
United States
Publishing group
Pearson Education (US)
Target group
Professional and scholarly
Dimensions
Height: 235 mm
Width: 178 mm
Weight
880 gr
ISBN-13
978-0-205-46371-8 (9780205463718)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
New editions
Helena I. Curtain | Carol Ann A. Dahlberg
Languages and Children
Making the Match, New Languages for Young Learners, Grades K-8
Book
01/2010
4th Edition
Pearson
€98.39
Article exhausted; check for reprint
Content
Acknowledgements.
Preface.
Introduction.
Key Concepts for Success: Elementary and Middle School Foreign Languages.
Standards for Foreign Language Learning in the 21st Century: Overview.
Section A: Focus on the Learner.
1. Characteristics of Young Learners.
Second Language Acquisition.
Cognitive Characteristics of the Learner.
Developmental Characteristics of the Learner.
2. Creating an Environment for Communication.
Meaningfulness as a Priority for Classroom Activity.
When Is "Communicative" Not Communicative?
Developing Contexts for Tasks and Activities.
Teaching in the Target Language: Context for Communication.
3. 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.
4. One-Way Communication: Interpretive and Presentational Modes (1.2, 1.3).
Standard 1.2: Communication in the Interpretive Mode.
Listening.
Reading.
Standard 1.3: Communication in the Presentational Mode.
Speaking.
Writing.
5. Literacy Issues.
Connection Between Oral and Written Language.
Building Blocks of Second Language Literacy.
Building Literacy in the Second Language Classroom.
6. 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.
Section C: Planning for Success in the Early Language Classroom.
7. 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.
8. Using Assessment to Help Students and Programs Grow.
Student Assessment.
Importance of Assessing Student Performance.
Grading.
ACTFL K-12 Performance Guidelines.
Program Assessment.
Student Achievement Testing.
Suggestions for Testing.
Teacher Evaluation.
9. Managing the Successful Early Language Classroom.
Factors Beyond the Teacher's Control.
Factors Within the Teacher's Control: Classroom Management Basics.
Special Issues Affecting the Traveling Teacher-a la Cart.
Section D: Cultures (2.1, 2.2).
10. Language, Culture, and Curriculum Interact: Experiencing Culture in the Classroom.
Culture and the Standards.
Creating Experiences with Culture.
Comparing Cultures: Standard 4.2.
Identifying Resources for Integrating Culture.
Culture Scope and Sequence.
Fantasy Experiences.
Classroom Exchanges.
Education for Global and Multicultural Awareness.
Section E: Connections.
11. The Connections Standard: Content-Related Instruction.
Making Connections Between Language and Content.
Programs That Relate Language and Content.
Integrating Language and Content.
Reasons for Content-Related Instruction?
Curricular Areas with Potential for Content-Related Instruction (Standard 3.1).
Using the Language to Acquire Information and Insight that Is Only Available Through the Target Language (Standard 3.2).
Considerations for Implementation of Subject Content Instruction.
Techniques for Helping Students Access Content.
Special Considerations in Planning for Content-Related Instruction.
Challenges in Integrating Language and Content.
12. What We Can Learn from Immersion.
Immersion: What Is It? What Makes It Work? What Are the Results?
Principles for Communication: What We Have Learned from Immersion Programs.
Characteristics and Applications of Immersion Programs.
Characteristic Strategies of Immersion Teaching.
Immersion Issues.
Section F: Resources and Technology.
13. Stocking the Early Language Classroom with Materials and Resources.
Useful Supplies, Materials, and Equipment.
General Resources.
Realia.
Picture Visuals.
Classroom Equipment.
Audiovisual Equipment.
Visual Reinforcement in the Early Language Classroom.
Teacher-Produced Materials.
Choosing and Using Materials Wisely.
Choosing a Textbook and Other Curriculum Materials.
14. Bringing Language to Life: Choosing and Creating Classroom Games and Activities.
Guidelines for Games and Activities.
Classroom Games and Activities.
Using Puppets in the Early Language Classroom.
Songs in the Curriculum.
Craft Activities.
Overhead Projector Activities.
15. Choosing and Using Technology Resources.
National Technology Standards for Students and Teacher.
Using Technology to Increase Teacher Effectiveness.
Computer-Assisted Projects.
Using the Resources of the Internet.
Electronic Portfolios.
Section G: Planning and Sustaining Effective Programs.
16. Rationale/Advocacy.
Brain Research.
National and State Initiatives.
The Teacher as Advocate.
State and National Advocacy Efforts.
17. Learning from the Past to Enhance the Present and the Future.
A Short History of Language Learning in the U.S.A.
Renewed Interest in Languages for Young Learners.
Shaping a K-12 Vision for Language Learning.
18. Program Models.
Types of Programs.
Immersion Programs.
FLES Programs.
Exploratory Programs.
Non-Curricular Language Programs.
Staffing Elementary School Programs in Languages Other Than English.
Other Instructional Models.
Staffing Appropriate Only for Short-Term, Non-Curricular Models.
19. Program Planning, Assessment, and Articulation.
Step-by-Step Planning Guide.
Pitfalls in Program Planning.
Issues in Articulation.
Hallmarks of a Successful Program.
20. Developing Professional Teachers.
Preparation of Teachers.
ACTFL Program Standards for the Preparation of Foreign Language Teachers.
The K-8 Language Teacher as a Growing Professional.
Works Cited.
Appendices.
ACTFL Performance Guidelines for K-12 Learners, American Council on the Teaching of Foreign Languages, 1998.
Elements from Montgomery County (MD) Public Schools Foreign Language Program Culture Scope and Sequence.
Framework for Cultural Competence, American Association of Teachers of French.
