The ideal text for ESL and Foreign Language methods courses.
This comprehensive, practical guide gives teachers the skills they need to meet the needs of all language learners in today’s diverse classrooms, while encouraging each reader to develop a personal approach to language teaching.
How do I plan a lesson? How will I know if the students are learning? How do I teach language when I am also teaching content material? How do I effectively use technology in language teaching? How can I ensure the academic success of my students? How can I help my students have more contact with the new language?
These are just a few of the questions Elaine K. Horwitz answers in her comprehensive, practical guide to the knowledge and skills teachers need to meet the needs of all language learners in today’s diverse classrooms and to develop a personal approach to language teaching. Respected author and experienced language teacher, Professor Horwitz uses a warm, supportive tone to clearly explain the fundamental concepts of second language acquisition and language teaching.
A much-needed resource at a time when it is critical for all mainstream teachers to focus on language development, Becoming a Language Teacher focuses on language for academic needs as well as language for communicative purposes. It addresses the latest trends in language teaching including curriculum Standards for ESL and World Languages, and state-of-the-art approaches for teaching language in content classes including the Sheltered-Immersion Observation Protocol (SIOP) Model and the Cognitive Academic Language Learning (CALLA) Approach.
Table of Contents
Part I • What Do Language Teachers Think About?
1 What Should I Know about Language Learners and Language Teaching Settings?
Types of Language Learning Settings
Younger Learners and Stages of Cognitive Development
Identity and Language Learning
2 What Should I Know about Second Language Acquisition?
Theories of Second Language Acquisition
The Critical Period Hypothesis
How the Theories Differ on Important Language Teaching Issues
Implications for Language Teaching
3 What Should I Know about Language Teaching Methodologies?
Language Teaching Methods
What Is the Best Language Teaching Method?
Content-Based, Sheltered-Immersion, Learner-Centered, and Task-Based Approaches to Language Teaching
From Teacher-Centered to Learner-Centered Approaches
Part II • How Do You Teach a Language?
4 What Should I Know about Teaching Listening?
The Importance of Listening Comprehension
Obstacles to Teaching Listening Comprehension
The Listening Process
Some Guidelines for Developing Listening Activities
Assessing Listening Comprehension
5 What Should I Know about Teaching Speaking?
The Importance of True Communication in the Language Classroom
Obstacles to Teaching Speaking
The Development of Speaking Ability
Some Guidelines for Developing Speaking Activities
6 What Should I Know about Teaching Reading?
The Importance of Reading
The Reading Process
Types of Second Language Reading
Learning to Read in a Second Language
Types of Reading Materials
Helping Students Develop Effective Reading Strategies
ESL Teachers and Content Reading
Some Guidelines for Teaching Reading
Assessing Reading Comprehension
7 What Should I Know about Teaching Writing?
The Writing Process
Types of Second Language Writing
Helping Students Develop Effective Writing Strategies
Some Guidelines for Teaching Writing
8 What Should I Know about Teaching Academic English in Content Classes?
The Development of Academic Language
Generation 1.5 and Transnational Students
Scaffolding, Contextualized Input, and Thematic Units
Promoting Second Language Development in Content Classes
Academic Literacy 166
Integrating Language Skills Using Thematic Units and Task-Based Activities
Some Guidelines for Teaching Language through Content
The Cognitive Academic Language Learning Approach (CALLA)
Assessing Language in Content Classes
Part III • How Do I Know What to Teach?
9 How Do I Assess Language Learning?
Issues in Language Testing
Testing for a Variety of Purposes
Testing the Standards
The TOEFL, the ACTFL OPI, the IELTS, and the TOEIC
10 How Do I Plan My Classes?
Planning for Your Students
Common Language Teaching Activities
Differentiating Instruction and Supporting Learner Autonomy
Part IV • Where Do I Go from Here?
11 So, Am I Now a Language Teacher?
Thinking of Yourself as a Language Teacher
Becoming Open to New Ideas about Language and Language Teaching
Becoming a Better Language Teacher
Your Future as a Language Teacher
Beginning Your Journey as a Language Teacher
Appendix A: The Beliefs about Language Learning Inventory (BALLI ) Revised ESL Version
Appendix B: Foreign Language Classroom Anxiety Scale (FLCAS)
Appendix C: Teacher Foreign Language Anxiety Scale (TFLAS)
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$33.99 | ISBN-13: 978-0-13-248996-6