Elements of second and foreign languages teaching to indigenous learners of Canada:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Bruxelles
Peter Lang
[2021]
|
| Schriftenreihe: | Champs Didactiques Plurilingues : la recherche en mouvement
|
| Schlagworte: | |
| Online-Zugang: | Inhaltstext https://www.peterlang.com/view/product/98889?format=PBK Inhaltsverzeichnis |
| Beschreibung: | 144 Seiten 21 cm x 14.8 cm |
| ISBN: | 9782807618725 |
Internformat
MARC
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| 245 | 1 | 0 | |a Elements of second and foreign languages teaching to indigenous learners of Canada |c Pierre Demers |
| 264 | 1 | |a Bruxelles |b Peter Lang |c [2021] | |
| 300 | |a 144 Seiten |c 21 cm x 14.8 cm | ||
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| 650 | 0 | 7 | |a Kulturelle Identität |0 (DE-588)4033542-2 |2 gnd |9 rswk-swf |
| 651 | 7 | |a Kanada |0 (DE-588)4029456-0 |2 gnd |9 rswk-swf | |
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Datensatz im Suchindex
| _version_ | 1804182787847094272 |
|---|---|
| adam_text | TABLE
OF
CONTENTS
FIGURES
....................................................................................................
13
TABLES
.....................................................................................................
15
ACKNOWLEDGMENTS
.................................................................................
17
INTRODUCTION
.........................................................................................
19
PART
I:
THEORETICAL
CONSIDERATIONS
CHAPTER
1:
DEFINITIONS
OF
CONCEPTS
OF
L2
DIDACTICS
.....................
25
THE
CONCEPT
OF
LANGUAGE
................................................
25
THE
CONCEPTS
OF
LI
AND
L2
..............................................
29
EXAMPLE:
CREE
IN
QUEBEC
.................................................
30
CANADA
S
OFFICIAL
AND
ABORIGINAL
LANGUAGES
...................
32
THE
CONCEPT
OF
CULTURE
...................................................
33
THE
CONCEPT
OF
L2
LEARNER
..............................................
35
THE
CONCEPT
OF
L2
TEACHER
..............................................
35
THE
CONCEPTS
OF
L2
TEACHING
AND
LEARNING
...................
36
THE
CONCEPT
OF
L2
METHOD
.............................................
37
THE
CONCEPT
OF
L2
DIDACTICS
PARADIGMS
........................
37
CHAPTER
2:
EUROCENTRIC
L2
DIDACTICS
PARADIGMS
...........................
39
HISTORICAL
ASPECT
..............................................................
39
PEDAGOGICAL
ASPECT
............................................................
42
THE
ACTION-ORIENTED
APPROACH
.......................................
44
THE
NEUROLINGUISTICS
APPROACH
.......................................
44
THE
RADICAL
APPROACH
......................................................
45
10
TABLE
OF
CONTENTS
CHAPTER
3:
DESCRIPTIONS
OF
EUROCENTRIC
L2
DIDACTICS
PARADIGMS
47
THE
CLASSICAL
PARADIGM
......................................................
47
TYPICAL
TEACHING
PROCEDURES
FOR
A
CLASSICAL
LESSON
........
48
THE
PROGRESSIVIST
PARADIGM
...............................................
49
TYPICAL
TEACHING
PROCEDURES
FOR
A
PROGRESSIVIST
LESSON
..
50
THE
BEHAVIORIST
PARADIGM
.................................................
50
TYPICAL
TEACHING
PROCEDURES
FOR
A
BEHAVIORIST
LESSON
....
51
THE
COMMUNICATIVE
PARADIGM
.........................................
52
TYPICAL
TEACHING
PROCEDURES
FOR
A
COMMUNICATIVE
LESSON
.............................................................................
54
THE
IMMERSION
PROGRAMS
.................................................
55
THE
RADICAL
PARADIGM
.......................................................
56
TYPICAL
TEACHING
PROCEDURES
FOR
A
RADICAL
LESSON
..........