Glastonbury (CT) Public Schools Sample Unit Plan and Sample Lesson Plan.
Sample Unit and Lesson Plan from Other Sources.
Sample Webs and Unit Plan Inventories.
Middle School Planning Information, Wisconsin Department of Public Instruction.
National Standards from Other Content Areas.
Preface.
Introduction.
Key Concepts for Success: Elementary and Middle School Foreign Languages.
Standards for Foreign Language Learning in the 21st Century: Overview.
Section A: Focus on the Learner.
1. Characteristics of Young Learners.
Second Language Acquisition.
Cognitive Characteristics of the Learner.
Developmental Characteristics of the Learner.
2. Creating an Environment for Communication.
Meaningfulness as a Priority for Classroom Activity.
When Is "Communicative" Not Communicative?
Developing Contexts for Tasks and Activities.
Teaching in the Target Language: Context for Communication.
3. 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.
4. One-Way Communication: Interpretive and Presentational Modes (1.2, 1.3).
Standard 1.2: Communication in the Interpretive Mode.
Listening.
Reading.
Standard 1.3: Communication in the Presentational Mode.
Speaking.
Writing.
5. Literacy Issues.
Connection Between Oral and Written Language.
Building Blocks of Second Language Literacy.
Building Literacy in the Second Language Classroom.
6. 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.
Section C: Planning for Success in the Early Language Classroom.
7. 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.
8. Using Assessment to Help Students and Programs Grow.
Student Assessment.
Importance of Assessing Student Performance.
Grading.
ACTFL K-12 Performance Guidelines.
Program Assessment.
Student Achievement Testing.
Suggestions for Testing.
Teacher Evaluation.
9. Managing the Successful Early Language Classroom.
Factors Beyond the Teacher's Control.
Factors Within the Teacher's Control: Classroom Management Basics.
Special Issues Affecting the Traveling Teacher-a la Cart.
Section D: Cultures (2.1, 2.2).
10. Language, Culture, and Curriculum Interact: Experiencing Culture in the Classroom.
Culture and the Standards.
Creating Experiences with Culture.
Comparing Cultures: Standard 4.2.
Identifying Resources for Integrating Culture.
Culture Scope and Sequence.
Fantasy Experiences.
Classroom Exchanges.
Education for Global and Multicultural Awareness.
Section E: Connections.
11. The Connections Standard: Content-Related Instruction.
Making Connections Between Language and Content.
Programs That Relate Language and Content.
Integrating Language and Content.
Reasons for Content-Related Instruction?
Curricular Areas with Potential for Content-Related Instruction (Standard 3.1).
Using the Language to Acquire Information and Insight that Is Only Available Through the Target Language (Standard 3.2).
Considerations for Implementation of Subject Content Instruction.
Techniques for Helping Students Access Content.
Special Considerations in Planning for Content-Related Instruction.
Challenges in Integrating Language and Content.
12. What We Can Learn from Immersion.
Immersion: What Is It? What Makes It Work? What Are the Results?
Principles for Communication: What We Have Learned from Immersion Programs.
Characteristics and Applications of Immersion Programs.
Characteristic Strategies of Immersion Teaching.
Immersion Issues.
Section F: Resources and Technology.
13. Stocking the Early Language Classroom with Materials and Resources.
Useful Supplies, Materials, and Equipment.
General Resources.
Realia.
Picture Visuals.
Classroom Equipment.
Audiovisual Equipment.
Visual Reinforcement in the Early Language Classroom.
Teacher-Produced Materials.
Choosing and Using Materials Wisely.
Choosing a Textbook and Other Curriculum Materials.
14. Bringing Language to Life: Choosing and Creating Classroom Games and Activities.
Guidelines for Games and Activities.
Classroom Games and Activities.
Using Puppets in the Early Language Classroom.
Songs in the Curriculum.
Craft Activities.
Overhead Projector Activities.
15. Choosing and Using Technology Resources.
National Technology Standards for Students and Teacher.
Using Technology to Increase Teacher Effectiveness.
Computer-Assisted Projects.
Using the Resources of the Internet.
Electronic Portfolios.
Section G: Planning and Sustaining Effective Programs.
16. Rationale/Advocacy.
Brain Research.
National and State Initiatives.
The Teacher as Advocate.
State and National Advocacy Efforts.
17. Learning from the Past to Enhance the Present and the Future.
A Short History of Language Learning in the U.S.A.
Renewed Interest in Languages for Young Learners.
Shaping a K-12 Vision for Language Learning.
18. Program Models.
Types of Programs.
Immersion Programs.
FLES Programs.
Exploratory Programs.
Non-Curricular Language Programs.
Staffing Elementary School Programs in Languages Other Than English.
Other Instructional Models.
Staffing Appropriate Only for Short-Term, Non-Curricular Models.
19. Program Planning, Assessment, and Articulation.
Step-by-Step Planning Guide.
Pitfalls in Program Planning.
Issues in Articulation.
Hallmarks of a Successful Program.
20. Developing Professional Teachers.
Preparation of Teachers.
ACTFL Program Standards for the Preparation of Foreign Language Teachers.
The K-8 Language Teacher as a Growing Professional.
Works Cited.
Appendices.
ACTFL Performance Guidelines for K-12 Learners, American Council on the Teaching of Foreign Languages, 1998.
Elements from Montgomery County (MD) Public Schools Foreign Language Program Culture Scope and Sequence.
Framework for Cultural Competence, American Association of Teachers of French.
Glastonbury (CT) Public Schools Sample Unit Plan and Sample Lesson Plan.
Sample Unit and Lesson Plan from Other Sources.
Sample Webs and Unit Plan Inventories.
Middle School Planning Information, Wisconsin Department of Public Instruction.
National Standards from Other Content Areas.