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Languages and Children--Making the Match: New Languages for Young Learners, Grades K-8, MyLabSchool Edition, 3/E
Helena Curtain, University of Wisconsin - Milwaukee
Carol Ann Dahlberg, Professor Emerita, Concordia College, Moorhead, Minnesota

ISBN-10: 0205463711
ISBN-13: 9780205463718

Publisher: Allyn & Bacon
Copyright: 2004
Format: Paper Bound with PIN; 528 pp
Published: 12/23/2004

Suggested retail price: $77.00
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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 classroom.

Languages and Children: Making the Match, Third Edition, has been thoroughly revised and updated. Standards-based planning and instruction are the guiding principles throughout the book. This long-awaited third edition provides extensive new information that is not easily accessible to the field. Publishing this information in one source is a tremendous service to methods instructors and teachers, as well as to students.


  • 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).

  • A much-expanded and updated assessment chapter (Ch. 8) incorporates current assessment models and ACTFL Performance Guidelines for K-12 Learners, encouraging current and learner-friendly assessment procedures.
  • A new 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.
  • A new 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 have been integrated throughout the book to help teachers plan and implement standards-based instruction.
  • Increased 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.
  • New examples directly from classroom practice in the words of classroom teachers have been included throughout the book to help readers apply the principles presented in the book.



Acknowledgements.


Preface.


Introduction.


Key Concepts for Success: Elementary and Middle School Foreign Languages.


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

Section A: Focus on the Learner.

1. Characteristics of Young Learners.

Second Language Acquisition.

Cognitive Characteristics of the Learner.

Developmental Characteristics of the Learner.

2. Creating an Environment for Communication.

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.

3. Person-to-Person Communication: The Interpersonal Standard (1.1).

Vocabulary.

Total Physical Response: TPR.

The Natural Approach.

TPR Storytelling: TPRS.

Functional Chunks.

Direct Teaching of Speaking.

Writing and the Interpersonal Mode.

4. One-Way Communication: Interpretive and Presentational Modes (1.2, 1.3).

Standard 1.2: Communication in the Interpretive Mode.

Listening.

Reading.

Standard 1.3: Communication in the Presentational Mode.

Speaking.

Writing.

5. Literacy Issues.

Connection Between Oral and Written Language.

Building Blocks of Second Language Literacy.

Building Literacy in the Second Language Classroom.

6. Interpersonal Communication: Partners and Small Groups.

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.

Section C: Planning for Success in the Early Language Classroom.

7. Integrated Thematic Planning for Curriculum, Unit, and Lesson Design.

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.

8. Using Assessment to Help Students and Programs Grow.

Student Assessment.

Importance of Assessing Student Performance.

Grading.

ACTFL K-12 Performance Guidelines.

Program Assessment.

Student Achievement Testing.

Suggestions for Testing.

Teacher Evaluation.

9. Managing the Successful Early Language Classroom.

Factors Beyond the Teacher’s Control.

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

Special Issues Affecting the Traveling Teacher—a la Cart.

Section D: Cultures (2.1, 2.2).

10. Language, Culture, and Curriculum Interact: Experiencing Culture in the Classroom.

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.

Section E: Connections.

11. The Connections Standard: Content-Related Instruction.

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.

12. What We Can Learn from Immersion.

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.

Section F: Resources and Technology.

13. Stocking the Early Language Classroom with Materials and Resources.

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.

Choosing a Textbook and Other Curriculum Materials.

14. Bringing Language to Life: Choosing and Creating Classroom Games and Activities.

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.

15. Choosing and Using Technology Resources.

National Technology Standards for Students and Teacher.

Using Technology to Increase Teacher Effectiveness.

Computer-Assisted Projects.

Using the Resources of the Internet.

Electronic Portfolios.

Section G: Planning and Sustaining Effective Programs.

16. Rationale/Advocacy.

Brain Research.

National and State Initiatives.

The Teacher as Advocate.

State and National Advocacy Efforts.

17. Learning from the Past to Enhance the Present and the Future.

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.

18. Program Models.

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.

19. Program Planning, Assessment, and Articulation.

Step-by-Step Planning Guide.

Pitfalls in Program Planning.

Issues in Articulation.

Hallmarks of a Successful Program.

20. Developing Professional Teachers.

Preparation of Teachers.

ACTFL Program Standards for the Preparation of Foreign Language Teachers.

The K-8 Language Teacher as a Growing Professional.

Works Cited.

Appendices.

ACTFL Performance Guidelines for K-12 Learners, American Council on the Teaching of Foreign Languages, 1998.

Elements from Montgomery County (MD) Public Schools Foreign Language Program Culture Scope and Sequence.

Framework for Cultural Competence, American Association of Teachers of French.

Glastonbury (CT) Public Schools Sample Unit Plan and Sample Lesson Plan.

Sample Unit and Lesson Plan from Other Sources.

Sample Webs and Unit Plan Inventories.

Middle School Planning Information, Wisconsin Department of Public Instruction.

National Standards from Other Content Areas.

Languages and Children: Making the Match, Third Edition,

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 classroom. Languages and Children: Making the Match, Third Edition, has been thoroughly revised and updated. Standards-based planning and instruction are the guiding principles throughout the book. This long-awaited third edition provides extensive new information that is not easily accessible to the field. Publishing this information in one source provides a tremendous service to methods instructors and teachers, as well as to students.

Features:

  • 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).

“ Languages and Children is the only foreign language text I use for grades K-8, and it is an essential resource for any foreign language elementary school teacher.&148;
Professor Mary Lynn Redmond, Wake Forest University

“Languages and Children provides the most useable information available in the field...it clarifies how to effectively teach a foreign language...The authors are masters at providing teachers the knowledge and skills they need and inspiring a passion for teaching foreign languages to young learners.”
Professor Marcia H. Rosenbusch, Iowa State University

“The major strength of Languages and Children is that it is a very comprehensive overview of the essential ingredients of a first-rate K-8 foreign language program.”,
Professor Ruta Couet, South Carolina Department of Education

Author Bio:

Helena Curtain is director of the ESOL and Foreign Language K-12 teacher certification program at the University of Wisconsin-Milwaukee. Previously she was Foreign Language and ESL Curriculum Specialist in the Milwaukee Public Schools, and coordinated these programs district-wide. She has taught at the elementary, middle school, high school and university levels. She has won several national awards and is the author of a variety of publications. She has broad experience teaching and conducting workshops throughout the United States and internationally.

Carol Ann Dahlberg is Professor emeritus from Concordia College, Moorhead, Minnesota, where she taught methods classes for K-12 foreign languages. Her experience includes elementary, middle, and high school teaching, as well as college and graduate levels. In addition to Languages and Children editions 1-3, she has authored numerous articles in professional journals. She works nationally and internationally as a consultant and workshop leader for early language learning, and has received national awards from ACTFL and AATG for leadership and teaching.

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