FLTEACH: Annotated Bibliography:
•Allen, L. Q. (2000) Culture and the Ethnographic Interview in Foreign Language
Teacher Development. Foreign Language Annals, 33(n),51-57.
Approach/training section
Discusses the ethnographic interview as a strategy in foreign language teacher
development. Excerpts from preservice teachers' reports on an ethnographic interview
assignment provide evidence that the process of conducting the interview facilitates the
development of the requisite understanding and awareness.
• Allen, W., Anderson, K., & Narvárez, L. (1992). Foreign language across the
curriculum: The applied foreign language component. Foreign Language Annals,
25(1), 11- 19.
Teaching approach/ aims and background
Argues for content-based foreign language instruction as a means for putting language in
context and making it meaningful to learners.
Describes three programs in progress.
Anton, M. (1999). The discourse of a learner-centered classroom: Sociocultural
perspectives on teacher-learner interaction in the second
language classroom. Modern Language Journal, 83, 303-318.
Teaching approach/ aims/ background
Considers language learning from a Vygotskian perspective. Argues that learner-centered
classroom provides practice and negotiation of
meaning for students.
Armstrong, K. M., & Yetter-Vsasot, C. (1994 ). Transforming teaching through
technology. Foreign Language Annals, 27(4), 475-86.
Resources/ aims/ background
Discusses instructional techniques for incorporating technology in the FL classroom.
Advocates use of technology to bring “real” target language into the class.
Baily, J. (1996). Teaching about technology in the foreign language class. Foreign
Language Annals, 29(1), 82-91.
Resources/ aims/ background
Argues for computer competence and use of foreign language elements in technological
environment: e-mail, faxes, on-line catalogues, etc.
Ballman, T. L. (1996). Integrating vocabulary, grammar and culture: A five day
communicative lesson plan. Foreign Language Annals,
29(1), 37-43.
Teaching approach/ aims/ background
Argues for focusing on what students can do with language rather than what they know
about it. Describes a five step process: “setting the stage;” “providing input;” “guided
practice;” “extension practice;” and “testing.” A five-day lesson plan on the topic of
clothing is demonstrated. This process integrates grammar, culture, and vocabulary in a
student-centered classroom.
Barry, J. (1995). Exploring otherness : an approach to cultural awareness . London :
CILT.
Teaching approach (language/culture) / aims/ background
Brooks, F. (1993). Some problems and caveats in communicative discourse: Toward a
conceptualization of the foreign language classroom. Foreign Language Annals, 26,(2),
233-240.
Communicative approach/ aims/ background
Claims that pseudo-communicative activities in the classroom allow students to survive
in that "mini-society" but fail to develop communicative competence on a real level.
Advocates freedom of expression on part of students.
Cadd, M. (1994). An attempt to reduce ethnocentrism in the foreign language
classroom. Foreign language Annals, 27(2), 143-160.
Teaching approach (language/culture) / aims/ background
Reports a study that investigated ethnocentrism in foreign language education. The study
utilized a quasiexperimental intact group design where nine sections of first-semester
German students were randomly assigned to one of three groups: one that stressed
German and American cultural similarities, one that stressed German and American
differences, and a control group.Advocates emphasizing cultural similarities rather than
differences to reduce ethnocentrism in the classroom.
Celce-Murcia, M., Dornyei, Z., & Thurrell, S. (1997). Direct approaches in L2
instruction: A turning point in communicative language
teaching? TESOL Quarterly, 31(1), 141-152.
CLT/ aims/ background
Distinguishes two approaches to teaching speaking skills: (1) a "direct approach" in
which new linguistic information is practiced explicitly; (2) and an "indirect approach",
involving creating situations that lead learners to acquire communicative skills. Argues
that a significant shift is occurring in the second approach and raises questions regarding
communicative language teaching. Critiques CLT as a sole method for language
instruction and argues that grammatical competence falls short here. Advocates an
eclectic approach to
methodology in FL instruction.
Chamot, A. U. (1993). Student responses to learning strategy instruction in the foreign
language Classroom. Foreign Language Annals,
26(3), 308-321.
Teaching strategies/ aims/ background
Describes a study that is investigating the teaching of learning strategies to high school
and college students enrolled in beginning level Japanese classes and high school
students in beginning level Russian and Spanish classes. Learning strategy instructional
materials
correlated to each curriculum were implemented by participating teachers, and the effect
of the instruction on students was analyzed. Advocates learning strategy instruction as a
method of improving TL competence and performance. Study shows that strategies have
a
major effect on performance in school.