62
BEYOND
THE
CONCEPTS
OF
L2
DIDACTICS
PARADIGMS
..........
63
QUESTIONS
TO
EXPLORE
THE
L2
DIDACTICS
PARADIGMS
.........
65
CHAPTER
4:
A
SUGGESTED
L2
DIDACTICS
PARADIGM
FOR
ABORIGINAL
LEARNERS
.............................................................................
67
ELEMENTS
OF
ABORIGINAL
TEACHING
.....................................
67
THE
WHEELS
........................................................................
73
THE
CIRCLES
.........................................................................
75
SUGGESTIONS
FOR
L2
TEACHING
TO
ABORIGINAL
PEOPLES
........
76
A
SUCCESSFUL
EXPERIENCE
OF
L2
TEACHING
TO
CREE
LEARNERS
............................................................
76
EXCLUSIVE
USE
OF
ORAL
LANGUAGE
......................................
77
A
TRUSTFOL
RELATIONSHIP
.....................................................
77
THE
FOUR
FACETS
OF
A
PERSON
..............................................
78
TEACHERS
AWARENESS
OF
LEARNERS
NEEDS
..........................
78
A
STRONG
SELF-ESTEEM
........................................................
79
THE
USE
OF
MANY
SENSES
....................................................
79
LEARNING
IS
A
GROUP
PROCESS
.............................................
79
INTEGRATION
OF
ABORIGINAL
CULTURES
IN
THE
CLASS
.............
79
TABLE
OF
CONTENTS
11
PART
II:
PRACTICAL
CONSIDERATIONS
CHAPTER
5:
BEFORE
TEACHING
PROCEDURES
...........................................
85
CLASS
PREPARATION
..............................................................
85
THE
L2
PROGRAM
................................................................
85
THE
TECHNOLOGY
.................................................................
86
LEARNING
OBJECTS
...............................................................
87
CLASSROOM
LAYOUT
.............................................................
88
PREPARATION
TO
CLASS
..........................................................
88
TRANSACTIONAL
DISTANCE
.....................................................
88
CHAPTER
6:
TEACHING
PROCEDURES
..........................................................
9
1
TEACHING
THE
ORAL
COMPONENT
OF
THE
LANGUAGE
............
91
TEACHING
LISTENING
SKILLS
..................................................
91
TEACHING
SPEAKING
SKILLS
..................................................
93
TEACHING
INTERACTION
SKILLS
...............................................
94
AN
INDUCED
DAYDREAM:
THE
FOREST
..................................
95
TEACHING
THE
WRITTEN
COMPONENT
OF
THE
LANGUAGE
.......
96
TEACHING
READING
SKILLS
....................................................
97
TEACHING
WRITING
SKILLS
....................................................
99
AN
INDUCED
DAYDREAM:
THE
BEACH
................................
100
LESSON
ZERO
.....................................................................
101
SUGGESTED
L2
TEACHING
PROCEDURES
................................
102
PROCEDURES
FOR
ILLITERATE
BEGINNERS
.................................
103
PROCEDURES
FOR
BEGINNERS
................................................
105
PROCEDURES
FOR
INTERMEDIATE
LEARNERS
...........................
108
PROCEDURES
FOR
ADVANCED
LEARNERS
.................................
110
CHAPTER?:
AFTER
TEACHING
PROCEDURES
............................................
113
CORRECTION
OF
ERRORS
........................................................
113
ORAL
ERRORS
CORRECTION
WITH
THE
HELP
OF
GESTURES
.......
115
WRITING
ERRORS
CORRECTION
..............................................
116
PHONETIC
CORRECTION
........................................................
117
12
TABLE
OF
CONTENTS
BASICS
OF
VERBOTONAL
PHONETICS
......................................
117
TESTING
..............................................................................
119
CONCLUSION
...........................................................................................
123
REFERENCES
............................................................................................
125
ANNEX
I:
L2
TEACHING
TO
ABORIGINAL
LEARNERS
IN
QUEBEC
........
135
HISTORICAL
PERSPECTIVE
......................................................
