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Making It Happen : Interaction in the Second Language Classroom : From Theory to Practice (2nd Edition), by Patricia Richard-Amato
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An invaluable sourcebook for teachers, Making It Happen (second edition) explores ways to create meaningful interaction in second language classrooms. Weaving theory and practice together, Richard-Amato has made the text both highly readable and scholarly. Part 1 establishes a solid theoretical foundation for meaningful interaction as the focus of the classroom; Part 2 examines numerous classroom methods and activities for use within an integrated curriculum; Part 3 raises practical issues concerning classroom management and organization; and Part 4 describes actual programs in action. Revised to address the issues most current in language teaching, the second edition offers new chapters on literacy development and language assessment. In addition, new sections highlight learning strategies, use of student portfolios, task-based instruction, theme cycles, the role of grammar in the classroom, and more. A Related Readings section highlights some of the significant concepts in language acquisition theory for further reflection and discussion.
- Sales Rank: #2295712 in Books
- Published on: 1995-08
- Original language: English
- Number of items: 1
- Dimensions: .89" h x 6.88" w x 9.24" l, 1.57 pounds
- Binding: Paperback
- 480 pages
Most helpful customer reviews
1 of 2 people found the following review helpful.
TExt Book
By Tamyra Williams
This is definitely a text book. Lots of information for someone looking for information about ESL instruction.
0 of 1 people found the following review helpful.
Fast delivery, good quality
By Maria E Azagra
Fast delivery, good quality and good price. It was everything I was looking for, the product met all my expectations.
3 of 53 people found the following review helpful.
making it happen interaction in the second language classroo
By charlotte
Another question about the book: 1B- In spite of the many similarities between first and second language learning, the important differences must be considered in curriculum development. What implications might they have, particulary for planning the content of language programs?
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