Approaches to Teaching French, German, Spanish, English as a Second Language
Fall 2005
French 400/500 ~ German 400/500 ~ Spanish 400/500
English
as a Second Language 400/500
Approaches
to Teaching French, German, Spanish, English as a Second Language
Fall 2005
| Instructor: Lily Anne Goetz | Office Hours: Mon., Tues., Thurs.
2:00-4:00 and by appointment |
| Office: Ruffner 144 | Office Telephone: (434) 395-2158 |
E-mail: goetzla@longwood.edu
Course website: http://www.longwood.edu/staff/goetzla/Span400/400syllabus.htm
Textbook website:
http://thandbook.heinle.com
 Modern
Language Program |
Course
description:
French 400, German 400, Spanish 400, English as a Second Language 400: Approaches
to Teaching French, German, Spanish, English as a Second Language. A study of theories
of second language acquisition and their application to the teaching of
languages in a communicative, interactive approach at the primary, middle,
and secondary levels. Attention will be given to the teaching and
testing of listening, reading, writing, speaking and cultural understanding.
Students will develop lesson plans, engage in peer-teaching, and integrate
technology into teaching. Students should take this course in the
semester prior to student teaching. 3 credits.
French 500, German 500, Spanish 500, English as a Second Language 500: Approaches
to Teaching French, German, Spanish, English as a Second Language. A study of current theory and
methods of language teaching. May be repeated for credit when topics
change. 3 credits.
Texts:
Shrum, Judith L., and Eileen W. Glisan. Teacher's
Handbook: Contextualized Language Instruction
. 3 ed. Boston: Heinle and Heinle,
2005. ISBN: 1-4130-0462-8
Textbook
website:
http://thandbook.heinle.com
Course content: Study and discussion of theories and methods used in foreign language education on the primary, middle, and secondary levels. Topics include:
an
examination of the history of language teaching methodologies such as TPR,
Suggestopaedia, the Audio-lingual Method, the Proficiency Movement and
the Communicative Approach;
knowledge
of and practical application of current second language acquisition theories
to the language classroom
use
of technology
FLES
programs
the
National Foreign Language and ESL Standards and Virginia Foreign Language and
ESL Standards
contextualized
instruction; strategies for successful student learning
the
importance of teachers' language proficiency
the
role of the four skills (listening, speaking, reading, writing) and culture
the
role of grammar
assessment of language
performance in context
lesson and curriculum
planning
evaluation
and adaptation of textbooks and materials for communicative language teaching
Elementary, middle and high school periods in
development and the implications for curriculum and approach
Student diversity and languages; backgrounds,
learning styles, learning strategies, physical and learning disabilities, gifted
learners, heritage language learners
Students will participate in discussion, work with case studies, research issues in foreign language education using current professional journals and books, subscribe to and participate in the FLTEACH listserv, join professional organizations (FLAVA, VATESOL, AAT's), use the internet to access teaching materials and cultural information, develop an on-line portfolio of their writing and curriculum planning, observe in target language classrooms, demonstrate their own lessons in order to receive feedback and engage in self-evaluation.
Course
objectives/Learner Outcomes: Upon
completion of the course, the teacher candidate will:demonstrate
an understanding of the relationship of best practices and approaches to
foreign and second language teaching. (1, 3, 4, 5, 6, 7, 8, 9)
make
instructional decisions and analyze and evaluate how they affect the learning
process. (1, 3, 4, 5, 6, 7, 8, 9)
recognize relationships among teacher expectations, instructional planning,
classroom management, and student behavior. (1, 3, 4, 5, 6)
create
long-range and daily lesson plans that integrate the National Foreign Language
Standards and the National ESL Standards with state or district guidelines. (1, 3, 4, 8)
design
a variety of assessment practices. (1, 3, 4, 6, 8)
demonstrate
the effective use of technology to enhance instruction. (1, 2, 4, 6, 8)
participate in professional activities and organizations.
(7)
demonstrate
ethical conduct and professionalism. (2, 5, 6, 7)
demonstrate
the role of teacher as researcher engaged in a continuing development process.