135
GEOGRAPHICAL
PERSPECTIVE
................................................
136
ANNEX
II:
TEACHING
FRENCH
L2
TO
DIFFERENT LI
LEARNERS
...........
139
ANNEX
III:
IPA
TRANSCRIPTION
OF
THE
QUEBEC
CREE
.......................
141
QUEBEC
CREE
PHONEMES
.................................................
142
AFTERWORD
.............................................................................................
143
BOOK
SUMMARY
...................................................................................
145
ABOUT
THE
AUTHOR
................................................................................
147
|
| adam_txt |
TABLE
OF
CONTENTS
FIGURES
.
13
TABLES
.
15
ACKNOWLEDGMENTS
.
17
INTRODUCTION
.
19
PART
I:
THEORETICAL
CONSIDERATIONS
CHAPTER
1:
DEFINITIONS
OF
CONCEPTS
OF
L2
DIDACTICS
.
25
THE
CONCEPT
OF
LANGUAGE
.
25
THE
CONCEPTS
OF
LI
AND
L2
.
29
EXAMPLE:
CREE
IN
QUEBEC
.
30
CANADA
'
S
OFFICIAL
AND
ABORIGINAL
LANGUAGES
.
32
THE
CONCEPT
OF
CULTURE
.
33
THE
CONCEPT
OF
L2
LEARNER
.
35
THE
CONCEPT
OF
L2
TEACHER
.
35
THE
CONCEPTS
OF
L2
TEACHING
AND
LEARNING
.
36
THE
CONCEPT
OF
L2
METHOD
.
37
THE
CONCEPT
OF
L2
DIDACTICS
PARADIGMS
.
37
CHAPTER
2:
EUROCENTRIC
L2
DIDACTICS
PARADIGMS
.
39
HISTORICAL
ASPECT
.
39
PEDAGOGICAL
ASPECT
.
42
THE
ACTION-ORIENTED
APPROACH
.
44
THE
NEUROLINGUISTICS
APPROACH
.
44
THE
RADICAL
APPROACH
.
45
10
TABLE
OF
CONTENTS
CHAPTER
3:
DESCRIPTIONS
OF
EUROCENTRIC
L2
DIDACTICS
PARADIGMS
47
THE
CLASSICAL
PARADIGM
.
47
TYPICAL
TEACHING
PROCEDURES
FOR
A
CLASSICAL
LESSON
.
48
THE
PROGRESSIVIST
PARADIGM
.
49
TYPICAL
TEACHING
PROCEDURES
FOR
A
PROGRESSIVIST
LESSON
.
50
THE
BEHAVIORIST
PARADIGM
.
50
TYPICAL
TEACHING
PROCEDURES
FOR
A
BEHAVIORIST
LESSON
.
51
THE
COMMUNICATIVE
PARADIGM
.
52
TYPICAL
TEACHING
PROCEDURES
FOR
A
COMMUNICATIVE
LESSON
.
54
THE
IMMERSION
PROGRAMS
.
55
THE
RADICAL
PARADIGM
.
56
TYPICAL
TEACHING
PROCEDURES
FOR
A
RADICAL
LESSON
.
62
BEYOND
THE
CONCEPTS
OF
L2
DIDACTICS
PARADIGMS
.
63
QUESTIONS
TO
EXPLORE
THE
L2
DIDACTICS
PARADIGMS
.
65
CHAPTER
4:
A
SUGGESTED
L2
DIDACTICS
PARADIGM
FOR
ABORIGINAL
LEARNERS
.
67
ELEMENTS
OF
ABORIGINAL
TEACHING
.
67
THE
WHEELS
.
73
THE
CIRCLES
.
75
SUGGESTIONS
FOR
L2
TEACHING
TO
ABORIGINAL
PEOPLES
.
76
A
SUCCESSFUL
EXPERIENCE
OF
L2
TEACHING
TO
CREE
LEARNERS
.
76
EXCLUSIVE
USE
OF
ORAL
LANGUAGE
.
77
A
TRUSTFOL
RELATIONSHIP
.
