Content-based foreign language teaching : curriculum and pedagogy for developing advanced thinking and literacy skills
著者
書誌事項
Content-based foreign language teaching : curriculum and pedagogy for developing advanced thinking and literacy skills
Routledge, 2016
- : pbk
- : hbk
大学図書館所蔵 全21件
  青森
  岩手
  宮城
  秋田
  山形
  福島
  茨城
  栃木
  群馬
  埼玉
  千葉
  東京
  神奈川
  新潟
  富山
  石川
  福井
  山梨
  長野
  岐阜
  静岡
  愛知
  三重
  滋賀
  京都
  大阪
  兵庫
  奈良
  和歌山
  鳥取
  島根
  岡山
  広島
  山口
  徳島
  香川
  愛媛
  高知
  福岡
  佐賀
  長崎
  熊本
  大分
  宮崎
  鹿児島
  沖縄
  韓国
  中国
  タイ
  イギリス
  ドイツ
  スイス
  フランス
  ベルギー
  オランダ
  スウェーデン
  ノルウェー
  アメリカ
注記
Includes bibliographical references and index
内容説明・目次
内容説明
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
目次
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
Sociocultural theory and content-based Foreign Language instruction: Theoretical insights on the challenge of integration
RICHARD DONATO
Scaffolding advanced literacy in the foreign language classroom: Implementing a genre-driven content-based approach
MARIANNA V. RYSHINA-PANKOVA
Integrating CBI into high school foreign language classrooms
JOY CUMMING & ROY LYSTER
Part 2: Curriculum development for the thinking-oriented foreign language classroom
Tapping the ACTFL National Standards for a thoughtful approach to content-based instruction
JASON MARTEL
Foreign Language education and the development of inquiry-driven language programs: Key challenges and curricular planning strategies
LAURENT CAMMARATA
Assessing what matters within content-based foreign language teaching through Integrated Performance Assessment
FRANCIS J. TROYAN
Part 3: Critical pedagogy and the foreign language classroom
Language teachers in foreign territory: A call for a critical pedagogy-infused curriculum
TIMOTHY REAGAN
Critical content-based instruction in the foreign language classroom: Critical issues for implementation
RYUKO KUBOTA
Part 4: Exemplars of cognitively engaging curriculum planning for the foreign language classroom
'Le Maine Francophone': An expeditionary unit targeting the development of higher-order thinking skills
FRANCIS J. TROYAN
Exploring environmental and sustainability issues in the intermediate-level foreign language curriculum
ELIZABETH A. KAUTZ
A look at CBI in action: An exploratory journey into the arts and history in the foreign language classroom
NANCY HAGSTROM
About the Contributors
Index
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