(4, 6, 7, 8)
evaluate,
select, adapt materials, including textbooks, workbooks, videos, software,
authentic texts, for the communicative language classroom. (1, 2, 4, 8, 9)
*Longwood
University Conceptual Framework Competencies
"Educators as Reflective Citizen Leaders"
(1) Plan for Instruction
(2) Implementation and Management of Instruction
(3) Evaluation and Assessment
(4) Knowledge of Subject
(5) Classroom Behavior Management
(6) Communication Skills
(7) Professional Responsibilities
(8) Technology
(9) Diversity
Course
requirements: Students
will be assessed as follows:
Requirement 400 500
Preparation and Participation in class discussion; Participation
in professional organizations (FLAVA, etc.) ..........................10%..........10%
Homework ("Teach & Reflect/Discuss & Reflect", etc.)...............10%.........10%
Article Reviews* and Reflections on Observations*…................15%.........10%
Unit Plan* and Demonstration of Lesson Plan …………...............20%..........15%
Quizzes...................................................................................................20%.........20%
Midterm……………………...............………………..…................…10%..........10%
Final Exam……...............………………………….….................…….10%..........10%
Electronic Portfolio................................................................................5%............5%
Research Paper*....................................................................................0%..........10%
*(items to be included in the on-line Portfolio)
Grading: 90-100 A 80-89 B 70-79 C 60-69 D 59 F
Participation and Homework: You are expected to be prepared for discussion by having read the assigned chapters and by having prepared and written out your responses to the "Observe and Reflect/Teach and Reflect," and "Discuss and Reflect" (Case Studies), in the Teacher's Handbook, as well as any article reviews due. A notebook containing these items will be graded at designated times during the semester. We will also discuss issues raised in FLTEACH, so you should be prepared to talk about those which have interested you. As you finish each observation of a language teacher's class, you should be prepared to discuss the kinds of activities which you observed, and how what you observed relates to the topics which we are studying.
Professionalism:
You will join FLAVA
(the Foreign Language Association of Virginia) and/or
VATESOL and your AAT organization (AATSP,
AATF, AATG)
or TESOL.
You are encouraged to become a member of ACTFL (American Council on the Teaching
of Foreign Languages) also. You will attend the FLAVA annual conference or
the Virginia TESOL Conference. Funding will be sought to help defray costs of
attendance (but these are not expensive, as conferences go).
Quizzes:
There will
be weekly quizzes on the content of each chapter in the Teacher's Handbook;
the questions will require a detailed reading of the chapter.
FLTEACH listserv: You will subscribe to the FLTEACH listserv (instructions will be given in class), and be prepared to discuss each week those "threads" which are of most interest to you or which pertain to any of the topics which we are studying. If possible, bring printouts of some of the most helpful letters to share.
Article Reviews: You will write reviews of five journal articles, and you will place these in your electronic portfolio. Your review should contain your statement of the thesis of the article, summaries of the main evidence or arguments presented by the author, the author's conclusions, what you think the author's intentions are, and your critical evaluation of these elements, including any response you would like to make, and your evaluation of the significance of the research, study or ideas presented.
Observations: You will observe language classes four times during the semester and will record your reflections, thoughts, and ideas concerning what you observe. You should attempt to observe four different teachers if at all possible. For the first two observations, you should look for answers to the questions on pages 15 and 16 of the Teacher's Handbook, and for the other observations, you should use the "Teacher Observation Form" and the "Etiquette Guidelines" which you will receive. You will not be evaluating the teacher whose class you are observing; rather you are trying to learn from him/her how one incorporates all of the elements we are studying into a classroom lesson. You will turn in your written "reflections" and we will discuss your experiences in class.
Unit Plan: You will prepare a plan for a complete unit (to cover a period of approximately 2-3 weeks), consisting of the overall content, objectives and strategies for the unit, and you will prepare a plan for each lesson to be taught during the unit (from 10-15 lessons). You will place these in your electronic portfolio. You will receive detailed instructions and models.
Demonstration of Lesson Plan: You will design a brief mini-lesson, part of one of your daily lesson plans submitted with your Unit Plan, which you will teach to our class; your mini-lesson must be limited to 10 - 15 minutes. Your plan, and any materials you use, will become part of your web-portfolio. You will receive guidance on the desired components of your lesson.
Midterm and Final Exams: There will be a midterm (week 7) and a final exam covering all materials presented and discussed in this course. There will be some identification-style questions and some essay-style questions, as well as some problem-solving questions.
