Download Free Teaching Writing In The Foreign Language Curriculum Book in PDF and EPUB Free Download. You can read online Teaching Writing In The Foreign Language Curriculum and write the review.

Provides research-based information and practical advice to instructors who teach writing to second and foreign language learners. This book is suitable for a basic methods course or a course on second or foreign language writing. It is also useful as a preparation course for ESL or foreign language teaching assistants.
At a time when environmental humanities and sustainability studies are creating new opportunities for curricular innovation, this volume examines factors key to successful implementation of cross-curricular initiatives in language programs. Contributors discuss theoretical issues pertinent to combining sustainability studies with foreign languages, describe curricular models transferable to a range of instructional contexts, and introduce program structures supportive of teaching cultures and languages across the curriculum. Exploring the intersection of ecocritical theory, second language acquisition research, and disciplinary fields, these essays demonstrate ways in which progressive language departments are being reconceived as relevant and viable programs of cross-disciplinary studies. They provide an introduction to teaching sustainability and environmental humanities topics in language, literature, and culture courses as well as a wide range of resources for teachers and diverse stakeholders in areas related to foreign language education.
TEACH YOUR STUDENTS TO READ WITH PRECISION AND INSIGHT The world we are preparing our students to succeed in is one bound together by words and phrases. Our students learn their literature, history, math, science, or art via a firm foundation of strong reading skills. When we teach students to read with precision, rigor, and insight, we are truly handing over the key to the kingdom. Of all the subjects we teach reading is first among equals. Grounded in advice from effective classrooms nationwide, enhanced with more than 40 video clips, Reading Reconsidered takes you into the trenches with actionable guidance from real-life educators and instructional champions. The authors address the anxiety-inducing world of Common Core State Standards, distilling from those standards four key ideas that help hone teaching practices both generally and in preparation for assessments. This 'Core of the Core' comprises the first half of the book and instructs educators on how to teach students to: read harder texts, 'closely read' texts rigorously and intentionally, read nonfiction more effectively, and write more effectively in direct response to texts. The second half of Reading Reconsidered reinforces these principles, coupling them with the 'fundamentals' of reading instruction—a host of techniques and subject specific tools to reconsider how teachers approach such essential topics as vocabulary, interactive reading, and student autonomy. Reading Reconsidered breaks an overly broad issue into clear, easy-to-implement approaches. Filled with practical tools, including: 44 video clips of exemplar teachers demonstrating the techniques and principles in their classrooms (note: for online access of this content, please visit my.teachlikeachampion.com) Recommended book lists Downloadable tips and templates on key topics like reading nonfiction, vocabulary instruction, and literary terms and definitions. Reading Reconsidered provides the framework necessary for teachers to ensure that students forge futures as lifelong readers.
As the amount of curriculum in today's classrooms expands and teaching time seems to shrink, teachers are looking for ways to integrate content area and writing instruction. In this revised and expanded edition of Writing Across the Curriculum, Shelley Peterson shows teachers how to weave writing and content area instruction together in their classrooms. The author provides practical and helpful ideas for classroom teachers and content-area specialists to easily incorporate writer's workshop while teaching in their subject area. New features in this second edition include: - internet websites that can be used to teach writing (e.g., wiki's, weblogs, and digital storytelling) - examples from grades 4-8 classrooms that show how science, social studies, health, and mathematics teachers can also be teachers of poetry, narrative, and non-narrative writing - new assessment scoring guides - information on working with struggling writers and supporting English Language Learners - graphic organizers, templates, and mini-lessons that engage students in learning
Improving Foreign Language Teaching provides teachers and teacher trainers with a research-based structure for the effective teaching and assessment of second languages. As well as outlining a model for teacher development, the book identifies and exemplifies eight key principles for effective language learning, which can be used to guide curriculum design and decisions about classroom pedagogy. Improving Foreign Language Teaching also presents practical activities, related materials, and guidance on how student progress can be monitored and recorded. Based on the research of the authors and other international experts, together with the work of a consortium established by the authors and teachers in a range of secondary schools, the book focusses on the development of language skills and communicative competence. It also proposes an assessment system which better reflects how learners progress in language learning than current models. Taking as its starting point the challenge of a curriculum in flux and complex pedagogical approaches, this book offers clear research-informed guidance for effective planning, teaching and learning. It will be essential reading for all those concerned with the improvement of language learning and teaching in the secondary classroom.
