Using Big Books: A Standards‐Based Instructional Approach for Foreign Language Teacher Candidates in a PreK–12 Program

Abstract

Foreign language teacher candidates learn to bring literacy in second languages (L2s) to children through a standards‐based task in which they develop a thematic instructional unit, implement the lessons in foreign language enrichment classes in an urban school, and reflect on student learning. To teach reading in an L2 requires knowledge of literacy theories, first language (L1) reading practices, L2 reading practices, second language acquisition (SLA), and Standards for Foreign Language Learning (National Standards, 1999). For the last several years, teacher candidates developed “big book” units after studying current literacy theory and practice. The task of designing and implementing a big book and teaching unit afforded them experience that had pedagogical benefits. As they gained knowledge of techniques for learners' acquisition of interpretive skills, candidates expressed the value of their learning experiences and opportunities. These teacher candidates also articulated an appreciation that reading, as a tool within a familiar and meaning‐based context (Curtain & Dahlberg, 2004), is essential in L2 learning.

Future directions in assessment: Influences of standards and implications for language learning

“…However, the extent to which teacher candidates, and all learners for that matter, interpret video‐based news broadcasts, target language materials that are accessed via technology and/or social media, and entertainment media (movies, documentary, television, and on‐demand video) is unclear. Since students’ classroom language learning experience relies on teacher candidates’ and in‐service teachers’ ability to provide access to authentic listening‐viewing texts—and evidence suggests that teachers do value and provide such experiences (see Colville‐Hall & O'Connor, ; Lozano, Padilla, Sung, & Silva, )—research into the most effective ways of helping learners to understand such texts and the impact of these instructional approaches on student motivation and learning is needed (see Acheson & Nelson, ; White, ).…”

“…A body of current research has investigated the extent to which the standards and the proficiency movement have influenced teacher education (Colville‐Hall & O'Connor, ; Wilbur, ). First, many states have mandated that preservice teachers obtain an official ACTFL computerized OPI or OPI test score of Advanced Low or Intermediate High (ACTFL and CAEP, ) as required in their target language for K–12 certification and/or that they pass the portfolio/task‐based Education Teaching Performance Assessment (edTPA; see Behney, , for an overview).…”

Developing Literacy Reading Teaching Materials by Using Big Books as an Effort to Build the 2nd Grade Students' Characters in Elementary School

“…The concerns are also caused by students' uncontrollable attitude as informed from the media. Some recent cases occurred: (1) on November 14, 2014 some male students beat a female student (Bukittinggi-West Sumatera), (2) (Parwito, 2014).…”

“…The understanding of the text content is also influenced by the application of the actual reading process. The actual reading process consists of three stages: (1) pre-reading, (2) while-reading, (3) post-reading (Somadayo, 2011: 35-38). The reading process also involves the use of correct reading text.…”

Learning Literation for the Children Victims of Sinabung Mountain Disaster in Siosar Relocations

“…Child traumatized by disaster, (2). School activities were carried out in makeshift tents (the number of tents were 3, 1 tents filled with 2 classes, so 3 tents had 6 six classes), (3). Limited facilities, facilities and infrastructure (development stage).…”