“Common Ground is accessible to teachers at all levels yet firmly rooted in current questions of second language acquisition (SLA). One of its primary strengths is the authors themselves, both of whom are accomplished language teachers who understand the challenges and opportunities in communication-focused language teaching. Their experience, expertise, insight, and enthusiasm for language teaching translate into a book that is refreshingly practical for teachers, especially teachers who are striving to break from traditional drills commonly presented in textbooks. I hope this book finds its way into the hands of every language teacher who is looking for concrete examples of how SLA principles meet the realities of the classroom."
—Stacey Margarita Johnson, Vanderbilt University
Author(s): Florencia G. Henshaw, Maris D. Hawkins
Edition: 1
Publisher: Focus
Year: 2022
Language: English
Pages: 216
Tags: second language aquisition, sla
Front cover
Half title
Title page
Copyright page
Contents
Preface
Some Notes on Terminology
Section I: SLA and Pedagogy
Chapter 1: Guiding Principles
What Do I Need to Know?
Defining Acquisition
Defining Communication
The Three Modes of Communication
First versus Second Language Acquisition
The Role and Challenges of Language Teachers
What Does It Look Like in the Classroom?
Example 1: Transforming Grammar Drills
Example 2: Transforming Dictation Activities
Example 3: Interpretive Communication Activity
Example 4: Presentational Communication Activity
Example 5: Interpersonal Communication Activities
Now That You Know
Discussion and Expansion Questions
Observation and Application Activities
Chapter 2: Goals and Assessment
What Do I Need to Know?
Understanding Proficiency Levels
Proficiency versus Performance
Planning for Proficiency through Performance
Assessing and Evaluating Performance
Pros and Cons of Integrated Performance Assessments
Considerations for Effective Rubrics
Intercultural Communication Goals
What Does It Look Like in the Classroom?
Example 1: Thematic Unit for Novice Level
Example 2: Adapted IPA and Rubrics for Novice Level
Example 3: Thematic Unit for Intermediate/Advanced Level
Example 4: Adapted IPA for Intermediate/Advanced Level
Example 5: Activity on Products, Practices, and Perspectives
Now That You Know
Discussion and Expansion Questions
Observation and Application Activities
Section II: Interpretive Communication
Chapter 3: Input
What Do I Need to Know?
Characteristics of Input
The (Comprehensible) Input Hypothesis
Sources of Input
Compelling Learners to Understand
Comprehension Checks
The Role of Input
Focus on Form
Structured Input Activities
What Does It Look Like in the Classroom?
Example 1: Day 1 of Class
Example 2: Introducing a New Topic
Example 3: Engaging Students with Authentic Resources
Example 4: Working with Infographics
Example 5: Input Bracketing
Example 6: Class Surveys
Example 7: Storytelling with Drawing
Example 8: Logic Puzzles
Example 9: Memory Games
Now That You Know
Discussion and Expansion Questions
Observation and Application Activities
Chapter 4: Reading, Listening, Viewing
What Do I Need to Know?
The Importance of Interpretive Proficiency
Engaging with Oral versus Written Texts
Selecting Texts
Reading and Listening Strategies
Components of Interpretive Communication Lessons
What Does It Look Like in the Classroom?
Example 1: Short Informational Texts (Interpretive Reading)
Example 2: Back-to-School Commercial (Interpretive Listening)
Example 3: Asynchronous Interview (Interpretive Listening)
Example 4: Animated Legend (Interpretive Listening/Viewing)
Example 5: Newspaper Article (Interpretive Reading)
Now That You Know
Discussion and Expansion Questions
Observation and Application Activities
Section III: Presentational and Interpersonal Communication
Chapter 5: Output
What Do I Need to Know?
Characteristics of Output
The Output Hypothesis
The Role of Output
Process versus Product
Scaffolding the Process
What Does It Look Like in the Classroom?
Example 1: Animated Video (Presentational Speaking)
Example 2: Texting Dialogues (Presentational Writing)
Example 3: Class Mascot Pitch (Presentational Writing)
Example 4: For Sale (Presentational Writing)
Example 5: Fan Fiction (Presentational Writing)
Example 6: Mini-Research Study (Presentational Speaking)
Example 7: Interactive Fiction (Presentational Writing)
Example 8: Business or Product Pitch (Presentational Speaking)
Example 9: Study Abroad Essay (Presentational Writing)
Now That You Know
Discussion and Expansion Questions
Observation and Application Activities
Chapter 6: Interaction
What Do I Need to Know?
Characteristics of Interpersonal Communication
The Interaction Hypothesis
Negotiation of Form and Meaning
The Role of Interactional Feedback
Interlocutor Characteristics
Scaffolding Interaction
Characteristics of Tasks
Types of Tasks
What Does It Look Like in the Classroom?
Example 1: Menus (Info-Gap Task)
Example 2: Shopping (Info-Gap Task)
Example 3: Planning an Itinerary (Decision-Making Task)
Example 4: Mystery Interviewee
Example 5: Visual Analysis through Picture Talk
Example 6: Simulated Interview
Example 7: Book Club Chat
Now That You Know
Discussion and Expansion Questions
Observation and Application Activities
Epilogue: Reality Check
Frequently Asked What-Ifs
Wrapping Up
Works Cited
Back cover
