Research Informing Practice-Practice Informing Research
Innovative Teaching Methodologies for World Language Teachers
Will be published approx. on 1. April 2011
Book
Hardback
238 pages
978-1-61735-391-8 (ISBN)
Description
"Research Informing Practice-Practice Informing Research: Innovative Teaching Methodologies for World Language Educators" is an edited volume that focuses on innovative, nontraditional methods of teaching and learning world languages. Using teacher-research projects, each author in the volume guides readers through their own personal journey and exploration of teaching methods, novelty, risk-taking, and reflection. Chapters include guiding questions, vignettes, and thick descriptions of classroom-based research in an assortment of instructional settings. Theoretical issues and an array of practical applications are presented, as well as additional research opportunities and guidelines for implementation in a variety of teaching and learning venues.
While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.
While not professing to be a panacea for world language learning, this book provides various lines of theory, research, and practice as they interact with each other through teacher-research narratives. As a well-known African proverb asserts, "It takes a village to raise a child." Similarly, it takes a village to develop a master teacher, and it takes a community to create an exceptional classroom. Throughout this volume, authors share their voices, experiences, and expertise as a means of strengthening the village. They then invite readers to embark on their own methodological journeys. The text thus serves as a stimulus for further discussion and pedagogical development in world language settings. Teachers and researchers are challenged to think critically and reflectively about world language education, encouraged to design innovative methods, approaches, and techniques for their world language classes, and ultimately asked to share their findings with students, parents, peers, communities, and the village.
More details
Series
Language
English
Place of publication
United States
Publishing group
Emerald Publishing Inc
Dimensions
Height: 240 mm
Width: 161 mm
Thickness: 17 mm
Weight
526 gr
ISBN-13
978-1-61735-391-8 (9781617353918)
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
Content
Foreword; Judith L. Shrum.
Introduction; David Schwarzer, Mary Petron, and Christopher Luke.
Section I. Extending The World Language Classroom Beyond Its Walls: Global/Glocal Competencies.
Chapter 1. Innovations In Assessment: Portfolio Assessment In The Novice Language Classroom; Melanie Bloom.
Chapter 2. Using Children's Literature in the College-Level World Language Classroom; Maripaz Garcia.
Chapter 3. Crossing the Digital Divide: Language Learning in Virtual Environments; Christopher Luke.
Chapter 4. Extending a Hebrew Class Beyond the Classroom: A Problem-Based Learning Approach; Taly Schwarzer.
Section II. Translingual And Transcultural Views Of Language Learning.
Chapter 5. Shared Reading In The Hoikuen: Applying Whole Language Theory And Practice To World Language Learning In Japanese Nursery Schools; Daniel E. Ferguson.
Chapter 6. Practice Informing Theory: A Retrospective Approach; Mary Petron.
Chapter 7. Inventing a Whole Language World Language Learning Community; David Schwarzer.
Section III. From Foreign Language Teacher To World-Minded Language Educator.
Chapter 8. Engaged Scholarship: Implications For The Foreign Language Classroom; Clarena Larrotta.
Chapter 9. From Linguistic Imperialism to Linguistic Conscientizacion: Learning From Heritage Language Speakers; Howard L. Smith, Patricia Sanchez, Lucila D. Ek, and Margarita Machado-Casas.
Conclusion; David Schwarzer, Mary Petron, and Christopher Luke.
About the Authors.
Introduction; David Schwarzer, Mary Petron, and Christopher Luke.
Section I. Extending The World Language Classroom Beyond Its Walls: Global/Glocal Competencies.
Chapter 1. Innovations In Assessment: Portfolio Assessment In The Novice Language Classroom; Melanie Bloom.
Chapter 2. Using Children's Literature in the College-Level World Language Classroom; Maripaz Garcia.
Chapter 3. Crossing the Digital Divide: Language Learning in Virtual Environments; Christopher Luke.
Chapter 4. Extending a Hebrew Class Beyond the Classroom: A Problem-Based Learning Approach; Taly Schwarzer.
Section II. Translingual And Transcultural Views Of Language Learning.
Chapter 5. Shared Reading In The Hoikuen: Applying Whole Language Theory And Practice To World Language Learning In Japanese Nursery Schools; Daniel E. Ferguson.
Chapter 6. Practice Informing Theory: A Retrospective Approach; Mary Petron.
Chapter 7. Inventing a Whole Language World Language Learning Community; David Schwarzer.
Section III. From Foreign Language Teacher To World-Minded Language Educator.
Chapter 8. Engaged Scholarship: Implications For The Foreign Language Classroom; Clarena Larrotta.
Chapter 9. From Linguistic Imperialism to Linguistic Conscientizacion: Learning From Heritage Language Speakers; Howard L. Smith, Patricia Sanchez, Lucila D. Ek, and Margarita Machado-Casas.
Conclusion; David Schwarzer, Mary Petron, and Christopher Luke.
About the Authors.