PROFESSIONAL DEVELOPMENT
Methods and Approaches—Texts
NEW TITLE!
TEACHER’S HANDBOOK
Third Edition
JUDITH L. SHRUM, Virginia Polytechnic Institute
and State University, and EILEEN W. GLISAN,
Indiana University of Pennsylvania
416 pages. Paperbound. 8 x 10. ©2005.
ISBN: 1-4130-0462-8.
A must-have for every present and future lan-
guage teacher, this bestseller enables instructors
to put into practice current theories about
learning and teaching. Each chapter of
Teacher’s Handbook assists language professionals
in developing a contextualized approach to
language teaching that is based on meaningful
language use, real-world communication, and
interaction among language learners.
NEW TO THIS EDITION

A new preliminary chapter, which focuses
on the architecture of the profession and
teacher standards, serves as an orientation
for new language instructors.

Several new themes have been added to
the Conceptual Orientation sections: Cross
Cultural Adaptability Inventory, develop-
ing advanced-level proficiency, empower-
ing students through assessment, oral con-
versational repair, classroom assessment
techniques (CATs), conversion of rubric
scores to grades, and differentiated instruc-
tion.

Virtually all case studies have been revised
or replaced with new, more engaging and
illustrative cases. All case studies were
inspired by real classroom scenarios with
real teachers and real students, and as such,
reflect the reality of today’s elementary,
secondary, and post-secondary foreign lan-
guage classrooms.

The themes of assessment and technology
have been integrated into all chapters, pro-
viding information and ideas about assess-
ment and technology as they relate to the
particular chapter theme.
Page 136

The Standards for Foreign Language Learning
in the 21st Century, the ESL Standards for
Pre-K-12 Students, the new ACTFL/
NCATE Program Standards for the
Preparation of Foreign Language Teachers, and
TESOL/NCATE Program Standards for
P–12 Teacher Education Program have been
incorporated as threads that tie the theory
to the teaching applications throughout
the text.

Abundant, updated appendices provide
easy access to the most up-to-date infor-
mation and useful instructor resources.
KEY FEATURES

Teacher’s Handbook emphasizes real-world
practice by presenting a concise theoretical
review followed by provocative case stud-
ies that illustrate contextualized methods
for teaching ESL and foreign language
proficiency.

Appropriate for elementary, secondary, and
post-secondary instructors, the Teacher’s
Handbook also includes extensive appen-
dices covering professional organizations,
publications, and performance standards
for teachers and students.

Teacher’s Handbook is geared toward teacher
training courses in college foreign lan-
guage departments. Many TAs/GSIs teach-
ing lower-division language courses are
required to take a methods course, or are
education majors, or are students pursuing
a teaching credential.
ANCILLARIES
Book Companion Website
http://thandbook.heinle.com
This FREE information- and activity-packed
website is linked to every chapter in the text.
It features new standards-based View and
Reflect video segments that show teaching
practices in real classrooms, as well as links to
the best teacher-created and authentic materi-
als. Icons within each chapter signal that
important information and extension materials
may be found on the website.
CONTENTS
Preliminary: Becoming Familiar with the
Profession and Expectations for Language
Teachers.
Architecture of the Profession. Expectations
for Language Teachers: A Continuum of
Teacher Standards. Investigate and Reflect:
Learning About Your Language-Specific
National Organization and Your State
Thomson Heinle — http://worldlanguages.heinle.com
Language Association; Learning About Your
Regional Language Conference; Familiarizing
Yourself With Foreign Language Resources;
Comparing Teacher Standards Across the
Career Continuum.
1. Understanding the Role of
Contextualized Input, Output, and
Interaction in Language Learning.
Conceptual Orientation. Observe and
Reflect: Observing a Child Interacting in
L1; Alternative Observation of a Child
Interacting in L1; Observing a Beginning
L2 Class. Discuss and Reflect: Creating
Real Conversational Models; Using Songs
to Engage Learners.
2. Contextualizing Language Instruction
to Address Goals of the Standards for
Foreign Language Learning.
Conceptual Orientation.Teach and
Reflect: A Roman Election;
Contextualizing the Teaching of a Past
Tense Grammar Point; Applying the
Standards to the Post-Secondary Level.
Discuss and Reflect:Textbook Evaluation:
A Look at the Use of Context in
Exercises; Developing a Top-down ESL
Lesson.
3. Organizing Content and Planning for
Integrated Language Instruction.
Conceptual Orientation.Teach and
Reflect: Planning for Instruction;Writing
Daily Lesson Objectives and a Daily
Lesson Plan. Designing a Unit of
Instruction: Developing a Content-Based
Level Five Foreign Language Class. Discuss
and Reflect:The Effect of Class
Scheduling on Planning for Instruction;
Analyzing the Use of Content and
Context in a Japanese Lesson.
4. Connecting Language Learning to the
Elementary School Curriculum.
Conceptual Orientation.Teach and
Reflect: Designing a Content-Based
Elementary School Lesson; Developing a
Storytelling Lesson. Discuss and Reflect:
Teaching First Grade Content in French;
Implementing an Elementary School
Language Program.
5. Integrating Language Study in the
Middle School Curriculum.
Conceptual Orientation.Teach and
Reflect: Developing Culture-Specific
Examples of the Three Ps; Unit and
Lesson Design Around a Story, Myth, or
Folktale; Analyzing Lesson Plans for Three
Ps. Discuss and Reflect: Exploratory vs.
Sequential Middle School Programs; It’s
McLicious! Staying in the Target
Language.
6. Using an Interactive Approach to
Develop Interpretive Skills.

