Teacher's Handbook

Judith L. Shrum earned her Ph. D. from The Ohio State University and an M.A. in Latin American Studies from Indiana University in Bloomington, IN. She is professor emerita at Virginia Polytechnic Institute and State University, where she directed the Second Language Teacher Education program for 31 years until her retirement in 2012. She was awarded the ACTFL-NYSAFLT Anthony Papalia Award for Excellence in Teacher Education in 2008. Currently, she is the coordinator for ACTFL to the Council for the Accreditation of Educator Preparation (CAEP).

• Acknowledgments.Preface.ACTFL/CAEP Standards; TESOL Professional Teaching Standards; TESOL Technology Standards.Preliminary: Becoming Familiar with the Profession and Expectations for Language Teachers.Architecture of the Profession.Expectations for Language Teachers: A Continuum of Teacher Standards.Language Policy and Language Education Policy.Investigate and Reflect.Learning About Your National, Regional, and State Professional Organizations.Familiarizing Yourself With Foreign Language Resources. Comparing Teacher Standards Across the Career Continuum.Becoming Informed About Language Policy and Language Education Policy.1. UNDERSTANDING LANGUAGE LEARNING THROUGH SECOND LANGUAGE ACQUISITION THEORY AND RESEARCH.Conceptual Orientation. Language Learning as an Individual (Cognitive) Achievement. Language Learning as a Collaborative (Social) Achievement. The Role of Affect and Motivation. Implications of the Research for Classroom Teaching.Observe and Reflect.Observing a Child Interacting in His/Her Native Language (L1). Observing a Beginning Language (L2) Class. Discuss and Reflect. Creating Real Conversational Models.2. CONTEXTUALIZING LANGUAGE INSTRUCTION TO ADDRESS GOALS OF THE STANDARDS FOR LEARNING LANGUAGES.Conceptual Orientation. A Historical View of Context in Foreign Language Instruction. Contextualized Interaction Through Proficiency-Oriented Instruction. An Introduction to the World-Readiness Standards for Learning Languages (W-RSFLL). Focus on Context: The "Weave" of Curricular Elements. Pre K–12 English Language Proficiency Standards. Using the Standards Framework to "Contextualize" the Curriculum.Teach and Reflect. Integrating Professional Tools into Teaching. Contextualizing Past Tense Narration. Using the Standards at the Post-Secondary Level. Discuss and Reflect.Teachers Talking Textbooks. 3. PLANNING STANDARDS-BASED INSTRUCTION USING BACKWARD DESIGN.Conceptual Orientation. Current Paradigm for Instructional Planning. Planning for Student Learning and the Development of Thinking Skills.Considerations in Providing TL Input and Selecting Content. Making Connections: Integrating Language and Content Learning. Long-Term Planning for Instruction. Daily Lesson Planning. Teach and Reflect. Planning for Instruction. Developing a Content-Based Level 5 Foreign Language Class. Comparing State Framework and Curriculum Documents. Exploring Options for CBI at the Post-Secondary Level. Discuss and Reflect. Analyzing the Use of Content and Context in a Japanese Lesson.4. CONNECTING LANGUAGE LEARNING TO THE ELEMENTARY SCHOOL CURRICULUM.Conceptual Orientation. An Optimal Age for Language Acquisition? The Elementary School Learner. Program Models. Using Lessons Learned in the Past to Design Early Language Programs of the Present and Future. Strategies for Teaching Language to Elementary School Learners.Standards Highlight: Making Connections Between Language and the Elementary School Curriculum. Teach and Reflect. Designing a Content-Based Elementary School Lesson. Developing a Storytelling Lesson. Discuss and Reflect. Teaching Fourth-Grade Content in French.5. INTEGRATING CULTURES AND COMPARISONS IN MIDDLE LEVEL EDUCATION AND BEYOND.Conceptual Orientation. The Middle Level Learner. Middle Level Language Instruction.Principles for Middle Level Language Instruction. Standards Highlight: Integrating Cultures and Comparisons into Middle Level Language Instruction. Assessment of Middle Level Performance. Teach and Reflect. Developing Culture-Specific Examples of the Three Ps. Unit and Lesson Design Around a Story, Myth, or Folktale. Viewing and Analyzing Lessons on the Three Ps. Discuss and Reflect. It's McLicious! Staying in the Target Language.6. USING AN INTERACTIVE APPROACH TO DEVELOP INTERPRETIVE COMMUNICATION.Conceptual Orientation. Framework of Communicative Modes.Standards Highlight: Exploring the Interpretive Mode Through Listening, Reading, Viewing. Interpretive Com