Cover Image

Leading your world language program : strategies for design and supervision, even if you don't speak the language! / Catherine Ritz.

An essential resource for district, school, and program leaders who supervise, evaluate, or otherwise support World Language programs, this book provides clear, practical guidance on leading an exemplary K-12 World Language program. No matter whether you speak the language, the effective approaches...

Full description

Saved in:
Bibliographic Details
Online Access: Full Text (via Taylor & Francis)
Main Author: Ritz, Catherine
Format: eBook
Language:English
Published: New York, NY ; Abingdon, Oxon : Routledge, Taylor & Francis Group, 2021.
Subjects:
Language and languages > Study and teaching.
Table of Contents:
  • Cover
  • Half Title
  • Series Page
  • Title Page
  • Dedication
  • Table of Contents
  • Meet the Author
  • Acknowledgments
  • eResources
  • 1. World Language Education: Values and Methods
  • Doesn't Everyone Just Speak English?
  • The Many Benefits of Bilingualism
  • Methods: Then and (Almost) Now
  • Reflecting Back and Moving Forward
  • Action Items
  • For Further Reading
  • References
  • 2. Talking the Talk: Essential Concepts in World Language Education
  • Foreign? World? Global? Classical? Second? Modern?
  • Target Language
  • Proficiency and the ACTFL Proficiency Guidelines.
  • The 5Cs and the Three Modes
  • Communication
  • Cultures
  • Connections
  • Comparisons
  • Communities
  • 90%+
  • ACTFL Position Statement on the Use of the Target Language in the Classroom
  • Comprehensible Input
  • Interaction and Negotiation for Meaning
  • Language Control and Focus on Form
  • Reflecting Back and Moving Forward
  • Action Items
  • For Further Reading
  • References
  • 3. Program Design: Building Blocks for an Exemplary World Language Program
  • When Should We Begin World Language Education?
  • Who Should Study a World Language?
  • Which Language(s) Should We Offer?
  • Proficiency-Based Program Design
  • World Language Program Models
  • 9-12 Programs
  • 6-12 Programs
  • K-12 Programs
  • Reflecting Back and Moving Forward
  • Action Items
  • For Further Reading
  • References
  • 4. Curriculum Design: UbD Through a World Language Lens
  • Investing in Thematic Curriculum Design
  • Framing Your Unit
  • Theme
  • Essential Question
  • Performance Objective
  • Core Knowledge and Skills
  • The Language-Agnostic Approach to Curriculum Design
  • Summative Unit Assessment
  • Sequence of Learning
  • Reflecting Back and Moving Forward
  • Action Items
  • For Further Reading.
  • Note
  • References
  • 5. Assessments: Fueling a Cycle of Language Learning
  • Traditional World Language Assessments
  • Communicative Assessments
  • Performance Assessments
  • Interpersonal
  • Presentational
  • Interpretive
  • Integrated Performance Assessments
  • Portfolios
  • Rubrics
  • External Assessment Measures
  • Assessing Program Effectiveness
  • Reflecting Back and Moving Forward
  • Action Items
  • For Further Reading
  • References
  • 6. Evaluation When You Don't Speak the Language
  • Start with Standards
  • Framework of Essential World Language Instructional Practices.
  • Conducting an Observation in a Language You Don't Speak
  • Setting Professional Practice Goals
  • Focused Observations
  • The Teacher Effectiveness for Language Learning Project
  • Reflecting Back and Moving Forward
  • Action Items
  • For Further Reading
  • References
  • 7. Implementing Change: Developing Your Strategic Plan
  • The Why and What of Strategic Planning
  • Evaluating Your Program
  • Developing Your Vision, Mission, and Values
  • Developing Objectives and a Five-Year Plan
  • Engaging Stakeholders
  • Reflecting Back and Moving Forward
  • Action Items
  • For Further Reading.

Similar Items