Conceptual Orientation.Teach and
Reflect: Using the Interactive Model to
Explore an Authentic Printed Text; Using
the Interactive Model to Explore an
Authentic Taped Segment. Discuss and
Reflect. Developing Interpretive Listening:
Scripts or No Scripts?; Reading Aloud.
7. Using a Story-Based Approach to Teach
Grammar.
Conceptual Orientation.Teach and
Reflect: Examining Grammar
Presentations in Textbooks; Designing a
Story-Based Language Lesson; Developing
a PACE Lesson for the Post-Secondary
Level. Discuss and Reflect: Using a Story-
Based Approach to Teach Reflexive Verbs;
Contrasting Explanations of Form.
8. Developing Oral and Written
Interpersonal Communication.
Conceptual Orientation.Teach and
Reflect: Creating Information-Gap
Activities for Various Levels of Instruction;
Integrating Speaking with Oral or Printed
Texts; Integrating Advanced-Level
Discourse at the Post-Secondary Level.
Discuss and Reflect: Interpersonal
Speaking? I Already Do That!; Friday Is
Culture Day.
9. Developing Oral and Written
Presentational Communication.
Conceptual Orientation.Teach and
Reflect: Designing a Presentational
Process-oriented Writing Activity for
Secondary Levels or Beyond; Finding the
Oral and Written Presentational Elements
in Prepared Project Unit. Discuss and
Reflect: A Play for My “Buddies”;
Integrating Peer Revision into the
Presentational Writing Process.
10. Addressing Student Diversity in the
Language Classroom.
Conceptual Orientation.Teach and
Reflect: Designing a Lesson Appropriate
for Diverse Learning Styles;Working
within Communities. Discuss and Reflect:
Preparing to Teach Special Education
Spanish I and II Classes; Cultural Diversity
in a Small Rural Community.
11. Assessing Standards-Based Language
Performance in Context.
Conceptual Orientation.Teach and
Reflect: Analyzing and Adapting a
Traditional Test; Adding An Authentic
Dimension to a Performance-Based
Assessment Task. Discuss and Reflect:
Developing Authentic Assessment Tasks
and Rubrics.
12. Using Technology to Contextualize and
Integrate Language Instruction.
Conceptual Orientation.Teach and
Reflect. Discuss and Reflect.
Thomson Heinle — Your Specialized Language Publisher
PROFESSIONAL DEVELOPMENT 2005
Methods and Approaches—Texts 
TEACHING LANGUAGE IN LANGUAGE: ITS STRUCTURE
CONTEXT AND USE
Third Edition Fourth Edition
ALICE OMAGGIO HADLEY, University of EDWARD FINEGAN, University of Southern
Illinois Urbana, Champaign California
512 pages. Paperbound. 1-color. 7-3/8 x 9-1/4. ©2001. 656 pages. Paperbound. 1-color. 7-3/8 x 9-1/4. ©2004.
ISBN: 0-8384-1705-1. ISBN: 0-8384-0794-3.
Teaching Language in Context is THE essential, Finegan’s best selling text, Language: Its
must have methods text for anyone teaching Structure and Use, Fourth Edition maintains its
or learning to teach a foreign language. relevance with new emphasis on the political
and social aspects of language including
KEY FEATURES Applications to the Professions.

Teaching Language in Context weaves infor- NEW TO THIS EDITION
mation about the National Standards and
technology throughout the chapters, and
Chapter 1, “Language and Linguistics,”
includes updated materials on such key now contains coverage on the political
topics as assessment, student-centered and social aspects of language, helping stu-
instruction, and content-based programs. dents understand how language affects

Text-tied website:The companion website their own lives.
features a free online workbook with
New Applications to the Professions locat-
activities based on the book, and links to ed in every chapter contain student exer-
organizations. cises that address specific problems and
issues of language study in diverse majors
ANCILLARIES and occupations.

A completely revised Chapter 5, “The
Book Companion Website Structure of Phrases and Sentences:
http://tlc.heinle.com Syntax,” helps students balance the various
Provides supplementary activities for students theoretical approaches: transformational,
and resources for instructors. functional, and traditional.

Chapter 11, “Language Variation among
Social Groups: Dialects,” has been thor-
CONTENTS
oughly revised to include coverage of cur-
rent dialect shifts.
1. On Knowing a Language

Approximately 30 new photographs and
2. On Learning a Language
realia demonstrate to students that lan-
3. On Teaching a Language
guage issues surround them, inform their
4. The Role of Context in
daily lives, and matter to society.
Comprehension and Learning

The website features audio files of various
5. A Proficiency-Oriented Approach to
language, vocabulary and phrases con-
Listening and Reading
tained in the companion workbook,
6. Developing Oral Proficiency
Looking at Languages: A Workbook in
7. Becoming Proficient in Writing
Elementary Linguistics.
8. Teaching for Cultural Understanding
9. Classroom Testing
KEY FEATURES

Part 1, “Language Structures,” covers the
six foundation areas of linguistics, giving
students a strong understanding of the lin-
guistics field.

