EDU 5204 Review: Chapter 3

Which mindset epitomized the "postmethod" era?

• Intense research to determine the most effective Method(s)

• An awareness that an eclectic approach may be most appropriate

• A focus on Grammar Translation

• Teacher-centered instruction

Which of the following (select more than one) are identified as characterizing the relationship between researchers and practitioners ("Method" era)?

• Researchers lacking practical knowledge and experience

• Researchers considered privileged; practitioners unprivileged

• A separation between theory and actual practice

• A one-way communication from the researcher down to the practitioner with no give-and-take

What sort of research is considered a "healthier" reconfiguring of the researcher/practitioner relationship?

What large "umbrella" approach characterized (and continues to characterize) L2 teaching post-Method era?

• Communicative Language Teaching (CLT)

• Audiolingual Method

• Task-Based Language Teaching

• Experiential Learning

Why did Ellis (2003) describe TBLT (Task-Based) as the heart of CLT?

• CLT is the "how" and TBLT is the "why"

• CLT is the "why" and TBLT is the "how"

• Neither of the above

Which is not listed as characteristic of TBLT?

• The task must be formally assessed to be effective

• Meaning is clear and important to the student(s)

• The task presents a communicative problem to solve

• There is a relationship to real-world activities

• Students prioritize completing the task

What are the two types of "Tasks" to keep in mind with a TBLT approach?

• Communicative Tasks and Physical Tasks

• Specific Tasks and Global Tasks

• Target Tasks and Pedagogical Tasks

• Graded Tasks and Ungraded Tasks

True or False? Theme-based Instruction (or Topic-based Curricula) help to contextualize target linguistic features and pique student interest and motivation.

• True

• False

Theme-Based Instruction (TBI) is a content-based approach to L2 instruction. In an immersion/sheltered model within a mainstream (content-area) classroom, what might you do to support instruction for L2 students? Check all that apply!

• Determine grammar relevant to the theme and incorporate it into your instruction and assessment

• Scaffold vocabulary for all students relevant to the content/theme

• Set clear goals and objectives for linguistic production (output)

• Provide graphic organizers, word lists, sentence frames, etc. for sheltered L2 learners (and others!)

• Adapt existing rubrics to include linguistic goals

Which approach entails students putting together a "book" of personal written accounts?

• Experiential Learning

• Language Experience Approach (LEA)

• Project-Based Learning

• Whole Language Education