Electronic
Portfolio:
You will compose an electronic portfolio of your work which will be used by
fellow students in the class to share what you are learning from your reading
and your research, and which may also be used to give prospective employers
an idea of your progress and promise as a teacher. We will link your
portfolio to the class web-site, and it will be used as evidence in the
assessment of Longwood's teacher preparation program by NCATE. Visit some
examples of
student Portfolios from Longwood University and
from elsewhere: Illinois
State, Arizona
State, Virginia
Tech 1, Virginia
Tech 2, Virginia
Tech 3, Virginia
Tech 4. You can also access the Portfolio
Guidelines from Virginia Tech. Visit the Longwood University Front
Page Tutorials for help in creating your web portfolio with Front Page.
Week 1 (August 29):
Introduction. The Teaching Profession. Theories of language learning.
Teacher's Handbook: Preface, pages x-xiii,
xv, xvi, xvii.
Teacher's Handbook: Preliminary Chapter
Teacher's Handbook: Chapter 1, Understanding the Role of Contextualized
Input, Output, and Interaction in Language Learning.
FLTEACH Listserv. Internet sites. FLAVA, VATESOL.
Homework for next week:
1. Subscribe
to FLTEACH. Choose some of the postings to read and talk
about. Do not send any postings to the list.
2. Read Preface, Preliminary Chapter and Chapter 1 of Teacher's
Handbook. Take really good notes; outline.
If you prefer, you can use the Study Guide you received in class.
3. Begin to plan who you will observe
for Episodes One and Two, pages 31-32. Written reflections of these
activities are due during Week 4. Click for a list
of pre-schools nearby.
4. Look over Case Studies One and Two,
pages 32-35. Be prepared to discuss your answers to questions.
Option: Instead of Case Study Two, you may choose Case Study Three, "Conducting
a Cooperative Learning Task" on the Teacher's Handbook website
http://thandbook.heinle.com
Week 2 (September
5--Holiday, no class meeting):
Handbook: Preliminary Chapter and Chapter 1.
Case Studies. Episodes. FLTEACH.
Homework for next week:
1. Review Preliminary Chapter and Chapter 1. Prepare for
quiz.
2. Read Chapter 2. Take notes.
Use the Study Guide. Questions to make sure you have read Chapter 2 will appear on the quiz
of Chap. 1.
3. Study Appendix 2.1 and 2.2, pages 444-448.
4. Do observations (Episodes One and
Two, pages 31-32) this week or next week. Due Week 4.
5. Check the Virginia
Department of Education site for a downloadable copy of the Foreign
Language Standards of Learning for Virginia, recently modified to be aligned
with the National Standards, or the
English
Language Proficiency Standards of Learning for Virginia. Other great info. here also.
6. Write your first Article Review.
Due Week 3.
7. Read some of the postings to FLTEACH
for discussion.
Make notes and be prepard to discuss.
Week 3 (September 12):
Discussion: Handbook: Preliminary Chapter and Chapter 1, Episode One.
Quiz: Preliminary Chapter and Chapter 1 (a few questions also from chapter 2).
Discussion of Chapter 2, Contextualizing Language Instruction
to Address Goals of the Standards for Foreign Language Learning.
Discussion of History of language teaching methodology, Appendix
2.1 and 2.2, p. 444-449.
Discussion of National Standards for Foreign Language Learning, the ESL
Standards, Foreign Language Standards of Learning for Virginia, and the English
Language Proficiency Standards of Learning for Virginia.
Discussion of FLTEACH issues and useful internet
sites.
*Article Review due. Discussion of reviews.
Homework for next week:
1. Chapter 2, Episode One (page 57-58) and Episode Two (page 58). Case Study One:
study the case, think about and answer "Ask yourself these questions" and "To
prepare for class discussion" no. 1 (page 61, top). Case Study Two: study
the case, think about and answer "Ask yourself these questions" 1-8, "To prepare
the case" no. 4, and "To prepare for class discussion" no. 1.
2. Review chapter 2 for quiz.
3. Read Chapter 3 and take notes. Use the study guide.
4. Prepare your written reflections of your 2 observations (Episodes One and
Two, pages 31-32).
5. Read some FLTEACH postings; take notes and be prepared for
discussion.
Week 4 (September 19):
Discussion: Handbook: Chapter 2, Episodes and Case
Studies.
Quiz: Chapter 2 (3).
Discussion: Handbook: Chapter 3, Organizing Content
and Planning for Integrated Language Instruction.
FLTEACH discussion.
