Horwitz, Elaine Kolker,  1950- <br/><br/>
Becoming a Language Teacher :  a Practical Guide to Second Language Learning and Teaching / 
Elaine Kolker Horwitz. 
 - 1st ed. 
 - Boston :  Pearson ;  Allyn and Bacon,  2008. 
 - xii, 260 p. :  ill. ;  24 cm. 
<br/><br/> Includes a glossary. 
<br/><br/>Includes bibliographical references and index. 
<br/><br/>"Becoming a Language Teacher is a ground-breaking resource in an era when mainstream classroom teachers must focus on language development. Unlike other methods books which concentrate on language for conversational purposes only, Becoming a Language Teacher recognizes that academic literacy is the goal of many language teachers and essential to the school success of English Langauge Learners.<br/>Employing a warm and supportive style, respected author Elaine Kolker Horwitz clearly explains fundamental knowledge about second language acquisition and language teaching and answers practical questions such as:  How will I know if the students are learning?<br/>  How do I teach language when I am also teaching content material?<br/>  How do I effectively use technology in language teaching?<br/>  How can I ensure the academic success of my students? By considering actual classroom situations, students learn how to make instructional decisions in their own teaching settings. Becoming a Language Teacher will surely become a must-have for any language teacher." (Book Cover) CONTENTS: Preface PART I What Do Language Teachers Think About? 1. What Should I Know about Language Learners and Language Teaching Settings?<br/>  Types of Language Learning Settings<br/>  Learner Characteristics<br/>  Younger Learners and Stages of Cognitive Development 2. What Should I Know about Second Language Acquisition?<br/>  Theories of Second Language Acquisition<br/>  The Critical Period Hypothesis<br/>  How the Theories Differ on Important Language Teaching Issues<br/>  Implications for Language Teaching<br/> 3. What Should I Know about Language Teaching Methodologies?<br/>  Language Teaching Methods<br/>  What Is the Best Language Teaching Method?<br/>  Content-Based, Learner-Centered, and Task-Based Approaches to Language Teaching<br/>  From Teacher-Centered to Learner-Centered Approaches PART II How Do You Teach a Language? 4. What Should I Know about Teaching Listening?  The Importance of Listening Comprehension<br/>  Obstacles to Teaching Listening Comprehension<br/>  The Listening Process<br/>  Some Guidelines for Developing Listening Activities<br/>  Activity Ideas<br/>  Assessing Listening Comprehension 5. What Should I Know about Teaching Speaking?<br/>  The Importance of True Communication in the Language Classroom<br/>  Obstacles to Teaching Speaking<br/>  The Development of Speaking Ability<br/>  Some Guidelines for Developing Speaking Activities<br/>  Activity Ideas<br/>  Assessing Speaking 6. What Should I Know about Teaching Reading?<br/>  The Importance of Reading<br/>  The Reading Process<br/>  Types of Second Language Reading<br/>  Learning to Read in a Second Language<br/>  Types of Reading Materials<br/>  Helping Students Develop Effective Reading Strategies<br/>  ESL Teachers and Content Reading<br/>  Some Guidelines for Teaching Reading<br/>  Activity Ideas<br/>  Assessing Reading Comprehension 7. What Should I Know about Teaching Writing?<br/>  The Writing Process<br/>  Types of Second Language Writing<br/>  Helping Students Develop Effective Writing Strategies<br/>  Some Guidelines for Teaching Writing<br/>  Activity Ideas<br/>  Assessing Writing 8. What Should I Know about Teaching Academic English in Content Classes?<br/>  The Development of Academic Language<br/>  Generation 1.5 and Transnational Students<br/>  Scaffolding, Contextualized Input, and Thematic Units<br/>  Promoting Second Language Development in Content Classes<br/>  Academic Literacy<br/>  Integrating Language Skills Using Thematic Units and Task-Based Activities<br/>  Some Guidelines for Teaching Language through Content Activity Ideas<br/>  Assessing Language in Content Classes PART III How Do I Know What to Teach? 9. How Do I Assess Language Learning?<br/>  Standards<br/>  Issues in Language Testing<br/>  Testing Approaches<br/>  Testing for a Variety of Purposes<br/>  Testing the Standards<br/>  The TOEFL and the ACTFL OPI 10. How Do I Plan My Classes?<br/>  Planning for Your Students<br/>  Common Language Teaching Activities PART IV Where Do I Go from Here? 11. So, Am I Now a Language Teacher?<br/>  Thinking of Yourself as a Language Teacher<br/>  Becoming Open to New Ideas about Language and Language Teaching<br/>  Becoming a Better Language Teacher<br/>  Your Future as a Language Teacher<br/>  Beginning Your Journey as a Language Teacher Appendix A: The Beliefs about Language Learning Inventory (BALLI) ESL Version Appendix B: Foreign Language Classroom Anxiety Scale (FLCAS) Appendix C: Teacher Foreign Language Anxiety Scale (TFLAS) Glossary Index 
<br/><br/><label>ISBN: </label>9780205430826 (pbk) 
<br/><br/><label>LCCN: </label>2006051575 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Language and languages--Study and teaching.<br/>Second language acquisition.