By Stephen B. Stryker, Betty Lou Leaver
This ebook deals concrete and sensible principles for imposing content-based instruction―using material instead of grammar―through 11 case reviews of state-of-the-art types in a large number of languages, educational settings, and degrees of skillability.
The hugely cutting edge versions illustrate content-based guideline courses for either often and less-commonly taught languages―Arabic, Croatian, French, German, Indonesian, Italian, Russian, Serbian, and Spanish―and for skillability degrees starting from newbies to fluent audio system. They contain single-teacher and multi-teacher contexts and such settings as standard language division school rooms, uniqueness colleges, extensive language courses, and college courses in international languages around the curriculum.
All of the participants are pioneers and practitioners of content-based guideline, and the equipment they current are in line with real lecture room stories. each one describes the reason, curriculum layout, fabrics, and overview strategies utilized in an exact curriculum and discusses the consequences of the procedure for grownup language acquisition.
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Extra resources for Content-Based Instruction in Foreign Language Education: Models and Methods
The oral proficiency interview, first developed at the FSI in the 1950s, introduced the idea of scoring a student on a proficiency scale based on a one-on-one personal oral interview in which no writing is involved. That FSI prototype has evolved, over the decades, into the Interagency Language Roundtable (ILR) test, a broadly accepted procedure for conducting an oral proficiency interview and a reading test and awarding scores in both speaking (S) and reading (R) skills. The ILR scale ranges from "zero" (no proficiency) to "five" (native-speaking proficiency), with half-point increments, designated as "plus," along the five-point scale.
These issues are discussed by the individual authors < previous page page_26 next page > < previous page page_27 next page > Page 27 in their chapters. We comment at greater length on funding and administrative support in our final chapter. Summary The eleven case studies that are described in subsequent chapters were undertaken by "true-believers" who responded to a compelling need to prepare their students to move from the classroom directly into a new cultural environment. Many of the students involved in these programs went on to live, work, or study overseas.
Corin (Chapter 4), describing a course for Serbian and Croatian in which students used authentic materials exclusively, concludes that a single integrated textbook is incompatible with effective CBI. The Advanced Russian Course As mentioned earlier, the ongoing development (and continued success) of the Russian Advanced Course during this time had a significant impact on the Basic Program. The advanced students and portions of their curriculum were constantly accessible to the Basic Program students and influenced them.
Content-Based Instruction in Foreign Language Education: Models and Methods by Stephen B. Stryker, Betty Lou Leaver