Crookes, G. (1997). What influences what and how second and foreign language
teachers teach? Modern Language Journal, 8(1), 67-79.
Teaching style / aims/ background
Discusses factors that influence teaching style: how teachers were taught; how teachers
were trained and this content; teacher’s colleagues and administration; exposure to new
ideas; materials available; type of students; personal views of learners. Discussion of
important influences on language teachers and their teaching focuses on the social
context of the school and on negative and positive influences of administration.
Administrative support is suggested as an important means of instructional improvement.
Criticisms of
foreign language teacher education are examined, and use of critical applied linguistics is
also suggested to help solve teaching problems.
Curtain, H. (1991). Methods in elementary school foreign language teaching. Foreign
Language Annals, 24(4), 323- 329.
Teaching appraoch and communication / aims/ background
Emphasizes meaningful communication as main goal in FL teaching at elementary level.
Advocates constant use of TL by teacher, while allowing for L1 interaction b/w
classmates and w/teacher if need be. This reduces stress and frustration that hamper LL.
Listening
comprehension seen as paramount. Discusses various activities and strategies for
fostering communication through use of visuals, body language, concrete examples, eye
contact, and rituals and routines.
Davidheiser, J. C. (1996). Grammar groups in the student-centered classroom. Foreign
Language Annals, 29(2), 271- 278.
student-centered method / aims/ background
Briefly reviews the way grammar has been taught over the last 30 years and explores a
successful student-centered method of grammar instruction in second-language classes
that can aid retention. Author argues for student-centered grammar approach based on
research
outcomes that show positive results from student-centered learning environments. Offers
a six-step lesson plan to accomplish this method.
Dupuy, B. C. (2000). Content-based instruction: Can it help ease the transition from
beginning to advanced foreign language classes? Foreign
Language Annals, 33(2), 205-223.
content-based instruction / aims/ background
Examines content-based instruction as a possible strategy for easing students' transition
from beginning to advanced foreign language courses, as well as for developing students'
interest in pursuing language study beyond required courses. Content-based instruction is
reviewed, four common models are outlined and compared, and research findings on
content-based models are examined.
Felder, R. M., & Henriques, E. R. (1995). Learning and teaching styles in foreign and
second language education. Foreign Language Annals,
28(1), 21-29.
Learning styles / aims/ background
Discusses different students’ learning styles and the teaching methods that they prefer.
Argues for variety of teaching methods in each lesson to accommodate all students’
learning styles and maintain interest.
Fischer, G. (1996). Tourist or explorer? Reflection in the foreign language classroom.
Foreign Language Annals, 29(1), 73-81.
Language and culture / aims/ background
Uses metaphors of "tourist" and "explorer" to illuminate the distinction between
acquiring linguistic forms and cultural facts on the one hand and using a second language
to construct an understanding of another social reality on the other. E-mail messages of
English and German students are used to illustrate this point. Advocates insightful
questioning to get at the heart of the cultural issue.
Lantolf, J. P. (1994). Sociocultural theory and second language learning. Modern
Language Journal, 78(4), 418- 420.
Constructivist approach/ aims/ background
From a Vygotskian perspective, discusses language symbols, mnemonics, and
cooperative learning.
Liddicoat, A.J. & Crozet, C. (2000). Teaching Languages, teaching cultures. Melbourne:
Language Australia.
Integration language/culture/ aims/ background
Larsen-Freeman, D. (1991). Second language acquisition research: Staking out the
territory. TESOL Quarterly, 25(2), 315-?
Students motiviation and profil/ aims/ background
Posits the question: "Why is it that all individuals with normal faculties successfully
acquire their L1 but meet w/different degrees of success when they attempt to master a
L2?" Argues that many different factors affect SLA: age, aptitude, social-psychological
factors,
attitude & motivation, personality, cognitive style, and learning strategies. Discusses
each factor and its possible impact on SLA.
Lo Bianco, J., Liddicoat, A.J. & Crozet, C. (1999). Striving for the third place :
intercultural competence through language education. Melbourne: Language Australia.
Little, G. D., & Sanders, S. L. (1989). Classroom community: A prerequisite for
communication. Foreign Language Annals, 22(3), 277-280.
Teaching communicative approach/ aims/ background
Comparison of beginning French and German classes in terms of communicative
activities and outcomes. Suggests that a "sense of community" needs to be developed
among students to effect true communication. Students must care, be attentive to each
other and the teacher, and activities must be meaningful and content-based.
Moeller, A. J. (1994). Content-based foreign language instruction in the middle school:
An experimental learning approach. Foreign Language
Annals, 27(4), 535- 544.