Part 2, “Language Use,” offers unique and
comprehensive coverage of pragmatics,
speech acts, and registers.
Page 137
PROFESSIONAL DEVELOPMENT 2005
 Methods and Approaches—Texts

Two complete chapters on historical lin-
guistics, Chapter 13, “ Language Change
over Time: Historical Linguistics,” and
Chapter 14, “Historical Development in
English,” provide students with a historical
view of the discipline.

Chapter exercises are divided into those
based on English and those based on other
languages, thus allowing instructors to
choose which type their students need.

Consistent attention to the impact of new
technologies: Computers and Language fea-
tures in every chapter demonstrate how
new technologies aid linguists and to what
purposes; and Internet Resources at chapter’s
end provide annotated URLs for further
study and research. Bulleted chapter sum-
maries allow students to focus on each
point and help to clarify their understand-
ing of the sometimes technical material.

What Do You Think? chapter openers give
anecdotes with questions that help moti-
vate students to understand the impor-
tance of the chapter topics.

An accompanying workbook, Looking at
Languages: A Workbook in Elementary
Linguistics,Third Edition provides a wealth
of exercises that ask students to analyze
linguistic data.
ANCILLARIES
Answer Key
ISBN: 0-8384-4659-0
Provides the answers to the exercises in the
text.
Book Companion Web Site
Provides supplemental activities for students
and resources for instructors.
Looking at Languages: A Workbook in
Elementary Linguistics, Third Edition
ISBN: 0-8384-0795-1
Used with any introductory language and lin-
guistic text, this workbook provides exercise
problems from 30 languages, including a sig-
nificant number in English.
Workbook Answer Key for
Frommer/ Finegan’s Looking at Languages:
A Workbook in Elementary Linguistics,
Third Edition
ISBN: 0-8384-4661-2
Provides the answers to the exercises in the
workbook.
CONTENTS
PART I: LANGUAGE STRUCTURES
1. Languages and Linguistics
2. Words and Their Parts: Lexicon and
Morphology
3. The Sounds of Language: Phonetics
4. The Sound Systems of Language:
Phonology
5. The Structure of Phrases and
Sentences: Syntax
6. The Study of Meaning: Semantics
Page 138
7. Language Universals and Language
Typology
PART II: LANGUAGE USE
8. Information Structure and Pragmatics
9. Speech Acts and Conversation
10. Language Variation across Situations of
Use: Registers
11. Language Variations among Social
Groups: Dialects
12. Writing
PART III: LANGUAGE CHANGE AND
LANGUAGE DEVELOPMENT
13. Language Change over Time: Historical
Linguistics
14. Historical Development in English
15. Acquiring First and Second Languages
Glossary
Index
Index of Languages
Index of Internet Sites
Index of Videos
TEACHING WITH TECHNOLOGY
LARA LOMICKA, Editor, University of South
Carolina, JESSAMINE COOKE-PLAGWITZ,
Editor, Northern Illinois University, and
ROBERT M. TERRY, Series Editor
320 pages. Paperbound. 1-color. 6 x 9. ©2004.
ISBN: 1-4130-0046-0.
The ideal supplement to any teaching meth-
ods course, Teaching with Technology addresses
ways in which technology can be adapted to
suit various teaching methodologies and inte-
grated into the foreign language
curriculum.
KEY FEATURES

Introduces the latest trends and current
technological advances.

Practical applications of technology in the
foreign language classroom are presented
in the form of best practices articles from
instructors in the foreign language teach-
ing community.

