Coverart for item
The Resource Teaching Advanced Language Skills through Global Debate : Theory and Practice

Teaching Advanced Language Skills through Global Debate : Theory and Practice

Label
Teaching Advanced Language Skills through Global Debate : Theory and Practice
Title
Teaching Advanced Language Skills through Global Debate
Title remainder
Theory and Practice
Creator
Contributor
Subject
Genre
Language
eng
Summary
Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teachin
Cataloging source
EBLCP
http://library.link/vocab/creatorName
Brown, Tony
Index
no index present
Literary form
non fiction
Nature of contents
  • dictionaries
  • bibliography
http://library.link/vocab/relatedWorkOrContributorName
Bown, Jennifer
http://library.link/vocab/subjectName
  • Language and languages
  • Language and languages
  • Second language acquisition
  • FOREIGN LANGUAGE STUDY
  • LANGUAGE ARTS & DISCIPLINES
  • LANGUAGE ARTS & DISCIPLINES
  • LANGUAGE ARTS & DISCIPLINES
  • LANGUAGE ARTS & DISCIPLINES
  • LANGUAGE ARTS & DISCIPLINES
  • FOREIGN LANGUAGE STUDY
  • Language and languages
  • Language and languages
  • Second language acquisition
Label
Teaching Advanced Language Skills through Global Debate : Theory and Practice
Instantiates
Publication
Note
C. Speaking Points Scoring Guide
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Cover; Contents; Introduction; Rationale; Overview of Textbook Objective and Components; 1. Overview of Proficiency Guidelines; Description of Assessment Criteria for ACTFL Advanced and Superior Levels; Defining Our Terms: What Does a Rating of Advanced or Superior on an OPI Tell Us?; What Does a Rating in the Advanced Range Mean?; What Does a Rating of Superior Mean?; Description of Assessment Criteria for the Common European Framework of Reference; 2. Task-Based Language Learning; Definition; Background; In Practice; Open versus Selective Enrollment; Proficiency Testing; Class Size
  • Cross-Cultural Dimensions of Debate3. Teaching Reading; Proficiency Guidelines for Reading; Research on Reading; Background Knowledge; Linguistic Knowledge; Strategic Knowledge; Readability (Text-Based Factors); Discourse Organization; Vocabulary; Length; Content and Interest Level of the Text; Scaffolding the Reading Process; Activate Prior Knowledge; Build Vocabulary; Concept-of-Definition Map for Introducing New Vocabulary; Word Structure Analysis; Word Walls; Spaced Repetition: Memory Boxes; Teach Comprehension; Questioning Strategies; During Reading Activities
  • Teaching Students to Ask QuestionsImprove Reading Fluency; Why Consider Fluency?; Shadow Reading; Rate Buildup Reading; Repeated Reading; Oral Paired Reading; Class-Paced Reading; Self-Paced Reading; Rereading (Different from Repeated Reading); Develop Strategic Learners; Extensive Reading; 4. Teaching Listening; Proficiency Guidelines for Listening; Research on Listening; Scaffolding the Listening Process; Selective Listening; Other Types of Listening; Intensive Listening; Responsive Listening; Extensive Listening; Types of Texts; 5. Teaching Writing; Proficiency Guidelines for Writing
  • Research on WritingGenres; Genre Analysis; Teaching Writing; Designing the Writing Task; Using Detailed Assignment Instructions and Grading Rubrics; Suggestions for Writing Assignments; Preparing Learners to Write; Listing; Freewriting; Clustering; Talking; Invention; Drafting; Sharing and Responding to Writing; Revising; Editing; Publishing; Feedback and Correction; 6. Teaching Speaking; Speaking Proficiency Guidelines; Research on Speaking; Types of Arguments; Determining Positions; Corners; Value Line; Scaffolding the Speaking Process; Responsibilities of Speakers; The Debate Process
  • Parliamentary DebateKarl Popper Debates; Lincoln-Douglas Debates; Alternative Debate Formats; Presidential Debate; Tag-Team Debate; Town Meetings; Forced Debates; Timed Pair Share; Paraphrase Passport; Affirmation Passport; Response Gambits; Talking Chips; Response Mode Chips; Socratic Discussion; Assessing Performance; Matter; Manner; Speaker Points; Suggested Speaking Assignment; Self-Assessment and Self-Reflection; Conclusion; Finding a Good Fit; Candid Input from Instructors and Students; Appendices; A. Sample Graphic Organizers; B. Rubric for Writing and Speaking
Control code
ocn897070191
Dimensions
unknown
Extent
