ERIC Number: ED425469
Record Type: Non-Journal
Publication Date: 1999
Reference Count: N/A
An Integrated Language Perspective in the Elementary School: An Action Approach. Third Edition.
Pappas, Christine C.; Kiefer, Barbara Z.; Levstik, Linda S.
This updated third edition is a handbook for teachers to bring the reflective inquiry emphasis of integrated curriculum theory to life in the elementary and middle school classroom. It takes an action approach to implement theory and practice in educating students for a democratic, multicultural society. The five major interrelated emphases in the book are: a social, functional view of language and language learning; ideology; important content should be included in thematic units; student-inquiry is the core of children's learning; and integrated language teachers are passionate, collaborative, reflective teachers. After an introduction, chapters in the book are: (1) The Theory of the Integrated Language Perspective; (2) Children and Teachers in an Integrated Language Classroom; (3) Planning Thematic Units; (4) Prototypes for Integrated Language Classrooms; (5) More Ideas To Integrate the Curriculum; (6) Learning about Written Language; (7) More How-To: Action Approaches in Integrated Language Classrooms; (8) Learning Kid-Watching Procedures and Techniques; (9) Evaluation and Accountability; and (10) Developing an Antiracist, Multicultural Community. Each chapter includes references and, where appropriate, lists of children's literature. Guidelines for teacher inquiry are attached. (RS)
Descriptors: Action Research, Elementary Education, Integrated Curriculum, Junior High Schools, Language Acquisition, Language Arts, Middle Schools, Reflective Teaching, Student Evaluation, Teacher Student Relationship, Thematic Approach
Addison Wesley Longman, Inc., 1 Jacob Way, Reading, MA 01867; Tel: 617-944-3700; Tel: 800-447-2226 (Toll Free); Fax: 617-944-9531. ($34.95).
Publication Type: Books; Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Authoring Institution: N/A