Description
Content-Based Foreign Language Teaching
Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills
Coordinator: Cammarata Laurent
Language: EnglishSubjects for Content-Based Foreign Language Teaching:
Keywords
Content-based instruction; Academic skills; Literacy; Second language acquisition; Foreign language education; Curriculum; pedagogy; Thinking skills; Critical pedagogy; Genre-based approach; Inquiry-based approach; Secondary & post-secondary; Content Based Foreign Language Teaching; ZPD Activity; Play Back; Post-unit Interview; ACTFL Proficiency Guideline; Energy Resources; CBI; Educational Materials; Past Tenses; FL Classroom; CBI Program; Air Quality Indexes; Advanced Literacy Skills; Content Based Language Teaching; Mini Expedition; EL; Frida Kahlo; FL Curriculum; Foreign Language Education Project; Systemic Functional Linguistic Perspectives; FL Program; Past Tense Imperfective Verbs; Korean Hibakusha
Publication date: 03-2016
· 15.2x22.9 cm · Paperback
Publication date: 03-2016
· 15.2x22.9 cm · Hardback
Description
/li>Contents
/li>Biography
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Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students? linguistic repertoires. The case is made for content-based instruction?an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more.
Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners
Contents
Preface
Introduction
- Content-based instruction and curricular reforms: Issues and goals
LAURENT CAMMARATA, DIANE J. TEDICK, & TERRY A. OSBORN
Part 1: Theoretical perspectives and empirical evidence
RICHARD DONATO
MARIANNA V. RYSHINA-PANKOVA
JOY CUMMING & ROY LYSTER
Part 2: Curriculum development for the thinking-oriented foreign language classroom
JASON MARTEL
LAURENT CAMMARATA
FRANCIS J. TROYAN
Part 3: Critical pedagogy and the foreign language classroom
TIMOTHY REAGAN
RYUKO KUBOTA
Part 4: Exemplars of cognitively engaging curriculum planning for the foreign language classroom
FRANCIS J. TROYAN
ELIZABETH A. KAUTZ
NANCY HAGSTROM
About the Contributors
Index
Laurent Cammarata is Associate Professor in Education at the Faculté Saint-Jean, University of Alberta, Canada.