Languages and Children: Making the Match, New Languages for Young Learners, Grades K-8 (4e)

With a focus on communicative language teaching as it reflects cognitive and second language acquisition theory, this classic in the field provides a wealth of strategies and activities ready to use in the K-8 foreign language classroom.

This popular and completely updated text is the only comprehensive foreign language methods text for K-8 classrooms that is also accessible and engaging for undergraduate students. Languages and Children, Fourth Edition, provides extensive new information that is not easily accessible to the field. The Fourth Edition maintains the integrity of past editions while reflecting the new and fascinating language issues that exist in today’s classrooms and making standards-based planning and instruction the guiding principles throughout the book.

Key Concepts for Success: Elementary and Middle School Foreign Languages

Standards for Foreign Language Learning in the 21^st Century:  Overview

 

Part I:  The Learner

           Chapter 1:  Making the Match with Characteristics of Young Learners CAD

§         Second Language Acquisition

§         Cognitive Characteristics of the Learner

§         Developmental Characteristics of the Learner

 

Part II:  Communication

            Chapter 2:  Creating an Environment for Communication CAD

§         Meaningfulness as a Priority for Classroom Activity

§         When is “Communicative” Not Communicative?

§         Developing Contexts for Tasks and Activities

§         Teaching in the Target Language:  Context for Communication

Add Translation issues

           

Chapter 3:  Building Toward Communication in All Three Modes CAD

§         Interpersonal mode: Standard 1.1

o       Vocabulary

o       Total Physical Response:  TPR

o       The Natural Approach

o       TPR Storytelling: TPRS

o       Functional Chunks

o       Direct Teaching of Speaking

o       Writing and the Interpersonal Mode

§         Interpretive mode: Standard 1.2

o       Listening

o       Reading

§         Presentational Mode: Standard 1.3

o       Speaking

o       Writing

 

Chapter 4:  Focusing on Interpersonal Communication: Partners and Small Groups HC

§         Cooperative Structures, Cooperative Learning, and Interactive Language Tasks

§         Managing Small Group and Partner Activities

§         Sample Cooperative Group Activities for Beginning Language Learners

§         Sample Partner Activities for Beginning Language Learners

 

Chapter 5:  Building Literacy in the Early Language Classroom HC

§         Connection between Oral and Written Language

§         Building Blocks of Second Language Literacy

§         Building Literacy in the Second Language Classroom

 

Part III:  Planning

Kieran Egan CAD 141-143 Backward Design CAD 144 UPI How to HC 148 Delaware 155 Differentiation 155  158?

Chapter 6:  Designing Instruction:  Integrated Thematic Planning for Curriculum, Unit, and Lesson Design HC

§         Why Thematic Instruction for the Early Language Curriculum

§         Thematic Planning for K-8 Classrooms

§         Planning the Daily Lesson

§         Planning for Immersion, Bilingual, and Content-Based Instruction

§         Sample Partner Activities for Beginning Language Learners

                                    (Include Planning for a year and longer….)

 

Chapter 7:  Using Assessment to Help Students and Programs Grow CAD&HC

§         Student Assessment

§         Importance of Assessing Student Performance

§         Grading

§         ACTFL K-12 Performance Guidelines

§         Program Assessment

§         Student Achievement Testing

§         Suggestions for Testing

§         Teacher Evaluation

§         Report card examples

§         Linguafolio

           

Chapter 8:  Managing the Successful Early Language Classroom HC

§         Factors Beyond the Teacher’s Control

§         Factors Within the Teacher’s Control:  Classroom Management Basics

§         Special Issues Affecting the Traveling Teacher–a la Cart

 

Part IV:  Cultures

Chapter 9: Experiencing Culture in the Classroom: Culture, Language, and Content Interact CAD

§         Culture and the Standards

§         Creating Experiences with Culture

§         Comparing Cultures: Standard 4.2

§         Identifying Resources for Integrating Culture

§         Culture Scope and Sequence

§         Fantasy Experiences

§         Classroom Exchanges

§         Education for Global and Multicultural Awareness

  Part V:  Connections

Chapter 10:  Connecting Content with Language and Culture: The Connections Standards and Content-Related Instruction HC

§         Making Connections Between Language and Content

§         Programs that Relate Language and Content

§         Integrating Language and Content

§         Reasons for Content-Related Instruction?

§         Curricular Areas with Potential for Content-Related Instruction (Standard 3.1)

§         Using the Language to Acquire Information and Insight that Is Only Available Through the Target Language (Standard 3.2)

§         Considerations for Implementation of Subject Content Instruction

§         Techniques for Helping Students Access Content

§         Special Considerations in Planning for Content-Related Instruction

§         Challenges in Integrating Language and Content

           

Chapter 11:  Learning from the Success of Immersion Programs HC

§         Immersion: What Is It? What Makes It Work? What Are the Results?

