The bilingual reform: a paradigm shift in foreign language teaching
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Book |
| Language: | English |
| Published: |
Tübingen
Narr
2009
|
| Series: | Narr-Studienbücher
|
| Subjects: | |
| Online Access: | Klappentext Inhaltsverzeichnis |
| Physical Description: | 260 S. Ill., Notenbeisp. |
| ISBN: | 9783823364924 |
Staff View
MARC
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Record in the Search Index
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|---|---|
| adam_text |
With this book, change
has come to foreign
language teaching.
The mother tongue taboo,
which has been the
perceived didactical
correctness for so many
years and in so many countries, is swept away.
At the same time, this book combines theory with
practice, advice and guidance to teachers. Since the
mother tongue issue touches upon all the major
domains of teaching
-
vocabulary, grammar, texts,
communication, emotional aspects
-
a new synthesis of
theory and practice has been developed. An invaluable
resource both for the novelty and diversity of the
teaching techniques presented and for the clarity of its
writing.
The book benefits from the authors' more than
thirty-year-long research and teaching involvement
with the role of the mother tongue in foreign language
teaching and their involved observation of the
functioning of natural bilingualism.
Titel: The bilingual reform
Autor: Butzkamm, Wolfgang
Jahr: 2009
Contents
Foreword 13
Introduction: A red card for the mother tongue? 16
0.1 Method and Madness in Foreign Language Teaching 16
0.2 Background 17
0.3 Spoilsports: stubborn teachers 18
0.4 Bilingual methods and language courses 19
0.5 Spoilsports: teachers as learners 20
0.6 Classroom research and the doggedness of dogma 21
0.7 A professional neurosis 23
0.8 The alternative: the mother tongue as a base for reference 24
Chapter 1: Teaching English through English -
with the help of the mother tongue 26
1.1 Message-orientation and mother tongue 26
1.2 Immersion, the natural way 26
1.3 Between the lexicon and grammar 28
1.4 The critical mass hypothesis 29
1.5 We cannot start small again 30
1.6 Creating a foreign language atmosphere in the classroom 31
1.7 The sandwich technique and its bilingual counterpart 33
1.8 In praise of discipline and consistency 35
1.9 Undesired side effects of stubborn monolingualism 36
1.10 The foreign language as a working language: a five-point programme 38
1.11 Love or loathing at first sight 39
1.12 Solidarity and good vibes 40
1.13 Language as a sideline: learning other subjects in a foreign language 40
1.14 Between medium-oriented and message-oriented communication 42
1.15 A dual focus 44
1.16 Classroom reality: a content vacuum 46
1.17 Conclusion 48
1.18 Hints for student teachers 48
Study questions and tasks 49
Chapter 2: How learners break into the speech code:
the principle of dual comprehension 51
2.1 Understanding what is meant 51
2.2 Understanding what is literally said 51
2.3 Children crack the code: evidence from mother tongue acquisition 54
g Contents
2.4 Children crack the code: evidence from second language acquisition 56
2.5 Children crack the code: evidence from classrooms 58
2.6 Taking a fresh look at past solutions 59
2.7 Regular review 62
2.8 Dual comprehension and the role of output 63
Study questions 65
Chapter 3: We only learn language once 66
3.1 Native language skills as a foundation for foreign language learning 66
3.2 Goodbye Berlitz: arguments and counterarguments 73
Study questions and tasks 88
Chapter 4: Communicative equivalence and cross-linguistic
networks 89
4.1 Missing equivalence? 89
4.2 A pragmatic approach to meaning-conveyance 90
4.3 'Deforeignising' the foreign 92
4.4 The principle of association: Cross-linguistic networks 95
4.5 Telling stories about words 97
Study questions and tasks 100
Chapter 5: The mother tongue as the magic key to foreign grammars . 101
5.1 Grammar - the continuation of the lexicon by other means 101