Addresses ways in which technology can
be adapted to suit various teaching
methodologies.
ANCILLARIES
Book Companion Website
Provides supplementary activities for students.
Thomson Heinle — http://worldlanguages.heinle.com
CONTENTS
SECTION 1: TECHNOLOGICAL
TOOLS FOR LANGUAGE TEACHING.
JOAN CLIFFORD, SAMANTHA EARP,
DEB REISINGER: Course Management
Systems and Foreign Language Curricula:
The Case of Blackboard at Duke University.
FERNANDO RUBIO: On-line Feedback in
Foreign Language Writing.
EKATERINA NEMTCHINOVA: Creating
Original Language Teaching Materials with
Presentation Software.
JEAN LELOUP, ROBERT PONTERIO:
FLTEACH: On-line Professional
Development for Preservice and Inservice
Foreign Language Teachers.
SECTION 2: COURSE DEVELOP-
MENT & DESIGN.
SILVIO AVENDANO: Surfing Together:
Training EFL Teachers to Use the Internet.
LARA LOMICKA, GILLIAN LORD:
Going Virtual: Inviting Guests into the
Classroom.
CHERYL KRUEGER: Humanizing
Language Courses with Technology, Songs,
and Film.
JESSAMINE COOKE-PLAGWITZ: Using
the Internet to Train Language Teachers to
Use the Internet: A Special Topics Course
for Teachers of German.
JÖRG WALTJE: Wireless Tutoring Forums.
CAROLINE SCHAUMANN, ANNE
GREEN: Enhancing the Study of Literature
with the Web: Collaborative Projects for
Advanced German.
SECTION 3: DIGITAL VIDEO &
STREAMING.
COLLEEN RYAN-SCHEUTZ: Progretto
Italica: Integrating On-line Courseware
Through Student Web Page Term Projects.
JUNKO UENO, MARK KNOWLES:
Enhancement of Student Creativity and
Motivation Using Japanese Adobe
PhotoShop Elements.
SUSAN CARPENTER BINKLEY: Using
Digital Video of Native Speakers to Enhance
Listening Comprehension and Cultural
Competence.
DIANNA L. MURPHY, BONNIE L.
YOUNGS: From the Classroom to the
Web: applying Best Practices from Foreign
Language Education in the Development of
Web-based Listening Materials.
SÉBASTIEN DUBREIL: When Students
Become Directors: Redefining the role of
the Learner in the Foreign Language
Classroom.
GLENN S. LEVINE, SUSAN MORSE:
Integrating Diverse Digital Media in a
Global Simulation German Course.
SECTION 4: COMPUTER-MEDIATED
INTERACTION.
REBECCA L. CHISM: Electronic Message
Boards: Conversations and Communications
Beyond the Classroom.

J. SCOTT PAYNE: Making the Most of
Synchronous and Asynchronous Discussion
in Foreign Language Instruction.
LAWRENCE WILLIAMS: Preparing
Students to Use Real-Time Chat in a
Language-Learning Environment.
SALLY SIELOFF MAGNAN, MARCY
FARRELL, MING-FONG JAN, JINA
LEE, CHUNG-PEI TSAI, ROBIN
WORTH: Wireless Communication:
Bringing the Digital World into the
Language Classroom.
EILEEN KETCHUM: Bridging the Gap
between Language and Literature: E-mail
Exchanges in the FL Classroom.
SECTION 5: RESEARCH IN CALL
ENVIRONMENTS.
CAROL A. CHAPELLE, LILY COMP-
TON, ESTHER KON, SHANNON
SAURO: Theory, Research & Practice in
CALL: Making the Links.
CAROLYN GASCOIGNE: Distance
Education and Foreign Language Learning:
Discerning Muted Voices.
DOROTHY M. CHUN, EVELYN
REDER WADE: Collaborative Cultural
Exchanges with Asynchronous CMC.
LINA LEE: Perspectives of Nonnative
Speakers of Spanish on Two Types of On-
line Collaborative Exchanges: Promises and
Challenges.
Thomson Heinle — Your Specialized Language Publisher
PROFESSIONAL DEVELOPMENT 2005
AN INTRODUCTION TO
LANGUAGE
Seventh Edition
VICTORIA FROMKIN, Late, University of
California, Los Angeles, ROBERT RODMAN,
North Carolina State University, and NINA
HYAMS, University of California, Los Angeles
680 pages. Paperbound. 1-color. 7-3/8 x 9-1/4. ©2003.
ISBN: 0-15-508481-X.
An Introduction to Language is ideal for use at
all levels and in many different areas of
instruction including education, languages,
psychology, anthropology, teaching English as a
Second Language (TESL), and linguistics. All
chapters in this best-seller have been substan-
tially revised to reflect recent discoveries and
new understanding of linguistics and lan-
guages.
NEW TO THIS EDITION

Chapter 8, “Language Acquisition,” has
been completely rewritten, reflecting the
expertise of the new co-author, Nina
Hyamns.

Chapter 2, “Brain and Language” has been
significantly revised to reflect new findings
and progress in the field.

Chapter 7, “Phonology:The Sound
Patterns of Language,” now discusses cur-
rent paradigms and emphasizes insights on
linguistic data accompanied by small
amounts of wellexplicated formalisms.
Thus the student can appreciate the need
for formal theories without experiencing
the burdensome details.

In Chapter 9, “Language Processing:
Human and Computer,” the section on
psycholinguistics has been updated to
include recent discoveries, and the section
on computational linguistics has been
entirely revised to reflect progress in
machine translation, speech synthesis,
speech recognition, and language under-
standing.

Chapter 10, “Language in Society,” offers a
new section on language and sexism.

Chapter 11, “Language Change:The
Syllables of Time,” includes a greatly
expanded section on language extinction;
and the chapter has also been restructured
to improve clarity.
Methods and Approaches—Texts 

Chapter 12, on writing systems, discusses
communicating over the Internet.

New exercises have been added, but the
tried and true exercises of previous edi-
tions have been retained.

The glossary has been revised and
expanded.
KEY FEATURES

Assuming no prior knowledge, An
Introduction to Language is appropriate for a
variety of majors and has been used at
both undergraduate and graduate levels.

Up-to-date descriptions of all major com-
ponents of language—phonetics , phonol-
ogy, morphology, syntax, semantics, and
pragmatics—are discussed at an introduc-
tory level.