77
THE
FOUR
FACETS
OF
A
PERSON
.
78
TEACHERS
AWARENESS
OF
LEARNERS
'
NEEDS
.
78
A
STRONG
SELF-ESTEEM
.
79
THE
USE
OF
MANY
SENSES
.
79
LEARNING
IS
A
GROUP
PROCESS
.
79
INTEGRATION
OF
ABORIGINAL
CULTURES
IN
THE
CLASS
.
79
TABLE
OF
CONTENTS
11
PART
II:
PRACTICAL
CONSIDERATIONS
CHAPTER
5:
BEFORE
TEACHING
PROCEDURES
.
85
CLASS
PREPARATION
.
85
THE
L2
PROGRAM
.
85
THE
TECHNOLOGY
.
86
LEARNING
OBJECTS
.
87
CLASSROOM
LAYOUT
.
88
PREPARATION
TO
CLASS
.
88
TRANSACTIONAL
DISTANCE
.
88
CHAPTER
6:
TEACHING
PROCEDURES
.
9
1
TEACHING
THE
ORAL
COMPONENT
OF
THE
LANGUAGE
.
91
TEACHING
LISTENING
SKILLS
.
91
TEACHING
SPEAKING
SKILLS
.
93
TEACHING
INTERACTION
SKILLS
.
94
AN
INDUCED
DAYDREAM:
THE
FOREST
.
95
TEACHING
THE
WRITTEN
COMPONENT
OF
THE
LANGUAGE
.
96
TEACHING
READING
SKILLS
.
97
TEACHING
WRITING
SKILLS
.
99
AN
INDUCED
DAYDREAM:
THE
BEACH
.
100
LESSON
ZERO
.
101
SUGGESTED
L2
TEACHING
PROCEDURES
.
102
PROCEDURES
FOR
ILLITERATE
BEGINNERS
.
103
PROCEDURES
FOR
BEGINNERS
.
105
PROCEDURES
FOR
INTERMEDIATE
LEARNERS
.
108
PROCEDURES
FOR
ADVANCED
LEARNERS
.
110
CHAPTER?:
AFTER
TEACHING
PROCEDURES
.
113
CORRECTION
OF
ERRORS
.
113
ORAL
ERRORS
CORRECTION
WITH
THE
HELP
OF
GESTURES
.
115
WRITING
ERRORS
CORRECTION
.
116
PHONETIC
CORRECTION
.
117
12
TABLE
OF
CONTENTS
BASICS
OF
VERBOTONAL
PHONETICS
.
117
TESTING
.
119
CONCLUSION
.
123
REFERENCES
.
125
ANNEX
I:
L2
TEACHING
TO
ABORIGINAL
LEARNERS
IN
QUEBEC
.
135
HISTORICAL
PERSPECTIVE
.
135
GEOGRAPHICAL
PERSPECTIVE
.
136
ANNEX
II:
TEACHING
FRENCH
L2
TO
DIFFERENT LI
LEARNERS
.
139
ANNEX
III:
IPA
TRANSCRIPTION
OF
THE
QUEBEC
CREE
.
141
QUEBEC
CREE
PHONEMES
.
142
AFTERWORD
.
143
BOOK
SUMMARY
.
145
ABOUT
THE
AUTHOR
.