This book explores teachers’ cognitions about the teaching of writing in English as a foreign language (EFL) and their teaching practice, as well as factors influencing the formation and reformation process of their cognition. Taking stock of Bakhtin’s dialogism as the theoretical framework, the authors argue that the formation and reformation of teacher cognition is a dialogic process. A systematic analysis of participating teachers’ cognition formation and re-formation process suggests the highly individual nature of teachers’ cognitions. EFL researchers and teachers, teacher educators, teacher education policymakers, university administrators and EFL textbook writers could draw on the findings of the study to provide better resources to implement the teaching of EFL writing more effectively. The study has adopted a mixed-methods approach, whose quantitative results show the patterns and differences of teacher cognition among teachers of different backgrounds and with different schooling, education and working experiences. The qualitative findings show in detail teachers' cognition formation and reformation processes and the factors contributing to such processes, revealing convergence and divergence of teachers’ stated cognitions, with a focus on the discrepancy between teacher cognition and teaching practice. These are useful lenses through which researchers and teachers will find significant implications for offering EFL writing instruction more effectively.
Now in an updated second edition How to Teach Writing Across the Curriculum: Ages 6-8 provides a range of practical suggestions for teaching non-fiction writing skills and linking them to children’s learning across the entire curriculum. Providing a number of suggestions for teachers and putting emphasis on creative approaches to teaching children writing in diverse and innovative ways, it provides: techniques for using speaking and listening, drama and games to prepare for writing suggestions for the use of cross-curricular learning as a basis for writing planning frameworks and ‘skeletons’ to promote thinking skills information on key language features of non-fiction texts examples of non-fiction writing guidance on the process of creating writing from note-making. With new hints and tips for teachers and suggestions for reflective practice, How to Teach Writing Across the Curriculum: Ages 6-8 will equip teachers with all the skills and materials needed to create enthusiastic non-fiction writers in their primary classroom.
The classroom practices discussed in Effective Second Language Writing reflect various trends and methodologies; however, the underlying theme in this volume of the Classroom Practice Series is the need for clear and meaningful communication between ESL writers and their readers. Though approaches differ, two core beliefs are constant: ESL students have something important to say, and ESL writing teachers can help them say it. Effective instruction starts with meaningful writing tasks, integrates a variety of skills and technologies, builds competencies, requires critical thinking, and employs appropriate resources. This volume of ideas and insights will enable ESL teachers to help their writing students find purposeful voices that resonate across countries, customs, disciplines, and cultures.
Janet Swaffar and Katherine Arens offer a holistic approach to postsecondary language teaching that integrates the study of literature and culture into every level of the curriculum. By studying multiple genres ranging from popular to elite, students gain an understanding of multiple communicative frameworks - and develop multiple literacies. Swaffar and Arens propose the use of a sequence of template-generated exercises that leads students from basic grammar patterns to a sophisticated grasp of the interrelations among language use, meaning, and cultural context. One example of their approach is the teaching of Laura Esquivel's novel Como agua para chocolate (Like Water for Chocolate). From exercise to exercise, students consider use of tense, narrative strategy (the connection between recipes and plot), and the social codes in the novel compare the novel with the Hollywood film version (different imagery for different audiences) critique promotional descriptions of the film on the Internet examine a magazine interview of Esquivel (to expose the interviewer's assumptions) The authors combine theory and practice, research and personal experience, to present a new, interdisciplinary curriculum that should strengthen the teaching of foreign languages in junior colleges, four-year colleges, and universities.