Discussions of American Sign Language,
and other sign languages of deaf people,
are woven throughout so that readers can
appreciate that they are bona fide human
languages with many of the same charac-
teristics that are equivalent to spoken lan-
guages.

Every chapter ends with a summary to
help the student review, a comprehensive
list of references, suggestions for further
reading, and exercises.
ANCILLARIES
Instructor’s Manual
ISBN: 0-15-508487-9
Contains teaching tips, syllabus planning, and
lesson organization.
CONTENTS
PART I: THE NATURE OF HUMAN
LANGUAGE.
1. What Is Language?
Linguistic Knowledge. Knowledge of the
Sound System. Knowledge of Words.
Arbitrary Relation of Form and Meaning.
The Creativity of Linguistic Knowledge.
Knowledge of Sentences and
Nonsentences. Linguistic Knowledge and
Performance.What Is Grammar?
Descriptive Grammars. Prescriptive
Grammars.Teaching Grammars. Language
Universals.The Development of
Grammar. Sign Language: Evidence for
Language Universals. American Sign
Language (ASL). Animal “Languages”.
“Talking” Parrots”The Birds and the Bees.
What We Know about Language.
Summary. References for Further
Reading. Exercises.
2. Brain and Language.
The Human Brain.The Modularity of the
Brain. Evidence from Childhood Brain.
Lesions. Split Brains. Further Experiments.
More Evidence for Modularity. Aphasia.
Distinct Categories of Conceptual
Page 139
PROFESSIONAL DEVELOPMENT 2005
 Methods and Approaches—Texts
Knowledge.The Autonomy of Language.
Asymmetry of Abilities. Laura.
Christopher. Genetic Evidence for
Language. Autonomy. Language and Brain
Development.The Critical Period. A
Critical Period for Bird Songs.The
Evolution of Language. In the Beginning:
The Origin of Language. God’s Gift to
Mankind? The First Language. Human
Invention or the Cries of Nature? The
Development of Language in the Species.
Summary. References for Further
Reading. Exercises.
PART II: GRAMMATICAL ASPECTS
OF LANGUAGE.
3. Morphology: The Word of Language.
Dictionaries. Content Words and Function
Words. Morphemes:The Minimal Units of
Meaning. Bound and Free Morphemes.
Prefixes and Suffixes. Infixes. Circumfixes.
Roots and Stems. Huckles and Ceives.
Rules of Word Formation. Derivational
Morphology.The Hierarchical Structure of
Words. More About Derivational.
Morphemes. Lexical Gaps. Rule
Productivity. “Pullet Surprises”. Sign
Language Morphology.Word Coinage.
Compounds. Meaning of Compounds.
Universality of Compounding. Acronyms.
Back-Formations. Abbreviations.Words
from Names. Blends. Grammatical
Morphemes. Inflectional Morphemes.
Exceptions and Suppletions. Morphology
and Syntax. Morphological Analysis:
Identifying Morphemes. Summary.
References for Further Reading. Exercises.
4. The Sentence Patterns of Language.
Grammatical or Ungrammatical? What
Grammaticality Is Based On.What
Grammaticality Is Not Based On.What
Else Do You Know about Syntax?
Sentence Structure. Syntactic Categories.
Phrase Structure Trees. Heads and
Complements Selection.What Heads the
Sentence? The Infinity of Language.
Phrase Structure Rules. Growing Trees:
The Relationship between Phrase
Structure Rules and Phrase Structure
Trees. Structural Ambiguities.Trees That
Won’t Grow. More Phrase Structure
Rules. Sentence Relatedness.
Transformational Rules. Structure
Dependent Rules. Syntactic
Dependencies. “Wh-” Questions. UG
Principles and Parameters. Sign Language
Syntax. Summary. References for Further
Reading. Exercises.
5. The Meanings of Language.
Lexical Semantics (Word Meanings).
Semantic Properties. Evidence for
Semantic Properties. Semantic Properties
and the Lexicon. More Semantic
Relationships. -nyms. Homonyms and
Polysemy. Synonyms. Antonyms.
Formation of Antonyms. Hyponyms.
Metonyms. Retronyms. Proper Names.
Page 140
Phrase and Sentence Meaning. Phrasal
Meaning. Noun-Centered Meaning. Sense
and Reference.Verb-Centered Meaning.
Thematic Roles.Thematic Roles in Other
Languages.The Theta-Criterion.
Sentential Meaning.The “Truth” of
Sentences. Paraphrase. Entailment.
Contradiction. Events versus States.
Pronouns and Coreferentiality.To Mean or
not to Mean Anomaly: No Sense and
Nonsense. Metaphor. Idioms. Pragmatics.
Linguistic Context: Discourse Pronouns.
The Articles The and A. Situational
Context. Maxims of Conversation. Speech
Acts. Presuppositions. Deixis. Summary.
References for Further Reading. Exercises.
6. Phonetics: The Sounds of Language.
Sound Segments. Identity of Speech
Sounds. Spelling and Speech.The
Phonetic Alphabet. Articulatory Phonetics.
Airstream Mechanisms. Consonants. Places
of Articulation. Bilabial. Labiodental.
Interdental. Alveolar. Palatal.Velar. Uvular.
Glottal. Manners of Articulation.Voiced
and Voiceless Sounds. Nasal and Oral
Sounds. Stops. Fricatives. Affricates.
Liquids. Glides. Phonetic Symbols for
American. English Consonants.Vowels.
Tongue Position. Lip Rounding.
Diphthongs. Nasalization of Vowels.Tense
and Lax Vowels. Dialect Differences. Major
Classes. Noncontinuants and Continuants.
Obstruents and Sonorants. Consonants
and Vowels. Syllabic Sounds. Prosodic
Suprasegmental Features.Tone and
Intonation. Diacritics. Phonetic Symbols
and Spelling. Correspondences. Sign-
Language Primes. Summary. References
for Further Reading. Exercises.
7. Phonology: The Sound Patterns of
Language.
The Pronunciation of Morphemes.The
Pronunciation of Plurals. Exceptions to
the Plural Rule. Allomorphy in English:
Further Examples. Allomorphy in Other
Languages. Phonemes:The Phonological
Units of Language.Vowel Nasalization in
English. Complementary Distribution.
Distinctive Features. Feature Values.
Predictability of Redundant
(Nondistinctive) Features. More on
Redundancies. Unpredictability of
Phonemic Features. Natural Classes.
Feature Specifications for American.
English Consonants and Vowels.The Rules
of Phonology. Assimilation Rules. Feature
Changing Rules. Dissimilation Rules.
Feature Addition Rules. Segment Deletion
and Addition Rules. Movement
(Metathesis) Rules. From One to Many
and from Many to One.The Function of
Phonological Rules. Slips of the Tongue:
Evidence for Phonological Rules.
Prosodic Phonology. Syllable Structure.
Word Stress. Sentence and Phrase Stress.
Intonation. Sequential Constraints. Lexical
Thomson Heinle — http://worldlanguages.heinle.com
Gaps. Phonological Analysis: Discovering
Phonemes. Summary. References for
Further Reading. Exercises.
PART III: THE PSYCHOLOGY OF
LANGUAGE.
8. Language Acquisition.
Mechanisms of Language Acquisition. Do
Children Learn through Imitation? Do
Children Learn through Reinforcement?
Do Children Learn Language through
Analogy? Do Children Learn through
Structured Input? Children Construct
Grammars.The “Innateness Hypothesis”.
Stages in Language Acquisition.The
Perception and Production of Speech
Sounds. First Words.The Development of
Grammar.The Acquisition of Phonology.
The Acquisition of Word Meaning.The
Acquisition of Morphology.The
Acquisition of Syntax.The Acquisition of
Pragmatics.The Development of
Auxiliaries: A Case Study. Setting
Parameters.The Acquisition of Signed
Languages. Knowing More Than One
Language. Childhood Bilingualism.
Theories of Bilingual Development.Two
Monolinguals in One Head.The Role of
Input. Cognitive Effects of Bilingualism.
Second language acquisition. Is L2 acquisi-
tion the same as L1 acquisition? Native
language influence in L2 acquisition.The
creative component of L2 acquisition. A
critical period for L2 acquisition? Second-
Language Teaching Methods. Can Chimps
Learn Language? Gua.Viki.Washoe. Sarah.
Learning Yerkish. Koko. Nim Chimpsky.
Clever Hans. Kanzi. Summary. References
for Further Reading. Exercises.
9. Language Processing: Human and
Computer.
The Human Mind at Work: Human
Language Processing. Comprehension.The
Speech Signal. Speech Perception and
Comprehension. Comprehension Models
and Experimental Studies. Lexical Access
and Word Recognition. Syntactic
Processing. Speech Production. Planning
Units. Lexical Selection. Application and
Misapplication of Rules. Nonlinguistic
Influences. Computer Processing of
Human Language.Text and Speech
Analysis. Frequency Analysis,
Concordances and Collocations.
Information Retrieval and
Summarization. Spell Checkers. Machine
Translation. Computers that Talk and
Listen. Computational Phonetics and
Phonology. Speech Recognition. Speech
Synthesis. Computational Morphology.
Computational Syntax. Computational
Semantics. Computational Pragmatics.
Computer Models of Grammar. Summary.
References for Further Reading. Exercises.
PART IV: LANGUAGE AND SOCIETY.
10. Language in Society.
Dialects. Regional Dialects. Accents.