5.2 Grammar - the pride and blight of the foreign language classroom 101
5.3 Grammar - comparative and crystal clear 103
5.3.1 Clarifying functions through idiomatic translations 104
5.3.2 Clarifying forms through mother tongue mirroring 106
5.3.3 Additional explanations and the technicalities of remote
languages Ill
5.3.4 Searching for analogies 113
5.3.5 Explaining linguistic terms via mother tongue examples 114
5.3.6 Underuse and overproduction of foreign language constructions . 115
5.3.7 Where learners have been more harmed than helped 116
5.4 Conclusion 118
5.5 Hints for the student teacher 118
Study questions and tasks 118
Chapter 6: How to teach structures the bilingual way 120
6.1 The generative principle, or: playing on analogies 120
6.2 Evidence from natural language acquisition 121
6.3 To transfer or not to transfer 123
6.4 An innovation: semi-communicative drills 124
6.4.1 Objections overruled 130
6.4.2 Regular revision drills: immunization against common errors 132
Contents 9
6.4.3 Evidence from classrooms 135
6.4.4 For slow learners 138
6.5 Costs and benefits of bilingual practice 138
6.6 Conclusion 140
6.7 Hints for student teachers: do's and don'ts 140
Study questions and tasks 141
Chapter 7: Dialogues, drama and declamation 142
7.1 Give them a stage: role-taking and role-making 142
7.2 Phase 1: Role-taking 143
7.2.1 Dialogue presentation and assimilation 143
7.2.2 The ear is the gateway to language: On pronunciation teaching . 145
7.2.3 The printed text as a support rather than an interference factor . 149
7.2.4 The oral translation 1 52
7.2.5 Pictures for support 153
7.2.6 Are we there yet? Further steps 153
7.2.7 Acting out: 'The grand finale' 1 56
7.2.8 Fast and slow learners 157
7.3 Phase 2: Manipulation of structures 158
7.4 Phase 3: Role-making 158
7.4.1 Pupils' dialogues 158
7.4.2 Question time and improvisations 160
7.5 Review, recycle, reinforce 162
7.6 Drama and declamation 163
7.7 Hints for student teachers 165
Study questions and tasks 166
Chapter 8: Language learning as skill learning 167
8.1 Mastery learning and skill theory 167
8.2 The rewards of mastery: a sense of competence and control 171
8.3 The rewards of mastery: Release from shyness 173
8.4 Applied behaviour analysis 175
8.5 The naturalistic fallacy and task-based instruction 175
Study questions and tasks 176
Chapter 9: Maximising high-quality input via the mother tongue 178
9.1 Direct instruction vs. acquisition: in search of a compromise 178
9.2 Good news for language teachers 179
9.2.1 Teacher-talk 180
9.2.2 Reading to the class and story-telling 180
9.2.3 Silent reading, and a reading comer 183
9.2.4 Bilingual readers 184
9.2.5 Re-translation 186
9.2.6 Language mix: outlandish proposals? 188
10 Contents
9.2.7 Videos and DVDs 191
9.3 Repeated hearing and reading with a dual focus 192
9.4 Hints for student teachers 194
Study questions and tasks 194
Chapter 10: Translation as a fifth skill - a forgotten art 196
10.1 'Racist park' 196
10.2 Translation as a multi-purpose tool 197
10.3 Suggested activities 198
10.4 Developing the mother tongue 202
Study questions and tasks 202
Chapter 11: More bilingual practice 204
11.1 Brainstorming 204
11.2 Word trails 205
11.3 Monolingual and bilingual vocabulary lists 205
11.4 Dictionary work 207
11.5 Collocations 209
11.6 The importance of memorization 210
11.7 Practising away lexical interference 211
11.8 Topic-related expression repertoires 213
11.9 Liaison Interpreting 214
ll.lOTandems 215
11.11 Foreign language conversation as a culminating activity 216
Study questions and tasks 216
Chapter 12: The 'natural' method 217
12.1 Young developing bilinguals 217
12.1.1 Learning to talk, talking to learn: five strategies of developing
bilinguals 218
12.1.2 A parental strategy: pretending not to understand 223
12.1.3 Contact time as the most important factor 224
12.2 A bilingual approach for the deaf 225
12.3 The 'natural' method re-visited 226
Study questions 227
Chapter 13: Ideas for multilingual classes 229
13.1 Sink or swim? 229
13.2 Practical suggestions 230
