Resources for Professional Learning - Curriculum ...
July 2020 – SBE-Approved Draft, Appendix 2Page 1 of 4Appendix 2: Resources for Professional LearningThe texts that follow were consulted in the preparation of California’s World Languages Framework and introduce fundamental concepts that those interested in world languages education may wish to consult. All have been well received by both language education scholars and by world language educators as the many editions of the texts attest. All are readily available, many as electronic texts.Language, Linguistics, Applied Linguistics, Second Language Acquisition, Theories of Language Learning and TeachingFromkin, Victoria, Rodman, Robert, and Hyams, Nina. (2017). An introduction to language (11th ed.). Boston, MA: Cengage.The text is an accessible introduction to the nature of language, to phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, historical linguistics, language acquisition and neurolinguistics.Brown, H. Douglas. (2014). Principles of language learning and teaching (6th Ed.). Upper Saddle River, NJ: Pearson.The text provides a highly understandable and comprehensive overview of the theoretical underpinnings that shape the language teaching field.Kagan, Olga, Carreira, Maria and Chick, Claire (Eds.). (2017). Handbook of heritage language education: From innovation to program building. New York, NY: Routledge.The text provides a cohesive overview of heritage language programs and practices for language maintenance and development.Richards, Jack and Schmit, Richard. (2013). Longman dictionary of language teaching and applied linguistics (4th ed.). New York, NY: Routledge.The text contains clear and accurate definitions and assumes no prior knowledge of the subject area; cross references link related subjects and may be used to increase reader knowledge of language teaching and applied linguistics.Planning, Teaching, Differentiation and Learning in the World Languages ClassroomZyzik, Eve and Polio, Charlene. (2017). Authentic materials myths: Applying second language research to classroom teaching. Ann Arbor, MI: University of Michigan Press.The text addresses common myths related to the use of authentic materials including accessibility for beginning language learners, value in teaching language, cultures and content, among others.Patrick, Paula. (2007). The keys to the classroom. Alexandria, VA: ACTFL.The text presents guidelines for world language educators as they begin their careers.Brown, H. Douglas and Lee, Hyekyoung. (2015). Teaching by principles: An interactive approach to language pedagogy (4th ed.). Upper Saddle River, NJ: Pearson.The text offers a comprehensive survey of language teaching strategies anchored in current research on second language acquisition theory and language teaching pedagogy.Schrum, Judith and Glisan, Eileen. (2015). Teacher’s handbook: Contextualized language instruction (5th ed.). Boston, MA: Cengage.This text presents practical applications ACTFL’s World Readiness Standards for Learning Languages and ACTFL-NCSSFL’s Can Do Statements in order to prepare world language educators for 21st century practice.Omaggio-Hadly, Alice. (2001). Teaching Language in Context, (3rd ed.). Boston, MA: Cengage.The text is a classic that links theory and practice and was fundamental to the most recent shift in language teaching in the United States.Blaz, Deborah. (2016). Differentiated instruction: A guide for world language teachers, (2nd ed). New York, NY: Routledge.The text presents the theory and practice of differentiated instruction based on student learning styles, interests, prior knowledge, and comfort zones.Glisan, Eileen and Donato, Richard. (2017). Enacting the work of language instruction: High-leverage teaching practices. Alexandria, VA: ACTFL.The text provides support for enacting high-leverage teaching practices that are essential to successful?world?language teaching.Diaz-Rico, Lynn. (2017). The crosscultural, language and academic development handbook: A complete K-12 reference guide (6th ed.). Upper Saddle River, NJ: Pearson.The text presents language learning and teaching approaches for English language learners in a variety of programs including dual language immersion.Clementi, Donna and Terrill, Laura. (2017). The keys to planning for learning: Effective curriculum, unit, and lesson design (2nd ed.). Alexandria, VA: ACTFL.The text presents the process for developing standards-based curricula, units and lessons.Beaudrie, Sara, Ducar, Cynthia, and Potowski, Kim. (2015). Heritage language teaching: Research and practice. New York, NY: McGraw-Hill Education.The text addresses heritage language teaching in the United States, sociolinguistic considerations, principles for instruction, developing listening, speaking, reading and writing skills, approaches to grammar instruction, and development of cultural and critical language proficiencies.Glynn, Cassandra, Wesely, Pamela, and Wassell, Beth. (2018). Words and actions: Teaching languages through the lens of social justice.(2nd Ed.). Alexandria, VA: ACTFL.The text presents a framework for using social justice as and organizing principle for world language instruction.Assessment in the World Languages ClassroomBrown, H. Douglas and Abeywickrama, Priyanvada. (2018). Language assessment: Principles and classroom practices. (3rd ed.). Upper Saddle River, NJ: Pearson.The text offers a comprehensive survey of essential principles and tools for language assessment.Sandrock, Paul. (2010). The keys to assessing language performance. Alexandria, VA: ACTFL.The text provides step by step guidance in creating assessments and rubrics that develop communicative and cultural proficiency.Adair-Hauk, Bonnie, Glisan, Eileen, and Troyan, Francis. (2013). Implementing integrated performance assessment. (2nd ed.) Alexandria, VA: ACTFL.The text provides guidelines for developing integrated performance assessments to inform the backward design of instructional units.Professional LearningFogarty, Robin, and Pete, Brian. (2017). From staff to classroom: A guide for planning and coaching professional development. (2nd ed.) Thousand Oaks, CA: Sage.The text provides tools and strategies for delivering professional learning, reaching and teaching adults, supporting teachers as they apply the content learned, including technology and blended solutions, and differentiation strategies.California Department of Education: July 2020 ................
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