Dialects of English. Phonological
Differences. Lexical Differences. Dialect
Atlases. Syntactic Differences.The
“Standard”. Language Purists. Banned
Languages.The Revival of Languages.
African American English (AAE).
Phonology of African American English.
R-Deletion. L-Deletion. Consonant
Cluster. Simplification. Neutralization of
[I] and [E]. Before Nasals. Diphthong
Reduction. Loss of Interdental Fricatives.
Syntactic Differences between AAE and
SAE. Double Negatives. Deletion of the
Verb “Be”. Habitual “Be”. History of
African American English. Latino
(Hispanic) English Chicano English
(ChE). Phonological Variables of ChE.
Syntactic Variables in ChE. Lingua Francas.
Pidgins and Creoles. Pidgins. Creoles.
Styles, Slang, and Jargon. Styles. Slang.
Jargon and Argot.Taboo or Not Taboo?
Euphemisms. Racial and National
Epithets. Language, Sex, and Gender.
Marked and Unmarked Forms.The
Generic “He”. Language and Gender.
Secret Languages and Language Games.
Summary. References for Further
Reading. Exercises.
11. Language Change: The Syllables of
Time.
The Regularity of Sound Change. Sound
Correspondences. Ancestral
Protolanguages. Phonological Change.
Phonological Rules.The Great Vowel
Shift. Morphological Change. Syntactic
Change. Lexical Change. Addition of New
Words. Borrowings or Loan Words.
History through Loan Words. Loss of
Words. Semantic Change. Broadening.
Narrowing. Meaning Shifts.
Reconstructing “Dead” Languages.The
Nineteenth-Century Comparativists.
Cognates. Comparative Reconstruction.
Historical Evidence. Extinct and
Endangered Languages.The Genetic
Classification of Languages. Languages of
the World.Types of Languages.Why Do
Languages Change? Summary. References
for Further Reading. Exercises.
12. Writing: The ABCs of Language.
The History of Writing. Pictograms and
Ideograms. Cuneiform Writing.The
Rebus Principle. From Hieroglyphs to the
Alphabet. Modern Writing Systems.Word
Writing. Syllabic Writing. Consonantal
Alphabet Writing. Alphabetic Writing.
Reading,Writing, and Speech. Reading.
Spelling. Spelling Pronunciations.
Summary. References for Further
Reading. Exercises.
Glossary.
Index.
Thomson Heinle — Your Specialized Language Publisher
PROFESSIONAL DEVELOPMENT 2005
TEXT AS CULTURE: TEACHING
THROUGH LITERATURE
PETER SCHOFER, University of Wisconsin,
Madison
150 pages. Paperbound. 1-color. 7-1/2 x 9-1/2. ©2002.
ISBN: 0-03-034221-X.
Text as Culture:Teaching Through Literature trains
current and prospective language teachers how
to teach with literature.The book demonstrates
precise methods to teach students to write
before they speak, to read as they learn to
absorb vocabulary, and to use their imagina-
tions as they learn grammar rules.
KEY FEATURES

