Full Description
This cutting-edge sourcebook for teachers provides a comprehensive vision of effective second language teaching and explores ways to create meaningful interaction leading to emergent participatory language teaching. The fourth edition of Making It Happen presents a cyclic approach to theory and practice, in which theory and practice constantly inform each other.
Features
Strategies for teaching children, adolescents, and adults from beginning to advanced levels
Am emphasis on peer- and self-evaluation in simulated and real classrooms
A practical reservoir for teachers as they develop their own methodologies and local practice
Discussions of issues critical to program development, lesson design, materials selection, video use, teacher research, and professional development (including SIOP)
Case studies from kindergarten through university level to stimulate professional dialog
New to This Edition
Separate chapters on implicit/explicit teaching and on sociocultural/cognitive synthesis
Sections on form-focus strategies, World Englishes, research directions, corpus analysis, dialogical assessment, and the Acoma heritage language program
Updated research that reflects influential thinking for the 21st century
Also by Patricia A. Richard-Amata (with Marguerite Ann Snow):
Academic Success for English Language Learners: Strategies for K-12 Mainstream Teachers
Contents
PART I THEORETICAL CONSIDERATIONS
Exploring Your Current Beliefs About Learning and Teaching Languages
Chapter 1 FROM GRAMMAR-BASED TO COMMUNICATIVE APPROACHES: A HISTORICAL PERSPECTIVE
Questions to Think About
Grammar-Based Approaches
Chomsky's Contributions
The Connectionist
Communicative Approaches
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter2 THE PROCESS OF LEARNING A SECOND LANGUAGE IN THE CLASSROOM: A COGNITIVE VIEW
Questions to Think About
The Interaction Approach
The Process of Learning a Second Language
Error Treatment
Instructed Grammar
Summary
Questions and Projects for Reflection and Discussion
Suggested Reading and Reference Materials
Chapter 3 TOWARD A SOCIOCULTURAL/COGNITIVE MODEL
Questions to Think About
A Comparison of L1 and L2 Language Acquisition
Information-Processing Models
Where Do We Go from Here?
Vygotsky's Sociocultural/Cognitive Perspective
A Proposed Dialogical Model for Second Language Acquisition
Summary
Question and Projects for Reflection and Discussion
Suggested Reading and Reference Materials
Chapter 4 EMERGENT PARTICIPATORY LANGUAGE TEACHING
Questions to Think About
Empowerment in the Language Classroom
A Working Description of Participatory Language Teaching
Participatory Practices
Meeting Standards Through Participatory Teaching
Common Misunderstandings
Enabling Students Through Strategic Learning
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 5 DEVELOPING SKILLS: IMPLICIT AND EXPLICIT TEACHING STRATEGIES
Questions to Think About
Implicit and Explicit: What's the Difference?
Skills Integration
Needs Assessment: Product or Process Oriented?
Teaching Strategies for Listening, Speaking, Reading, and Writing
Critical Literacy
Summary
Questions and Projects for Reflections and Discussion
Suggested Reading and Reference Materials
Chapter 6 THE AFFECTIVE DOMAIN
Questions to Think About
Attitudes
Motivation
Level of Anxiety
Related Factors
Creating a Positive School and Community Environment
Summary
Questions and Projects for Reflection and Discussion
Suggested Reading and Reference Materials
Chapter 7 LANGUAGE ASSESSMENT AND STANDARDS
Questions to Think About
Language Tests: A Traditional Framework
Test Evaluation, Selection, and Development
Determining Placement
Making Assessment an Integral Part of the Classroom Environment
Identifying and Assessing Learner Outcomes
Standard for Second and Foreign Language Teaching in the United States
A Dialogical Approach to Assessment
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
PART II EXPLORING METHODS AND ACTIVITIES
Interactive Methods and Activities
Adapting the Content of Activities
Chapter 8 PHYSICAL INVOLVEMENT IN THE LANGUAGE LEARNING PROCESS
Questions to Think About
The Total Physical Response: Taking Another Look
Total Physical Response Storytelling
The Audio-Motor Unit
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 9 INTERACTIVE PRACTICES
Questions to Think About
The Natural Approach Revisited
Modifying and Enhancing Instruction in the Language Classroom
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 10 CHANTS, MUSIC, AND POETRY
Questions to Think About
Chants
Music
Poetry
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 11 STORYTELLING, ROLE PLAY, AND DRAMA
Questions to Think About
Warm-Ups
Storytelling
Role Play
Drama
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 12 GAMES
Questions to Think About
Nonverbal Games
Board-Advancing Games
Word-Focus Games
Treasure Hunts
Guessing Games
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 13 WAYS TO PROMOTE LITERACY DEVELOPMENT
Questions to Think About
The Language Experience Approach
Literature-Based Curriculum
Writing Workshops
Advance Academic Literacy
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 14 AFFECTIVE ACTIVITES
Questions to Think About
What do Learner Value?