Content-based approach (lang/culture)/ aims/ background
A detailed comparison of the National Association of Secondary School Principals "An
Agenda for Excellence at the Middle Level" and literature on content-based foreign
language instruction reveals significant similarities in the curricular and instructional
goals endorsed for middle level learners. Argues for content-based instruction at middle
school age. Recommends inclusion of all four skill areas plus cultural exposure.
Oxford, R. (1997). Cooperative learning, collaborative learning, and interaction: Three
communicative strands in the language classroom.
Modern Language Journal, 81(4), 443-456.
Teaching communicative approach/ aims/ background
Discusses distinctions among these three strands of communication:cooperative learning,
i.e., a particular set of classroom techniques fostering learner interdependence as a route
to cognitive and social development; collaborative learning, which views learning as a
construction of knowledge within a social context; and interaction, which refers to
personal communication. Elaborates on each mode and underscores differences in light of
FL learning.
Oxford, R. & Shearin, J. (1994). Language learning motivation: Expanding the
theoretical framework. Modern Language Journal, 78(1),
12-28.
learners’motivation/ aims/ background
Several ways to extend the notion of second-language (L2) learning motivation are
discussed. The motivational materials and techniquesconsidered are well known in the
fields of general, industrial, educational, and cognitive developmental psychology but
have not been applied to the L2 field. Argues toward an expanded vision of L2 learning
motivation. The authors highlight four conditions that impede this learning and
motivation.
Papademetre, L & Scarino, A. (2000) Integrating Culture learning in the Languages
Classroom. Melbourne: Language Australia.
Integration language/culture/ aims/ background
Puren, C. (1994). La didactique à la croisée des méthodes. Essai sur l’écléctisme. Paris:
Didier.
Eclectic approach in language teaching; aims and background
Ramage, K. (1990). Motivational factors and persistence in foreign language study.
Language Learning, 40 (2), 189- 219.
Approach/ training (our approach would be different from this one)
Addresses motivational and attitudinal factors and their impact on continuation of FL
study beyond the second level in secondary schools of 2 different geographical locations.
Investigated French and Spanish classes via questionnaires. Correlations b/w grade in FL
class, grade level of student, and decision to continue or discontinue FL study. Students
starting FL study earlier were more likely to continue. Suggests promoting FL study as
means to proficiency rather than requirement or means to get into college.
Rollman, M. (1994). The communicative language teaching 'revolution; tested: A
comparison of two classroom studies: 1976 and 1993.
Foreign Language Annals, 27(2), 221-239.
Teaching communicative approach/ aims/ background
Defines communicative language teaching in light of two different classroom studies.
Makes comparisons and draws conclusions about progress of the profession in this much
touted area that is frequently misquoted and misnamed. Makes suggestions to effect
desired communication in the classroom.
Rosenbusch, M. H. (1991). Elementary school foreign language: The establishment
and maintenance of strong programs. Foreign Language
Annals, 24(4), 297-311.
Language programmes/ aims/ background
Discusses identification of successes and failures of early elementary programs w/a view
toward maintaining support for FL study beginning early and continuing throughout
schooling.
Sadow, S. (1994). Concoctions: Intrinsic motivation, creative thinking, frame theory,
and structured interactions in the language class.
Foreign Language Annals, 27(2), 241-251.
learners’motivation/ aims/ background
Discusses role of intrinsic motivation in use and success of "concoctions"--unusual
problems that have to be solved creatively in the FL classroom.
Schinke-Llano, L. (1993). On the value of a Vygotskian framework for SLA theory and
research. Language Learning, 43(1), 121-129.
Vygotskian theory/ aims/ background
Compares Vygotskian psycholinguistic theory to SLA research.
Twomey Fosnot, C. (1996). Constructivism : theory, perspectives, and practice. New
York : Teachers College Press.
Vygotskian theory/ aims/ background
American high school environment
Tschirner, E. (1992). From input to output: Communication based teaching techniques.
Foreign Language Annals, 25(6), 507-518.
Teaching communicative approach/ German / aims/ background
Communication-based teaching techniques are described that lead German language
students from input to output in a stimulating andmotivating learning environment. Input
activities are most useful for presenting speech acts, vocabulary, and grammar; output
activities, for fine-tuning those areas as well as for expanding students' productive skills.
Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological
Processes. Cambridge, MA: Harvard University Press, 1978.
Vygotsky, L. S. (1985). Thought and Language. Cambridge, MA: The M.I.T. Press,
1985.