Concrete activities integrate literature
much earlier than traditional curricula.

Text as Culture expands the definition of
‘text.’

The author teaches students how visual
sign systems, such as advertising, signs, and
films, can be analyzed using the same
structural tools as literary analysis.

The text introduces techniques that are
applicable to the teaching of any language.
CONTENTS
Preface
Introduction
1. Historical Overview
2. Literature in the Land of Language
3. Imagination’s Grammar: Grammar of
the Imagination
4. Theoretical Acrobatics: The Student as
Author and Teacher in Introductory
Literature Courses
5. Around and Through the Text
6. Teaching Visual Sign Systems
7. The Ultimate Test: Study Abroad
8. Compelling Literature: Between
Commerce and Death
Conclusion
APPENDICES
A: A Selected Guide to Periodical Articles
Treating Literature, Language, and
Culture from 1985 to 1996
B: A Survey of Language Classes in the
Army Specialized Training Program:
Yale University
Bibliography
Methods and Approaches—Texts 
THE COMING OF AGE OF THE
PROFESSION: ISSUES AND
EMERGING IDEAS FOR THE
TEACHING OF FOREIGN
LANGUAGES
JANE HARPER, MADELEINE LIVELY, and
MARY WILLIAMS, all of Tarrant County College
309 pages. Paperbound. 1-color. 6 x 9. ©1998.
ISBN: 0-8384-8224-4.
A collection of articles written by innovators
in language pedagogy, this text is supported by
a CD-ROM containing demonstrations of
Heinle technology products, transparency mas-
ters to accompany each of the articles, profes-
sional documents (ACTFL guidelines,
National Standards), sample activities, examples
of student work, and ideas for evaluation
forms. Materials are organized into four sec-
tions:Teacher-Learner Roles, Presentation,
Activities, and Evaluation.The end of each
section features suggested activities for reflec-
tion, self-assessment, and application of the
ideas presented.
KEY FEATURES

