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Preparing graduate student teachers for advanced content-based instruction: Exploring content through grammatical matter
|Title:||Preparing graduate student teachers for advanced content-based instruction: Exploring content through grammatical matter|
|Date Issued:||01 Jan 2011|
|Publisher:||Heinle Cengage Learning|
|Citation:||Ryshina-Pankova, M. (2011). Preparing graduate student teachers for advanced content-based instruction: Exploring content through grammatical matter. The American Association of University Supervisors, Coordinators and Directors of Foreign Languages Programs (AAUSC), 82-103. http://hdl.handle.net/102015/69698|
|Abstract:||The challenge of integrating language and content instruction, especially at the|
advanced proficiency levels, has been central for the profession and is described
as such in the 2007 MLA Report and in other recent publications. Graduate students
who, as practice shows, have not really experienced integrated instruction
themselves need to be equipped with the knowledge and tools to implement it.
This paper reports on the preparation of graduate student instructors to teach
content- and language-integrated courses by introducing them to the notion of
grammatical metaphor as particularly important for meaning making in advanced
literacy texts. Specifically, this chapter presents materials for exploring the form
and function of grammatical metaphor with graduate students and illustrates how
they successfully utilize the concept in an independent materials development
project for a unit on German history in an upper-level course.
|Appears in Collections:||
2011 EDUCATING THE FUTURE FOREIGN LANGUAGE PROFESSORATE FOR THE 21ST CENTURY|
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