*Discussion of observations of a child and in-service teachers
(Episodes One and Two, p. 31-32); Due.
Homework for next week:
1. Review Chapter 3 for quiz.
2. Chapter 3, Episode One (Tasks A and B--not C). Episode Two:
identify the content for your course, and four or five strategies that you will
incorporate into your teaching to address current issues concerning integration
of language and content.
3. Chapter 3, Case Study One; "Ask yourself these questions," and "To
prepare for class discussion." Case Study Two; "Ask yourself these
questions," and "To prepare for class discussion."
4. Read Chapter 6. Take notes.
Use the study guide.
5. Write Article Review.
Week 5 (September 26):
Discussion: Handbook: Chapter 3: Episodes and Case Studies.
Quiz: Chapter 3 (6).
Discussion: Handbook: Chapter 6, Using an Interactive Approach
to Develop Interpretive Communication. Episodes and Case Studies.
Unit Plan Guidelines
*Article review due.
Homework for next week:
1. Review Chap 6 for quiz, Read Chap
7 for main ideas, taking notes (on quiz too)
2. Chap 6, Episode One, Option One or Two; Episode Two, Option One; Case Study One,
"Ask yourself" and "To prepare for class discussion" (no. 1); Case Study
Two, "Ask yourself" and "To prepare for class discussion," no. 2.
3. Chap 7, Episode Two, through question
1 (bring your chosen text to class).
4. FLTEACH: be identifying threads
that interest you; Next week tell us what you would write in IF you were
going to write.
5. Study for midterm, 2 weeks from today,
Oct. 10, Chapters 1, 2, 3, 6, 7.
6. Begin Article review, due Oct. 10.
Week 6 (October 3):
Quiz: Handbook: Chapter 6 (7)
FLTEACH discussion: tell us what you would
write in IF you were going to write.
Discussion of HW: Chapter 6, Episodes One and Two and Case Studies One and
Two.
Discussion: Handbook: Chapter 7, Using a Story-based
Approach to Teach Grammar.
Discussion of HW: Chapter 7 Episode Two, through question 1. With a partner, you will choose one of your samples and
design a PACE lesson (questions 2-6, pages 206-207).
Homework for next week:
1. Chapter 7, Episode One (p. 206). Case Study One: pages
207- 208. Read the intro. to the case, answer "Ask yourself" 1-4 and
the section "To prepare for class discussion." Case Study Two: pages
208-210. Read the intro. to the case, answer "Guide your
discussion" and
the section "To prepare for class discussion."
2. Write article review (due Oct. 10).
3. Make sure notebook is complete (Episodes,
Case Studies and other assigned work).
4. Be thinking about your Unit Plan
design and your first lesson plans (due Nov. 4). Choose a textbook to use
and other materials.
5. Prepare for midterm (Chapters 1,
2, 3, 6, 7)
Week 7 (October 10):
Discussion: Handbook: Chapter 7, Episodes and Case Studies.
Discussion: Handbook: Chapter 8, introduction.
*Midterm, including Handbook: Chapters
1, 2, 3, 6, 7.
*Article review due.
*Notebooks due (Teach and Reflect Episodes and
Case Studies).
Homework for next week:
1. Read and take notes from Chapter
8.
2. Prepare Episode One (page 256), choosing
either question 1 or 2. Episode Two (p. 257).
3. Prepare Case Studies One and Two (pages 257-259);
write answers to "Ask yourself these questions" and "To prepare for class
discussion."
4. Plan for next classroom observations.
Use checklists. "Reflections" due Nov. 7. Comment
on such activities as warm-ups, use of groups, communicative activities, task-based
activities, feedback, etc.
5. Begin working on Unit Plan and lesson
plans. Unit Plan and first 3 days' lesson plans due Nov. 4, by 5pm.
6. Prepare for Article Review due Oct. 31.
*Friday-Saturday,
October 14-15, 2005:
FLAVA Conference
Holiday Inn Select Koger South
Conference Center
Richmond, Virginia
Week 8 (October 17): Fall Break
Week 9 (October 24):
Discussion: Handbook: Chapter 8, Developing
Oral and Written Interpersonal Communication.
Discussion of HW: Chapter 8, Episodes and Case Studies.
Discussion: Handbook: Introduction of Chapter 9, Developing
Oral and
Written Presentational Communication.
