ERIC Number: ED433725
Record Type: RIE
Publication Date: 1998-Dec
Writing in the Foreign Language Curriculum: Soup and (Fire)crackers.
An instructional module designed to help prepare college-level teaching assistants (TAs) for their duties in second language instruction is presented. The module's focus is on second language writing instruction. It first considers the role that writing plays in the teacher's life and the lives of the students, the teacher's attitudes toward writing and its teaching, and the purpose of learning to write in a foreign language. It then looks at various writing tasks and how they might be integrated into a beginning-level, communicatively-based foreign language course. Finally, it examines different systems for evaluating students' written work, and some of the effects evaluation can have on subsequent foreign language writing. It is anticipated that upon completion of the module, the TA will be able to (1) justify a multifaceted, communicative approach to writing during the early stages of second language learning, (2) evaluate the design of a writing task for beginning-level language learners, and (3) determine which evaluation criteria are most appropriate for specific types of writing tasks and learners. Contains 41 references. (MSE)
Descriptors: Classroom Techniques, College Instruction, Communicative Competence (Languages), Dictionaries, Feedback, Graduate Students, Higher Education, Introductory Courses, Language Teachers, Second Language Instruction, Teacher Education, Teaching Assistants, Writing Evaluation, Writing Exercises, Writing Instruction
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: Center for International Education (ED), Washington, DC.
Authoring Institution: Center for Applied Linguistics, Washington, DC.
Note: In its: Out of Class Learning Experiences and Students' Perceptions of Their Impact on English Conversation Skills; see FL 025 966.