§         Principles for Communication: What We Have Learned from Immersion Programs

§         Characteristics and Applications of Immersion Programs

§         Characteristic Strategies of Immersion Teaching

§         Immersion Issues

  Part VI:  Resources

Chapter 12:  Choosing and Using Effective Materials and Resources HC

§         Useful Supplies, Materials, and Equipment

§         General Resources

§         Realia

§         Picture Visuals

§         Classroom Equipment

§         Audiovisual Equipment

§         Visual Reinforcement in the Early Language Classroom

§         Teacher-Produced Materials

§         Choosing and Using Materials Wisely

§         Selecting a Textbook and Other Curriculum Materials

 

 

Chapter 13:  Bringing Language to Life:  Classroom Games and Activities  HC (CAD)

§         Guidelines for Games and Activities

§         Classroom Games and Activities

§         Using Puppets in the Early Language Classroom

§         Songs in the Curriculum

§         Craft Activities

§         Overhead Projector Activities

 

Chapter 14 Bringing Language to Life with Technology: A Special Resource

§         National Technology Standards for Students and Teacher

§         Computer-Assisted Projects

§         Using Technology to Increase Teacher Productivity

§         Using the Resources of the Internet

§         Electronic Portfolios

§         Using Video in Early Language Teaching

  Part VII: Programs

Chapter 15:  Making the Case for Early Language Programs: Rationale and Advocacy  HC

§         Where to Look for a Rationale for Foreign Languages

§         Advocacy for Early Language Learning

§         The Teacher as Advocate

Strengthen advocacy part; add bilingual, ESL, all kinds of programs; helping heritage speakers retain their heritage  

           

Chapter 16:  Learning from the Past to Enhance to Present and the Future CAD

§         A Short History of Language Learning in the U.S.A.

§         Renewed Interest in Languages for Young Learners

§         Shaping a K-12 Vision for Language Learning

 

Chapter 17:  Selecting and Staffing an Early Language Program Model HC

§         Types of Programs

§         Immersion Programs

§         FLES Programs

§         Exploratory Programs

§         Non-Curricular Language Programs

§         Staffing Elementary School Programs in Languages other than English

§         Other Instructional Models

§         Staffing Appropriate Only for Short-Term, Non-Curricular Models

 

Chapter 18:  Planning, Assessing, and Articulating Early Language Programs HC

§         Planning Process

§         Issues in Articulation

§         Characteristics of a successful program

 

Chapter 19:  Developing Professional Teachers for Early Language Programs CAD

§         Preparation of Teachers

§         ACTFL Program Standards for the Preparation of Foreign Language Teachers

§         The K-8 Language Teacher as a Growing Professional

 

Works Cited

Appendix: ACTFL Performance Guidelines for K-12 Learners, ACTFL, 1998.

Index

• The assessment chapter (Ch. 8) has been thoroughly updated to include information on differentiated instruction and a proficiency level chart for the Student Oral Proficiency Assessment. In addition, this chapter incorporates current assessment models and ACTFL Performance Guidelines for K-12 Learners, encouraging current and learner-friendly assessment procedures.
• New direct-from-the-classroom examples, with special attention to Chinese, Arabic and Japanese have been included throughout the book to help readers apply the principles presented in the book.
• Includes a complete example of the curriculum planning process using recommended tools by the authors such as the Unit Plan Inventory, Web, planning framework examples, and sample lessons.
• Provides examples of Enduring Understandings and Essential Questions for Understanding by Design and of Egan questions in Story Form Framework.
• Expanded discussion about translation in the section on using the target language as well as expanded information on two-way immersion.
• Includes examples of how to work with children’s literature
• Updated and expanded writing and vocabulary sections

• Provides guidance in implementing cultural practices, products, and perspectives as part of integrated thematic planning to help teachers integrate culture into their unit and lesson planning (Ch. 10).

• Includes an in-depth picture of immersion programs and their implications for instruction in other models of early language programs (Ch. 12).

• Describes learner differences in terms of learning styles and multiple intelligences to help students meet the needs of individual learners in their classes (Ch. 1).

• Provides theory and process for thematic planning to guide students in planning effective curriculum, units, and lessons (Ch. 7).

• Outlines characteristics of various program models used in early language instruction and the benefits and drawbacks of each to help program planners to make informed decisions about choice of program model (Ch. 18).

• Includes applications to middle school throughout.

• Offers practical suggestions for traveling teachers who have to choose and organize a cart (Ch. 9).

• The chapter on classroom management (Ch. 9) provides clear guidelines for classroom management specific to the early language classroom, helping teachers develop appropriate management procedures, whether they travel from one classroom to another or have their own classroom.

• The chapter on technology (Ch. 15) addresses technology implementation for teachers and students in early language programs, guiding teachers in the use of a variety of resources and strategies in technology.

• Standards for foreign language learning are integrated throughout the book to help teachers plan and implement standards-based instruction.

• Emphasis on early second language literacy throughout the book includes rich strategies for developing early language literacy.

• Descriptions of the characteristics of young learners from the perspective of child development specialists and early language teachers will help teachers plan developmentally appropriate instruction. Background on rationale and advocacy will help teachers to advocate for early language programs and maintain public support.

Helena Curtain served as Foreign Language Curriculum Specialist for the Milwaukee Public Schools for many years, and in that capacity coordinated and supervised the K—12 foreign language and ESOL programs. During her time as associate professor at the University of Wisconsin-Milwaukee, she directed the Foreign Language and ESOL teacher preparation programs.  Dr. Curtain is active professionally and was a founding member of the National Network for Early Language Learning, president of her state language organization, and Executive Council member of the American Council on the Teaching of Foreign Languages. An internationally known expert on language, teaching curriculum, and pedagogy; she has received both state and national awards for her service to the language teaching profession. She also served as a speaker, consultant, and visiting professor both nationally and internationally in 25 countries.

 

Carol Ann Dahlberg is Professor Emerita in Education at Concordia College in Moorhead, Minnesota, where she taught methods courses for secondary and elementary school teachers of foreign languages. She has also taught German to K—12 and at the college level. She has authored and coauthored numerous articles and has received national awards from ACTFL and AATG. A founding member of the National Network for Language Learning, Carol Ann served as its first president. She works nationally and internationally as a consultant, curriculum developer, and workshop leader for early language learning.