Discussion of Unit Plans and Lesson Plans. Unit Plan and first 3 days'
lesson plans due Nov. 4, by 5pm.
Homework for next week:
1. Review Chap 8 for quiz, Read and
take notes from Chap 9 for main ideas (on quiz too).
2. Chapter 9: Teach
and Reflect Episodes One and Two (page 304-305). You might plan to use
these in your Unit Plan.
3. Chapter 9: Prepare Case Studies
One and Two; write answers to "Ask yourself these questions" and "To prepare for
class discussion."
4. Work on Unit Plan and lesson plans.
Due Nov. 4 by 5pm.
5. Write article review. Due Oct. 31.
6. Plan for next classroom observations. Use checklists.
"Reflections" due Nov. 7. Comment
on such activities as warm-ups, use of groups, communicative activities, task-based
activities, feedback, etc.
Week 10 (October 31):
Quiz: Handbook: Chapter 8 (9)
Discussion: Handbook: Chapter 9, Developing Oral and Written
Presentational
Communication.
Discussion of HW: Chapter 9: Episodes and Case Studies.
Introduction: Handbook: Chapter 10, Addressing
Diverse Needs of Learners in the Language Classroom.
Web page design, electronic portfolios.
*Article review due.
Homework for next week:
1. Review Chap 9 for quiz,
Read Chap 10 for main ideas (on quiz too).
2. Prepare Episode One (page 345); you
may use this in your Unit Plan if you like.
3. Prepare Case Studies One and Two (page 346-347);
write answers to "Ask yourself these questions" and "To prepare for class
discussion."
3. Continue work on Unit Plan; draft
due this Friday, Nov. 4.
4. FLTeach: prepare a response
or query for the listserve.
Make sure you are a member.
5. Bring a diskette next Monday.
Be prepared to organize items for your portfolio. See
Portfolio info.
6. Write reflections of classroom observation. Due Nov. 7.
Friday, November 4, before 5 pm:
*Draft of Unit Plan due, and first three days'
lesson plans.
Week 11 (November 7):
Quiz: Chapter 9 (10).
FLTeach discussion. Post query during class.
Discussion: Handbook: Chapter 10, Addressing Student
Diversity in the Language Classroom. Episode One, Case
Study One, and Case Study Two.
Introduction: Handbook: Chapter 11, Assessing Standards-based Language
Performance in Context.
Discuss lesson plans and unit plans.
Web page design, electronic portfolios; bring disk. Work in language lab. Check out the Front
Page Tutorials for help.
*Discussion of classroom observations; written
reflections due.
Homework for next week:
1. Review Chap 10 for
quiz, Read Chap 11 for main ideas (on quiz too).
2. Prepare Chap. 11 Episode One, Tasks One and
Two (page 398-399), AND Episode Two (don't forget the part that asks you
to "adapt this task...") (page 399). Prepare Case Study One,
and write answers to "Ask yourself these questions" and "To prepare for class
discussion" (1 and 2, you can omit 3).
3. Write Article Review. Due November 14.
4. Design your electronic portfolio.
5. Work on Unit Plans
6. Monitor FLTeach to see if your query
elicits any responses. Make a list of responses; be prepared to discuss. Do not post
any new responses to the responses yet, please.
Week 12 (November 14):
Quiz: Handbook: Chapter 10 (11).
Discussion of HW: Chapter 11, Episode One (Tasks one and two) and
Episode Two. Case Study One.
Introduction: Handbook: Chapter 12, Using Technology
to Contextualize and Integrate Language Instruction.
FLTeach discussion of entries and responses.
Update on electronic portfolios. Update
on Unit Plans.
*Article review due.
Homework for next week:
1. Review Chap 11 for quiz.
2. Prepare Chap 12 Episode Two (page 431), and Case Study One (page
432-433) and write answers to "Ask yourself these questions" and "To prepare for
class discussion."
3. Design and work on your electronic portfolio. Work
on Unit Plans.
5. Monitor FLTeach.
Be ready to discuss the responses to your entry.
Week 13 (November 21):
Work on Unit Plans and Portfolios.
Week 14 (November 28):
Quiz: Handbook: Chapter 11 (12)
Discussion of HW: Chapter 12, Episode Two and Case Study One.
Discussion of postings and responses on FLTeach. Discussion of lesson plans and unit plan.
*Discussion of classroom observations; written
reflections due.
Friday, December 2 before 5 pm: *Unit Plans due.