13.2.1 Multilingual materials 230
13.2.2 Home-made materials 232
13.2.3 Time-out for group work 234
13.2.4Teacher self-development 235
Study questions and tasks 235
Contents 11
Chapter 14: Directions for future work 236
14.1 Continuity and change 236
14.2 In the doing comes the understanding 236
14.3 Experimental comparisons 237
14.4 Lesson analysis 238
14.5 A new generation of textbooks 240
14.6 Europe-wide test of English as a foreign language 240
14.7 The hungry sheep look up and are not fed' 240
14.8 Unheeded lessons of history 241
Study questions and tasks 242
Epilogue: Capitalising on a priceless legacy 243
Bibliography 244
Subject Index 257 |
| any_adam_object | 1 |
| author | Butzkamm, Wolfgang 1938- Caldwell, John A. W. |
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| dewey-full | 418.00712 |
| dewey-hundreds | 400 - Language |
| dewey-ones | 418 - Applied linguistics |
| dewey-raw | 418.00712 |
| dewey-search | 418.00712 |
| dewey-sort | 3418.00712 |
| dewey-tens | 410 - Linguistics |
| discipline | Pädagogik Sprachwissenschaft Anglistik / Amerikanistik Literaturwissenschaft |
| format | Book |
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| id | DE-604.BV035491834 |
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| indexdate | 2024-08-29T00:02:55Z |
| institution | BVB |
| isbn | 9783823364924 |
| language | English |
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| spelling | Butzkamm, Wolfgang 1938- Verfasser (DE-588)122042522 aut The bilingual reform a paradigm shift in foreign language teaching Wolfgang Butzkamm ; John A. W. Caldwell Tübingen Narr 2009 260 S. Ill., Notenbeisp. txt rdacontent n rdamedia nc rdacarrier Narr-Studienbücher Fremdsprachenunterricht - Muttersprache Zweisprachiger Unterricht Zweisprachiger Unterricht (DE-588)7581317-8 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Muttersprache (DE-588)4040962-4 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 s Muttersprache (DE-588)4040962-4 s DE-604 Zweisprachiger Unterricht (DE-588)7581317-8 s Caldwell, John A. W. Verfasser aut Digitalisierung UB Augsburg application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017548222&sequence=000004&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Klappentext HBZ Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017548222&sequence=000006&line_number=0002&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Butzkamm, Wolfgang 1938- Caldwell, John A. W. The bilingual reform a paradigm shift in foreign language teaching Fremdsprachenunterricht - Muttersprache Zweisprachiger Unterricht Zweisprachiger Unterricht (DE-588)7581317-8 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Muttersprache (DE-588)4040962-4 gnd |
| subject_GND | (DE-588)7581317-8 (DE-588)4018428-6 (DE-588)4040962-4 |
| title | The bilingual reform a paradigm shift in foreign language teaching |
| title_auth | The bilingual reform a paradigm shift in foreign language teaching |
| title_exact_search | The bilingual reform a paradigm shift in foreign language teaching |
| title_full | The bilingual reform a paradigm shift in foreign language teaching Wolfgang Butzkamm ; John A. W. Caldwell |
| title_fullStr | The bilingual reform a paradigm shift in foreign language teaching Wolfgang Butzkamm ; John A. W. Caldwell |
| title_full_unstemmed | The bilingual reform a paradigm shift in foreign language teaching Wolfgang Butzkamm ; John A. W. Caldwell |
| title_short | The bilingual reform |
| title_sort | the bilingual reform a paradigm shift in foreign language teaching |
| title_sub | a paradigm shift in foreign language teaching |
| topic | Fremdsprachenunterricht - Muttersprache Zweisprachiger Unterricht Zweisprachiger Unterricht (DE-588)7581317-8 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Muttersprache (DE-588)4040962-4 gnd |
| topic_facet | Fremdsprachenunterricht - Muttersprache Zweisprachiger Unterricht Fremdsprachenunterricht Muttersprache |
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