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E-grāmata: Elements of Second and Foreign Languages Teaching to Indigenous Learners of Canada: Theories, Strategies and Practices

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Elements of Second and Foreign Languages Teaching to Indigenous Learners of Canada: Theories, Strategies and PracticesPalielināt
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For an Aboriginal, to learn a foreign or second dominant language such as English, French or Spanish, can constitute a threat to his or her identity.

The book presents a theoretical framework for different second and foreign language didactics paradigms used today in second or foreign language teaching and describes practical procedures and techniques that can be used with Aboriginal learners with respect to their own language, identity, cultural values and traditions.

The emphasis is put on the radical paradigm because it is this paradigm that best answers Aboriginal learners needs.

Discover a podcast by the author on the webpage of the "Matices en Lenguas Extranjeras" journal: https://www.youtube.com/watch v=f8a-c5nccwM



The book presents a theoretical framework for different second and foreign language didactics paradigms used today in second or foreign language teaching and describes practical procedures and techniques that can be used effectively with Indigenous learners with respect to their own language, identity, cultural values and traditions.

Figures
13(4)
Tables
15(2)
Acknowledgments 17(2)
Introduction 19(6)
Part I Theoretical Considerations
Chapter 1 Definitions of Concepts of L2 Didactics
25(14)
The Concept of Language
25(4)
The Concepts of LI and L2
29(1)
Example: Cree in Quebec
30(2)
Canada's Official and Aboriginal Languages
32(1)
The Concept of Culture
33(2)
The Concept of L2 Learner
35(1)
The Concept of L2 Teacher
35(1)
The Concepts of L2 Teaching and Learning
36(1)
The Concept of L2 Method
37(1)
The Concept of L2 Didactics Paradigms
37(2)
Chapter 2 Eurocentric L2 Didactics Paradigms
39(8)
Historical Aspect
39(3)
Pedagogical Aspect
42(2)
The Action-Oriented Approach
44(1)
The Neurolinguistics Approach
44(1)
The Radical Approach
45(2)
Chapter 3 Descriptions of Eurocentric L2 Didactics Paradigms
47(20)
The Classical Paradigm
47(1)
Typical Teaching Procedures for a Classical Lesson
48(1)
The Progressivist Paradigm
49(1)
Typical Teaching Procedures for a Progressivist Lesson
50(1)
The Behaviorist Paradigm
50(1)
Typical Teaching Procedures for a Behaviorist Lesson
51(1)
The Communicative Paradigm
52(2)
Typical Teaching Procedures for a Communicative Lesson
54(1)
The Immersion Programs
55(1)
The Radical Paradigm
56(6)
Typical Teaching Procedures for a Radical Lesson
62(1)
Beyond the Concepts of L2 Didactics Paradigms
63(2)
Questions to Explore the L2 Didactics Paradigms
65(2)
Chapter 4 A Suggested L2 Didactics Paradigm for Aboriginal Learners
67(18)
Elements of Aboriginal Teaching
67(6)
The Wheels
73(2)
The Circles
75(1)
Suggestions for L2 Teaching to Aboriginal Peoples
76(1)
A Successful Experience of L2 Teaching to Cree Learners
76(1)
Exclusive Use of Oral Language
77(1)
A Trustful Relationship
77(1)
The Four Facets of a Person
78(1)
Teacher's Awareness of Learners' Needs
78(1)
A Strong Self-Esteem
79(1)
The Use of Many Senses
79(1)
Learning Is a Group Process
79(1)
Integration of Aboriginal Cultures in the Class
79(6)
Part II Practical Considerations
Chapter 5 Before Teaching Procedures
85(6)
Class Preparation
85(1)
The L2 Program
85(1)
The Technology
86(1)
Learning Objects
87(1)
Classroom Layout
88(1)
Preparation to Class
88(1)
Transactional Distance
88(3)
Chapter 6 Teaching Procedures
91(22)
Teaching the Oral Component of the Language
91(1)
Teaching Listening Skills
91(2)
Teaching Speaking Skills
93(1)
Teaching Interaction Skills
94(1)
An Induced Daydream: The Forest
95(1)
Teaching the Written Component of the Language
96(1)
Teaching Reading Skills
97(2)
Teaching Writing Skills
99(1)
An Induced Daydream: The Beach
100(1)
Lesson Zero
101(1)
Suggested L2 Teaching Procedures
102(1)
Procedures for Illiterate Beginners
103(2)
Procedures for Beginners
105(3)
Procedures for Intermediate Learners
108(2)
Procedures for Advanced Learners
110(3)
Chapter 7 After Teaching Procedures
113(22)
Correction of Errors
113(2)
Oral Errors Correction with the Help of Gestures
115(1)
Writing Errors Correction
116(1)
Phonetic Correction
117(1)
Basics of Verbotonal Phonetics
117(2)
Testing
119(4)
Conclusion
123(2)
References
125(10)
Annex I L2 Teaching to Aboriginal Learners in Quebec
135(4)
Historical Perspective
135(1)
Geographical Perspective
136(3)
Annex II Teaching French L2 to Different L1 Learners
139(2)
Annex III IPA Transcription of the Quebec Cree
141(2)
Quebec Cree Phonemes
142(1)
Afterword 143(2)
Book Summary 145(2)
About the Author 147
Biežāk uzdotie jautājumi par e-grāmatām Biežāk uzdotie jautājumi par e-grāmatām
Permanent link: https://www.kriso.lv/db/97828076187322e.html
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