Week 15 (December 5):
Presentations of Lesson Plans and discussion. Review.
*Notebooks (homework) due.
Monday, December 12, 2004: 6:30 pm--9:00
pm
*Final Exam
*Electronic Portfolios due.
Honor
Code: Students are
expected to live by the Longwood University Honor Code. All work done for
the class is assumed to be pledged.
Bibliography
:
The following are available at the Longwood
University Library:
Professional Journals:
| Applied Linguistics | Language Learning |
| Canadian Modern Language Review | Modern Language Journal |
| Current Jobs International | Modern Language Notes |
| Foreign Language Annals | Studies in Second Language Acquisition |
| French Review | TESOL Journal |
| Hispania | TESOL Quarterly |
| Reading in a Foreign Language (online journal) | Texas Studies in Literature and Language |
Books:
ACTFL. Standards for Foreign Language Learning: Preparing for the 21st Century. Lawrence: Allen, 1996.
Aebersold, JoAnn. From Reader to Reading Teacher: Issues and Strategies for Second Language Classrooms. NY: Cambridge University Press, 1997.
Allen, E. and Valette, R. Classroom Techniques:
Foreign languages and English as a
Second Language. Prospect Heights, IL:
Waveland Press, 1994. ( PB 35 .A57 1977)
Barasch, Ronald M. Beyond the Monitor Model: Comments on Current Theory and Practice in Second Language Acquisition . Boston: Heinle and Heinle, 1993.
Bardovi-Harlig, Kathleen, and Beverly Hartford. Beyond Methods: Components of Second Language Teacher Education . NY: McGraw-Hill, 1997.
Berko Gleason, Jean, Ed. The Development of Language . 2ed. Columbus, OH: Merrill Publishing Co., 1989.
Bernhardt, Elizabeth B. Reading Development in a Second Language: Theoretical, Empirical and Classroom Perspectives . Greenwich, CT: Ablex, 1991.
Blaz, Deborah. Bringing the Standards for Foreign Language Learning to Life. Larchmont, NY: Eye On Education, 2002.
---. A Collection of Performance Tasks and Rubrics: Foreign Languages. Larchmont, NY: Eye On Education, 2001.
Brown, G. and Yule, G. Teaching the Spoken Language. Cambridge, 1983. (PE 1128 . A2 B73 1983)
Brown, H. Douglas. Principles of Language Learning and Teaching. 2ed. Englewood Cliffs, NJ: Prentice Hall Regents, 1987.
Bush, Michael D., and Robert M. Terry, Eds. Technology-Enhanced Language Learning. Lincolnwood, IL: National Textbook Co., 1997.
Chaika, Elaine. Language: The Social Mirror. 3ed. Boston: Heinle and Heinle, 1994.
Coady, James. Second Language Vocabulary Acquisition: A Rationale for Pedagogy. NY: Cambridge U. Press, 1997.
Cohen, Andrew D. Assessing Language Ability in the Classroom. 2ed. Boston: Heinle and Heinle, 1994.
Cook, Vivian. Second Language Learning and Language Teaching. 2ed. St. Martin's Press, 1996.
DiPietro, R. Strategic Interaction: Learning Languages Through Scenarios. Cambridge, 1987. (P. 53 .D43 1987)
Fawkes, Steven. Switched On? Video Resources in Modern Language Settings. Modern Languages in Practice Series 10. University of Southampton, 1998.
Freeman, D. "Redefining the Relationship between Research and What Teachers Know." Voices from the Language Classroom . K. Bailey and D. Nunan, Eds. NY: Cambridge U. Press, 1996.
Garfinkel, A., Ed. The Foreign language Classroom: New Techniques. National textbook, 1983. (P 51 .F56 1983)
Gaudiani, C. Teaching Writing in the Foreign
Language Curriculum. Center for Applied
Linguistics, 1981. (PB 35. G38x)
Grauberg, Walter. The Elements of Foreign Language Teaching. Modern Languages in Practice Series 7. University of Southampton, 1997.
Gunterman, Gail, Ed. Developing Language Teachers for a Changing World. ACTFL Foreign Language Education Series. Lincolnwood, IL: National Textbook Co., 1993.
Hamilton, Judith. Inspiring Innovations in Language Teaching. Modern Languages in Practice Series 3. 1995.
