000			05988cam a22005654a 4500
999			_c867 _d867
001			002673439
003			OSt
005			20230612203549.0
008			061006s2008 mau b 001 0 eng
010			_a 2006051575
020			_a9780205430826 (pbk)
040			_aDLC _cJCRC
100	1		_aHorwitz, Elaine Kolker, _d1950-
110			_aThe University of Texas at Austin
245	1	0	_aBecoming a Language Teacher : _ba Practical Guide to Second Language Learning and Teaching / _cElaine Kolker Horwitz.
250			_a1st ed.
260			_aBoston : _bPearson ; _bAllyn and Bacon, _c2008.
300			_axii, 260 p. : _bill. ; _c24 cm.
500			_aIncludes a glossary.
504			_aIncludes bibliographical references and index.
505			_a"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. 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: _tHow will I know if the students are learning? _tHow do I teach language when I am also teaching content material? _tHow do I effectively use technology in language teaching? _tHow can I ensure the academic success of my students?
505			_aBy 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)
505			_aCONTENTS:
505			_aPreface
505			_aPART I What Do Language Teachers Think About?
505			_a1. What Should I Know about Language Learners and Language Teaching Settings? _tTypes of Language Learning Settings _tLearner Characteristics _tYounger Learners and Stages of Cognitive Development
505			_a2. What Should I Know about Second Language Acquisition? _tTheories of Second Language Acquisition _tThe Critical Period Hypothesis _tHow the Theories Differ on Important Language Teaching Issues _tImplications for Language Teaching
505			_a3. What Should I Know about Language Teaching Methodologies? _tLanguage Teaching Methods _tWhat Is the Best Language Teaching Method? _tContent-Based, Learner-Centered, and Task-Based Approaches to Language Teaching _tFrom Teacher-Centered to Learner-Centered Approaches
505			_aPART II How Do You Teach a Language?
505			_a4. What Should I Know about Teaching Listening? _tThe Importance of Listening Comprehension _tObstacles to Teaching Listening Comprehension _tThe Listening Process _tSome Guidelines for Developing Listening Activities _tActivity Ideas _tAssessing Listening Comprehension
505			_a5. What Should I Know about Teaching Speaking? _tThe Importance of True Communication in the Language Classroom _tObstacles to Teaching Speaking _tThe Development of Speaking Ability _tSome Guidelines for Developing Speaking Activities _tActivity Ideas _tAssessing Speaking
505			_a6. What Should I Know about Teaching Reading? _tThe Importance of Reading _tThe Reading Process _tTypes of Second Language Reading _tLearning to Read in a Second Language _tTypes of Reading Materials _tHelping Students Develop Effective Reading Strategies _tESL Teachers and Content Reading _tSome Guidelines for Teaching Reading _tActivity Ideas _tAssessing Reading Comprehension
505			_a7. What Should I Know about Teaching Writing? _tThe Writing Process _tTypes of Second Language Writing _tHelping Students Develop Effective Writing Strategies _tSome Guidelines for Teaching Writing _tActivity Ideas _tAssessing Writing
505			_a8. What Should I Know about Teaching Academic English in Content Classes? _tThe Development of Academic Language _tGeneration 1.5 and Transnational Students _tScaffolding, Contextualized Input, and Thematic Units _tPromoting Second Language Development in Content Classes _tAcademic Literacy _tIntegrating Language Skills Using Thematic Units and Task-Based Activities _tSome Guidelines for Teaching Language through Content Activity Ideas _tAssessing Language in Content Classes
505			_aPART III How Do I Know What to Teach?
505			_a9. How Do I Assess Language Learning? _tStandards _tIssues in Language Testing _tTesting Approaches _tTesting for a Variety of Purposes _tTesting the Standards _tThe TOEFL and the ACTFL OPI
505			_a10. How Do I Plan My Classes? _tPlanning for Your Students _tCommon Language Teaching Activities
505			_aPART IV Where Do I Go from Here?
505			_a11. So, Am I Now a Language Teacher? _tThinking of Yourself as a Language Teacher _tBecoming Open to New Ideas about Language and Language Teaching _tBecoming a Better Language Teacher _tYour Future as a Language Teacher _tBeginning Your Journey as a Language Teacher
505			_aAppendix A: The Beliefs about Language Learning Inventory (BALLI) ESL Version
505			_aAppendix B: Foreign Language Classroom Anxiety Scale (FLCAS)
505			_aAppendix C: Teacher Foreign Language Anxiety Scale (TFLAS)
505			_aGlossary
505			_aIndex
650		0	_aLanguage and languages _xStudy and teaching.
650		0	_aSecond language acquisition.
856			_uhttps://www.pearson.com/us/higher-education/product/Horwitz-Becoming-A-Language-Teacher-A-Practical-Guide-to-Second-Language-Learning-and-Teaching/9780205430826.html _zPublisher's Website.
856			_uhttps://ocul-uo.primo.exlibrisgroup.com/permalink/01OCUL_UO/gege1p/alma991014536559705161 _zCheck the UO Library catalog.
942			_2z _cBK