What Role Can Teachers Play During Affective Activities?
When Can Affective Activities Be Used?
Other Important Considerations
Preparing Students for Affective Activities
Activities to Further Identify Development
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
PART III PUTTING IT ALL TOGETHER: SOME PRACTICAL ISSUES
Second Language Programs
Foreign Language Programs
Teachers New to a Particular Culture
Chapter 15 DEVISING A PLAN
Questions to Think About
Integrating Methods, Strategies, and Activities into a Flexible Curriculum
Structuring Lessons
Themes Cycle/Investigative Inquiry
Infusing Standards into the Curriculum
Deciding the Focus of the Instruction: Proficiency-Based, Task-Based, or Content-Based
Using Peer Facilitators and Lay Assistants
Cooperative Learning as a Management Technique
Working with Large and Mixed-Level Classes
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 16 TOOLS FOR TEACHING LAGUAGES: TEXTBOOKS, COMPUTER PROGRAMS, AND VIDEOS
Questions to Think About
Textbooks
Computer Programs
Videos
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
Chapter 17 TEACHING LANGUAGE THROUGH THE CONTENT AREAS AND PROFESSIONAL DEVELOPMENT
Questions to Think About
Submersion
Immersion
Bilingual Education in the United States
Program Possibilities for English Learners
Program Possibilities for Foreign Language Students
Professional Development: Teacher Research, Observation, and Evaluation
Summary
Questions and Projects for Reflection and Discussion
Suggested Readings and Reference Materials
PART IV PROGRAMS IN ACTION
Chapter 18 ESL PROGRAMS
A College English Language Program
A University Support Program: Project LEAP
A Life-Skills Adult Basic Education Program
A Secondary Sheltered English Program
An Elementary District-Wide Program
A Kindergarten ESL Program within a Spanish Bilingual School
Chapter 19 FOREIGN LANGUAGE PROGRAMS
A Village Immersion Program for Global Understanding, Language Development, and Maintenance
A French Immersion Program for Elementary Students
A Bicultural Institute for Children, Adolescent, and Adults
A Middle School Spanish Program
A High School Spanish Program
Chapter 20 TWO-WAY BILINGUAL AND HERITAGE TRIBAL LANGUAGE PROGRAMS
A Developmental Spanish/English Program
An Immersion Cantonese/English Language Program
Maintaining American Indian Languages: A Pueblo Indian Language Immersion Program by Christine Sims, Acoma Pueblo
PART V CASE STUDIES: TEACHER NARRATION TO STIMULATE PROFESSIONAL DIALOGUE
Case Study 1: Motivating Beto (Kindergarten)
Case Study 2: My "Good Year" Explodes: Bringing in the Parents (Elementary School)
Case Study 3: Please, Not Another ESL Student (Middle School)
Case Study 4: Conflict Resolution on Campus (High School)
Case Study 5: A Multicultural Challenge (College/University)
REFERENCES