Hatch, Evelyn Marcussen. Psycholinguistics: A Second Language Perspective. Rowley, MA: Newbury House Publishers, 1983.
Kramsch, C. Context and Culture in Language Teaching. NY: Oxford U. Press, 1993.
Krashen, Stephen D. The Power of Reading: Insights from the Research. Englewood, CO: Libraries Unlimited, 1993.
Larsen-Freeman, Diane. Introducción al estudio de la adquisición de segundas lenguas. Madrid: Gredos, 1994.
Lee, J. F., and B. Van Patten. Making Communicative Language Teaching Happen. NY: McGraw-Hill, 1995.
Lightbown, P., and N. Spada. How Languages are Learned. Oxford: Oxford University Press, 1993.
Littlewood, W. Communicative Language Teaching:
An Introduction. Cambridge, 1981. (P 53
.L54 1981)
McDonald. M. and Rogers-Gordon, S. Action
Plans: 80 Student-Centered Language
Activities. Newbury House, 1984.
(P 51 . M29 1984)
Montgomery, M. An Introduction to Language and Society. Methuen, 1986. ( P. 40 .M66 1986 )
Musumeci, Diane. Breaking Tradition: An Exploration of the Historical Relationship between Theory and Practice in Second Language Teaching.. NY: McGraw-Hill, 1997.
National Foreign Language Resource Center. Bringing the Standards into the Classroom: A Teacher's Guide. Ames: Iowa State Univ., 1997.
Oller, John W., Jr. Methods that Work: Ideas for Language Teachers. 2ed. Boston: Heinle and Heinle, 1994.
Omaggio-Hadley, Alice. Teaching Language in Context. 2ed. Boston, MA: Heinle and Heinle, 1993.
Oxford, Rebecca. Language Learning Strategies: What Every Teacher Should Know. Boston: Heinle and Heinle, 1994.
Pattison, P. Developing Communication Skills. Cambridge, 1987. (PB 36 .P34 1987 )
Phillips, June, and Jamie Draper. The Five Cs: The Standards for Foreign Language Learning WorkText. Boston, MA: Heinle and Heinle, 1999. with accompanying video.
Rinvolucri, M. Grammar Games: Cognitive, Affective,
and Drama for EFL Students.
Cambridge, 1987. (PE 1128 .A2 R52 1987
)
Rivers, W. Interactive Language Teaching. Cambridge, 1987. (P 53 .L54 1987 )
Sadow, S. Idea Bank: Creative Ideas for the Language Class. Newbury House, 1982. (PE 1128 A2 S23 1982)
Sánchez, Aquilino. Los métodos en la enseñanza de idiomas. Madrid: Sociedad General Española de Librería, 1997.
Saville-Troike, M. The Ethnography of Communication:
An Introduction. Basil
Blackwell, 1984. (P 40 .S26 1984)
Savignon, Sandra J. Communicative Competence: Theory and Classroom Practice; Texts and Contexts in Second Language Learning . NY: McGraw-Hill, 1997.
Scott, Virginia Mitchell. Rethinking Foreign Language Writing. Boston: Heinle and Heinle, 1996.
Taeschner, Traute. A Developmental Psycholinguistic Approach to Second Language Teaching. Greenwich, CT: Ablex, 1991.
VanPatten, Bill. Input Processing and Grammar Instruction. Greenwich, CT: Ablex, 1996.
Walvoord, B. Helping Students Write Well.
Modern Language Association of America, 1982. (PE 1408.W31336
1982)
Instructions for accessing the on-line Modern Language Journal:
To access the online articles in the Modern Language Journal, follow these steps
1. Click on Wilson OmniFile Full Text Select
2. In the "Search for" box, type Modern Language Journal, and click the choice for "Within the last 12 months", and then click "START".
3. You will see a list of about 10 articles, the first page of the list, so scroll thru to see if you see one of interest. Some are just book reviews, I think they are in parenthesis, so make sure you find a real article. At the bottom of the page in the taskbar are the arrows to click to go to the next page of about 10 articles, and you can click on the bottom arrows until you find one that sounds interesting.
4. Choose an article, click on the title of it, and it takes you to more info about the article, including an abstract. Read the abstract to see if it is interesting, and if so, go to the bottom of the entry to see 2 web addresses, one for html (regular web page) and one for PDF file. Highlight and copy the address you want and paste it into the address line at the top and go there. You will have the full article. You can print it out or read it on line.
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