1 online resource (106 pages)
File format
unknown
Form of item
online
Isbn
9781626161443
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Note
JSTOR
http://library.link/vocab/ext/overdrive/overdriveId
22573/ctt13w2qgf
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)897070191
Label
Teaching Advanced Language Skills through Global Debate : Theory and Practice
Publication
Note
C. Speaking Points Scoring Guide
Antecedent source
unknown
Bibliography note
Includes bibliographical references
Carrier category
online resource
Carrier category code
  • cr
Carrier MARC source
rdacarrier
Color
multicolored
Content category
text
Content type code
  • txt
Content type MARC source
rdacontent
Contents
  • Cover; Contents; Introduction; Rationale; Overview of Textbook Objective and Components; 1. Overview of Proficiency Guidelines; Description of Assessment Criteria for ACTFL Advanced and Superior Levels; Defining Our Terms: What Does a Rating of Advanced or Superior on an OPI Tell Us?; What Does a Rating in the Advanced Range Mean?; What Does a Rating of Superior Mean?; Description of Assessment Criteria for the Common European Framework of Reference; 2. Task-Based Language Learning; Definition; Background; In Practice; Open versus Selective Enrollment; Proficiency Testing; Class Size
  • Cross-Cultural Dimensions of Debate3. Teaching Reading; Proficiency Guidelines for Reading; Research on Reading; Background Knowledge; Linguistic Knowledge; Strategic Knowledge; Readability (Text-Based Factors); Discourse Organization; Vocabulary; Length; Content and Interest Level of the Text; Scaffolding the Reading Process; Activate Prior Knowledge; Build Vocabulary; Concept-of-Definition Map for Introducing New Vocabulary; Word Structure Analysis; Word Walls; Spaced Repetition: Memory Boxes; Teach Comprehension; Questioning Strategies; During Reading Activities
  • Teaching Students to Ask QuestionsImprove Reading Fluency; Why Consider Fluency?; Shadow Reading; Rate Buildup Reading; Repeated Reading; Oral Paired Reading; Class-Paced Reading; Self-Paced Reading; Rereading (Different from Repeated Reading); Develop Strategic Learners; Extensive Reading; 4. Teaching Listening; Proficiency Guidelines for Listening; Research on Listening; Scaffolding the Listening Process; Selective Listening; Other Types of Listening; Intensive Listening; Responsive Listening; Extensive Listening; Types of Texts; 5. Teaching Writing; Proficiency Guidelines for Writing
  • Research on WritingGenres; Genre Analysis; Teaching Writing; Designing the Writing Task; Using Detailed Assignment Instructions and Grading Rubrics; Suggestions for Writing Assignments; Preparing Learners to Write; Listing; Freewriting; Clustering; Talking; Invention; Drafting; Sharing and Responding to Writing; Revising; Editing; Publishing; Feedback and Correction; 6. Teaching Speaking; Speaking Proficiency Guidelines; Research on Speaking; Types of Arguments; Determining Positions; Corners; Value Line; Scaffolding the Speaking Process; Responsibilities of Speakers; The Debate Process
  • Parliamentary DebateKarl Popper Debates; Lincoln-Douglas Debates; Alternative Debate Formats; Presidential Debate; Tag-Team Debate; Town Meetings; Forced Debates; Timed Pair Share; Paraphrase Passport; Affirmation Passport; Response Gambits; Talking Chips; Response Mode Chips; Socratic Discussion; Assessing Performance; Matter; Manner; Speaker Points; Suggested Speaking Assignment; Self-Assessment and Self-Reflection; Conclusion; Finding a Good Fit; Candid Input from Instructors and Students; Appendices; A. Sample Graphic Organizers; B. Rubric for Writing and Speaking
Control code
ocn897070191
Dimensions
unknown
Extent
1 online resource (106 pages)
File format
unknown
Form of item
online
Isbn
9781626161443
Level of compression
unknown
Media category
computer
Media MARC source
rdamedia
Media type code
  • c
Note
JSTOR
http://library.link/vocab/ext/overdrive/overdriveId
22573/ctt13w2qgf
Quality assurance targets
not applicable
Reformatting quality
unknown
Sound
unknown sound
Specific material designation
remote
System control number
(OCoLC)897070191

Library Locations

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      5998 Alcalá Park, San Diego, CA, 92110-2492, US
      32.771354 -117.193327
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