The Language Teacher's Portfolio: A Guide for Professional Development

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Greenwood Publishing Group, 2003 - 211 من الصفحات
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The Language Teachers's Portfolio: A Guide for Professional Development is written for use by both preservice and inservice teachers. It links elements of educational practice and theory that students of education frequently find difficult to assimilate in language teaching. This text purposefully integrates material such as foundations of education, educational psychology, elements of planning and lesson preparation, reflective teaching, and classroom management issues into the reality of the language classroom. Thus, students of world language education are provided a holistic perspective of the challenges required to bring what may seem to be disjointed theoretical information into workable elements of classroom practice.

Teacher educators can utilize this text to guide students to use the portfolio as an assessment tool or a project for an instructional development class. The material in te text is designed so that students are able to rely on the text to guide them in preparing many elements of a portfolio, thus freeing educators to devote more classroom time to other topics. It is also useful for programs that have a portfolio as an exit requirement and for teachers who plan to use the portfolio to document their professional development.

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Planning for Instruction
Chapter 5
Writing and Reading Activities
Chapter 7
Chapter 8
Chapter 9
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مقاطع مشهورة

الصفحة 150 - Wong's (1993) caution regarding comparative approaches to literature: A key instructional means of eliciting insight being comparison and contrast, at every turn we need to decide what to compare a marginalized literature to, and to what end. If this is done from a fallacious assumption of one's impartiality, however well-intentioned, the purpose of broadening the curriculum, namely, to honor the articulation of previously suppressed subjectivities, will be seriously undermined, (p.
الصفحة 146 - One often reads in teachers' guidelines that language teaching consists of teaching the four skills [reading, writing, listening, and speaking] "plus culture." This dichotomy of language and culture is an entrenched feature of language teaching around the world. It is part of the linguistic heritage of the profession. Whether it is called (Fr.) civilisation, (G.) Landeskunde, or (Eng.) culture, culture is often seen as mere information conveyed by the language, not as a feature of language itself;...
الصفحة 135 - ... institutions, and political structures resting on the vertical [hierarchical] axis represent a deficit model of human organisation. Largely products and constructs of the Western world and of its political culture, like the Nation-State, products exported with Western Europe's historical worldwide displacement of its internal competitions and wars, they are not adapted to meet the budding axial shift [to collaborative/horizontal frames]. They are not structures based on peace and sharing. On...
الصفحة 74 - Solves problems using previously learned information in new and concrete situations. • acts; administers; articulates; assesses; charts; collects; computes; constructs; contributes; controls; determines; develops; discovers; establishes; extends; implements; includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; records; relates; reports; shows; solves; takes; teaches; transfers; uses; utilizes. 4. Analysis...
الصفحة 137 - Allen (1993): A newborn has an amazing capacity for gathering and analyzing an array of data. He or she comes into the world knowing virtually nothing and is bombarded by tastes, smells, sights, and sounds. Conclusions emerge as he or she begins to understand and relate to the immediate world. For instance, a smile or chuckle is an appropriate response to an adult making an absurd face or repeating nonsensical phrases. A cry will get dinner or a diaper change. As time goes on the young child begins...
الصفحة 125 - ... Culture. We are therefore morally justified in being amused by them, as we are not morally justified in being amused by novels. For novels, unless they happen to be by dead writers, are not Culture. Culture, as Emmanuel Berl has pointed out in one of his brilliantly entertaining pamphlets, is like the sum of special knowledge that accumulates in any large united family and is the common property of all its members.
الصفحة 135 - Critical insights into foreign language education suggest that the curriculum will need to move beyond the formula of "four-skills plus culture" to include issues of the ways in which languages function in a sociocultural context such as the US democracy. A partial list of issues that would need to be explored would include: • The social context of language use. • The nature and implications of code switching and code mixing. • Bilingualism and multilingualism as individual and social norms....
الصفحة 133 - English as an official language are often mounted, within the realm of commonsense [sic], the national and official languages of the United States are both, and only, English. Non-dominant language speakers are thereby marginalized as the media of their expression take on a devalued position. A student who chooses to adopt the view of the dominant culture, therefore, is put in a position of assimilating linguistically. Further, those students who speak American English as a native language are firm...
الصفحة 74 - Judges on the basis of informed criteria includes; informs; instructs; operationalizes; participates; predicts; prepares; preserves; produces; projects; provides; relates; reports; shows; solves; teaches; transfers; uses; utilizes breaks down; correlates; diagrams; differentiates; discriminates; distinguishes; focuses; illustrates; infers; limits; outlines; points out; prioritizes; recognizes; separates; subdivides adapts; anticipates; categorizes; collaborates; combines; communicates; compares;...

نبذة عن المؤلف (2003)

JACQUELINE DAVIS is Coordinator of the Foreign Language Education program at Queens College/CUNY.

TERRY A. OSBORN specializes in Educational Studies and Second Language Education in the Department of Curriculum and Instruction, Neag School of Education, University of Connecticut.

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