147 |
| any_adam_object | 1 |
| any_adam_object_boolean | 1 |
| author | Demers, Pierre |
| author_GND | (DE-588)1243611820 |
| author_facet | Demers, Pierre |
| author_role | aut |
| author_sort | Demers, Pierre |
| author_variant | p d pd |
| building | Verbundindex |
| bvnumber | BV047474029 |
| classification_rvk | ES 861 |
| ctrlnum | (OCoLC)1284796782 (DE-599)DNB1234670682 |
| discipline | Sprachwissenschaft Literaturwissenschaft |
| discipline_str_mv | Sprachwissenschaft Literaturwissenschaft |
| format | Book |
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| geographic | Kanada (DE-588)4029456-0 gnd |
| geographic_facet | Kanada |
| id | DE-604.BV047474029 |
| illustrated | Not Illustrated |
| index_date | 2024-07-03T18:10:22Z |
| indexdate | 2024-07-10T09:13:06Z |
| institution | BVB |
| institution_GND | (DE-588)1065658303 |
| isbn | 9782807618725 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-032875642 |
| oclc_num | 1284796782 |
| open_access_boolean | |
| owner | DE-384 |
| owner_facet | DE-384 |
| physical | 144 Seiten 21 cm x 14.8 cm |
| publishDate | 2021 |
| publishDateSearch | 2021 |
| publishDateSort | 2021 |
| publisher | Peter Lang |
| record_format | marc |
| series2 | Champs Didactiques Plurilingues : la recherche en mouvement |
| spelling | Demers, Pierre Verfasser (DE-588)1243611820 aut Elements of second and foreign languages teaching to indigenous learners of Canada Pierre Demers Bruxelles Peter Lang [2021] 144 Seiten 21 cm x 14.8 cm txt rdacontent n rdamedia nc rdacarrier Champs Didactiques Plurilingues : la recherche en mouvement Englisch (DE-588)4014777-0 gnd rswk-swf Indianer (DE-588)4026718-0 gnd rswk-swf Fremdsprachenunterricht (DE-588)4018428-6 gnd rswk-swf Kulturelle Identität (DE-588)4033542-2 gnd rswk-swf Kanada (DE-588)4029456-0 gnd rswk-swf Englisch (DE-588)4014777-0 s Fremdsprachenunterricht (DE-588)4018428-6 s Kulturelle Identität (DE-588)4033542-2 s DE-604 Kanada (DE-588)4029456-0 g Indianer (DE-588)4026718-0 s P.I.E. - Peter Lang S.A. (DE-588)1065658303 pbl Erscheint auch als Online-Ausgabe, ePDF 978-2-8076-1873-2 Erscheint auch als Online-Ausgabe, ePub 978-2-8076-1874-9 X:MVB text/html http://deposit.dnb.de/cgi-bin/dokserv?id=902861adc078480bb3c98b84fce30a09&prov=M&dok_var=1&dok_ext=htm Inhaltstext X:MVB https://www.peterlang.com/view/product/98889?format=PBK DNB Datenaustausch application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=032875642&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p vlb 20210603 DE-101 https://d-nb.info/provenance/plan#vlb |
| spellingShingle | Demers, Pierre Elements of second and foreign languages teaching to indigenous learners of Canada Englisch (DE-588)4014777-0 gnd Indianer (DE-588)4026718-0 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Kulturelle Identität (DE-588)4033542-2 gnd |
| subject_GND | (DE-588)4014777-0 (DE-588)4026718-0 (DE-588)4018428-6 (DE-588)4033542-2 (DE-588)4029456-0 |
| title | Elements of second and foreign languages teaching to indigenous learners of Canada |
| title_auth | Elements of second and foreign languages teaching to indigenous learners of Canada |
| title_exact_search | Elements of second and foreign languages teaching to indigenous learners of Canada |
| title_exact_search_txtP | Elements of second and foreign languages teaching to indigenous learners of Canada |
| title_full | Elements of second and foreign languages teaching to indigenous learners of Canada Pierre Demers |
| title_fullStr | Elements of second and foreign languages teaching to indigenous learners of Canada Pierre Demers |
| title_full_unstemmed | Elements of second and foreign languages teaching to indigenous learners of Canada Pierre Demers |
| title_short | Elements of second and foreign languages teaching to indigenous learners of Canada |
| title_sort | elements of second and foreign languages teaching to indigenous learners of canada |
| topic | Englisch (DE-588)4014777-0 gnd Indianer (DE-588)4026718-0 gnd Fremdsprachenunterricht (DE-588)4018428-6 gnd Kulturelle Identität (DE-588)4033542-2 gnd |
| topic_facet | Englisch Indianer Fremdsprachenunterricht Kulturelle Identität Kanada |
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