Activities and Materials for Implementing Adapted Versions of Reciprocal Teaching in Beginning, Intermediate, and Advanced Levels of Instruction in English, Spanish, and French as a Second/Foreign Language.

Autor/inn/en	Hosenfeld, Carol; und weitere
Titel	Activities and Materials for Implementing Adapted Versions of Reciprocal Teaching in Beginning, Intermediate, and Advanced Levels of Instruction in English, Spanish, and French as a Second/Foreign Language.
Quelle	(1993), (55 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Advanced Courses; Class Activities; Classroom Techniques; Difficulty Level; English (Second Language); French; Inservice Teacher Education; Instructional Materials; Introductory Courses; Language Usage; Material Development; Reading Comprehension; Remedial Instruction; Second Language Instruction; Second Languages; Spanish; Teaching Methods + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Fortgeschrittenenunterricht; Klassenführung; Schwierigkeitsgrad; English as second language; English; Second Language; Englisch als Zweitsprache; Französisch; Lehrerfortbildung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Einführungskurs; Sprachgebrauch; Lehrmaterialentwicklung; Leseverstehen; Förderkurs; Fremdsprachenunterricht; Second language; Zweitsprache; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Reciprocal teaching, a method of teaching first language reading comprehension, is explained and three distinct applications of the method and materials in second language instruction are described. Reciprocal teaching is viewed as a three-level hierarchy of components and strategies, reflected in the organization of materials and activities. The first section describes the original version of reciprocal teaching theory and research, presents a rationale for adapting original activities and materials for second language instruction, presents two hypotheses emerging from use of the technique in second language classrooms, and offers teachers suggestions for their own classroom use. The next two sections present activities and materials designed to develop the components at the first and second levels of the hierarchy, respectively. At the first level these include: using multiple labels for concepts; producing superordinate terms; and deleting unimportant facts. At the second level, it includes: identifying topic sentences; paraphrasing; and inventing topic sentences. Section four presents three examples of adaptations of the method in: (1) three intermediate Spanish classes, (2) a pull-out remedial class, and (3) teacher training. Materials used in the three applications are appended. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01