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Common Ground Second Language Acquisition Theory Goes to the Classroom 1st Edition by Florencia G Henshaw, Maris D Hawkins ISBN 1647930065 9781647930066

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Common Ground Second Language Acquisition Theory Goes to the Classroom 1st Edition Florencia G. Henshaw Digital Instant Download

Author(s): Florencia G. Henshaw, Maris D. Hawkins
ISBN(s): 9781647930066, 1647930065
Edition: 1
File Details: PDF, 4.89 MB
Year: 2022
Language: english
SKU: EB-50401634 Category: Tags: ,

Common Ground Second Language Acquisition Theory Goes to the Classroom 1st Edition by Florencia G Henshaw, Maris D Hawkins – Ebook PDF Instant Download/Delivery: 1647930065, 9781647930066
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ISBN 10: 1647930065 
ISBN 13: 9781647930066
Author: Florencia G Henshaw, Maris D Hawkins

“Common Ground is accessible to teachers at all levels yet firmly rooted in current questions of second language acquisition (SLA). One of its primary strengths is the authors themselves, both of whom are accomplished language teachers who understand the challenges and opportunities in communication-focused language teaching. Their experience, expertise, insight, and enthusiasm for language teaching translate into a book that is refreshingly practical for teachers, especially teachers who are striving to break from traditional drills commonly presented in textbooks. I hope this book finds its way into the hands of every language teacher who is looking for concrete examples of how SLA principles meet the realities of the classroom.” —Stacey Margarita Johnson, Vanderbilt University

Common Ground Second Language Acquisition Theory Goes to the Classroom 1st Table of contents:

Section I: SLA and Pedagogy

Chapter 1: Guiding Principles

  • What Do I Need to Know?

    • Defining Acquisition

    • Defining Communication

    • The Three Modes of Communication

    • First versus Second Language Acquisition

    • The Role and Challenges of Language Teachers

  • What Does It Look Like in the Classroom?

    • Example 1: Transforming Grammar Drills

    • Example 2: Transforming Dictation Activities

    • Example 3: Interpretive Communication Activity

    • Example 4: Presentational Communication Activity

    • Example 5: Interpersonal Communication Activities

  • Now That You Know

  • Discussion and Expansion Questions

  • Observation and Application Activities

Chapter 2: Goals and Assessment

  • What Do I Need to Know?

    • Understanding Proficiency Levels

    • Proficiency versus Performance

    • Planning for Proficiency through Performance

    • Assessing and Evaluating Performance

    • Pros and Cons of Integrated Performance Assessments

    • Considerations for Effective Rubrics

    • Intercultural Communication Goals

  • What Does It Look Like in the Classroom?

    • Example 1: Thematic Unit for Novice Level

    • Example 2: Adapted IPA and Rubrics for Novice Level

    • Example 3: Thematic Unit for Intermediate/Advanced Level

    • Example 4: Adapted IPA for Intermediate/Advanced Level

    • Example 5: Activity on Products, Practices, and Perspectives

  • Now That You Know

  • Discussion and Expansion Questions

  • Observation and Application Activities

Section II: Interpretive Communication

Chapter 3: Input

  • What Do I Need to Know?

    • Characteristics of Input

    • The (Comprehensible) Input Hypothesis

    • Sources of Input

    • Compelling Learners to Understand

    • Comprehension Checks

    • The Role of Input

    • Focus on Form

    • Structured Input Activities

  • What Does It Look Like in the Classroom?

    • Example 1: Day 1 of Class

    • Example 2: Introducing a New Topic

    • Example 3: Engaging Students with Authentic Resources

    • Example 4: Working with Infographics

    • Example 5: Input Bracketing

    • Example 6: Class Surveys

    • Example 7: Storytelling with Drawing

    • Example 8: Logic Puzzles

    • Example 9: Memory Games

  • Now That You Know

  • Discussion and Expansion Questions

  • Observation and Application Activities

Chapter 4: Reading, Listening, Viewing

  • What Do I Need to Know?

    • The Importance of Interpretive Proficiency

    • Engaging with Oral versus Written Texts

    • Selecting Texts

    • Reading and Listening Strategies

    • Components of Interpretive Communication Lessons

  • What Does It Look Like in the Classroom?

    • Example 1: Short Informational Texts (Interpretive Reading)

    • Example 2: Back-to-School Commercial (Interpretive Listening)

    • Example 3: Asynchronous Interview (Interpretive Listening)

    • Example 4: Animated Legend (Interpretive Listening)

    • Example 5: Newspaper Article (Interpretive Reading)

  • Now That You Know

  • Discussion and Expansion Questions

  • Observation and Application Activities

Section III: Presentational and Interpersonal Communication

Chapter 5: Output

  • What Do I Need to Know?

    • Characteristics of Output

    • The Output Hypothesis

    • The Role of Output

    • Process versus Product

    • Scaffolding the Process

  • What Does It Look Like in the Classroom?

    • Example 1: Animated Video (Presentational Speaking)

    • Example 2: Texting Dialogues (Presentational Writing)

    • Example 3: Class Mascot Pitch (Presentational Writing)

    • Example 4: For Sale (Presentational Writing)

    • Example 5: Fan Fiction (Presentational Writing)

    • Example 6: Mini-Research Study (Presentational Speaking)

    • Example 7: Interactive Fiction (Presentational Writing)

    • Example 8: Business or Product Pitch (Presentational Speaking)

    • Example 9: Study Abroad Essay (Presentational Writing)

  • Now That You Know

  • Discussion and Expansion Questions

  • Observation and Application Activities

Chapter 6: Interaction

  • What Do I Need to Know?

    • Characteristics of Interpersonal Communication

    • The Interaction Hypothesis

    • Negotiation of Form and Meaning

    • The Role of Interactional Feedback

    • Interlocutor Characteristics

    • Scaffolding Interaction

    • Characteristics of Tasks

    • Types of Tasks

  • What Does It Look Like in the Classroom?

    • Example 1: Menus (Info-Gap Task)

    • Example 2: Shopping (Info-Gap Task)

    • Example 3: Planning an Itinerary (Decision-Making Task)

    • Example 4: Mystery Interviewee

    • Example 5: Visual Analysis through Picture Talk

    • Example 6: Simulated Interview

    • Example 7: Book Club Chat

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Tags: Florencia G Henshaw, Maris D Hawkins, Second Language, Classroom