Contributors include: June Phillips, Alfred
N. Smith, Lee Ann Rawley, Jorge Cubillos,
P. A. Aplevich, J. H.Willment, Madeleine
Lively, Mary Williams, Jane Harper,Terry
L. Ballman, Erwin Tschirner,Vicki
Galloway, Ana Martínez-Lage, David
Herren, Jeannette Bragger, Don Rice,
Michael Geisler, Linnéa McArt, Fred
Toner, Robert M.Terry, and JoAnn
Hammadou.
CONTENTS
Foreword
PART I. TEACHER-LEARNER ROLES.
Changing Teacher/Learner Roles in
Standards-Driven Contexts.Teachers
Taking the Lead: Self-Inquiry as
Professional Development.Technology: A
step forward in the teaching of foreign
languages? Teaching and Learning
Language Through Distance Education:
The Challenges, Expectations, and
Outcomes. Application of Ideas on
Teacher-Learner Roles.
Page 141
PROFESSIONAL DEVELOPMENT 2005
 Methods and Approaches—Texts
PART II: PRESENTATION
Mediating Language with Teacher Talk:
Bringing Speech to Ideas. From Teacher-
Centered to Learner-Centered: Guidelines
for Sequencing and Presenting the
Elements of a Foreign Language Lesson.
From Lexicon to Grammar. Constructing
Cultural Realities: “Facts” and Frameworks
of Association. Challenges and
Opportunities: Curriculum Pressures in
the Technological Present. Application of
Ideas on Presentation.
PART III. ACTIVITIES
Designing Theme-Based Activities:
Bringing Ideas to Speech. Connections:
The National Standards and a New
Paradigm for Content-Oriented Materials
and Instruction. Creating Interactive
Hypertext in German.Thinking
Workshops: Developing New Skills for a
Changing World. Application of Ideas on
Activities.
PART IV. EVALUATION
Testing the Way We Teach. Authentic Tasks
and Materials for Testing in the Foreign
Language Classroom. A Blueprint for
Teacher Portfolios: Concerns That Need
to Be Addressed When Embarking on
Teacher Assessment via Portfolios.
Application of Ideas on Evaluation.
List of Abbreviations Used in This Book
Page 142
25. Les voisins
26. Une résidence universitaire
27. Album de photos
28. Qui a enlevé Fifi le caniche?
29. Le tour du monde
30. Les régions de France
31. Il ne faut pas: les faux pas
32. Quand on ne sait pas le mot en
français
Index
PARLE-MOI UN PEU!:
INFORMATION GAP ACTIVITIES
FOR BEGINNING FRENCH
CLASSES
HELENE NEU and TODD REESER
128 pages. Paperbound. 2-color. 8-1/2 x 11. ©1997.
ISBN: 0-8384-5711-8.
With step-by-step instructions, Parle-moi un
peu! provides the guidance instructors want to HOW TO BE A MORE
integrate information gap activities into their
French curriculum.This volume contains SUCCESSFUL LANGUAGE
more than 25 different activities, ranging from LEARNER
pair-work to full-class activities. Each activity Second Edition
is indexed according to vocabulary and struc-
tures, functions, estimated time of activity, stu- JOAN RUBIN and IRENE THOMPSON, both of
dent’s task goal, and the type of activity (e.g., George Washington University
mingling). Detailed copying instructions and
suggestions for the instructor ensure successful 120 pages. Paperbound. 1-color. 6 x 9. ©1994.
ISBN: 0-8384-4734-1.
implementation of each activity, even without
extensive preparation time.These activities can
How to Be a More Successful Language Learner
be used in introductory and intermediate high
incorporates the latest thinking about learner
school and college courses.
strategies and language learning. Language
learners and teachers alike discover the psy-
CONTENTS chological, linguistic, and practical aspects of
the successful acquisition of a new language.
Preface
Acknowledgments
Activities KEY FEATURES
1. Qui est I’agent ennemi?

The authors present complex notions of
2. Qui es-tu?
language acquisition in clear, non-techni-
3. Descriptions: IL est... /Elle est...
cal language.
4. La chambre de Van Gogh

The proficiency guidelines of the State
5. Tu aimes ou tu n’aimes pas?
Department’s Foreign Service Institute and
6. Où sont mes objets préférés?
ACTFL are described.
7. Erreurs d’impression
8. Jumeau/Jumelle
9. A l’ école maternelle CONTENTS
10. Emploi du temps
11. Qui est Dominique? PART I: BEFORE YOU BEGIN
12. Loto! 1. You, the Language Learner
13. Test de mémoire 2. The Language Learning Process
14. Qu’est-ce qu’on mange? 3. Clarifying Your Objectives
15. Pique-nigue 4. Planning Your Language Study
16. Les mannequins 5. The Communication Process
17. Qui a rencontré Madame Dupin? 6. The Nature of Learning
18. Oú est-ce qu’on met les meubles? 7. Language Learning Resources
19. Qui a fait quoi? PART II: ONCE YOU BEGIN
20. Les métiers 8. Take Charge of Your Learning
21. Qui a pris la Joconde? 9. What You Know Can Help You
22. Les couverts 10. Assessment of Strategy Use
23. Mot de passe 11. Vocabulary and Grammar
24. Statues et bustes 12. Listening
Thomson Heinle — http://worldlanguages.heinle.com
 PROFESSIONAL DEVELOPMENT 2005
Methods and Approaches—Texts 

13. Reading
14. Speaking
15. Writing

Thomson Heinle — Your Specialized Language Publisher Page 143

PROFESSIONAL DEVELOPMENT
Methods and Approaches—Series

AAUSC ISSUES IN LANGUAGE PROGRAM DIRECTION: Sally Sieloff Magnan, Series Editor
The popular AAUSC series of annual volumes for directors of university language programs strives to further scholarship in second language acqui-
sition and teaching with regard to undergraduate programs with multi-section courses.Teaching assistant supervision, teaching assistant professional
preparation, and the role of faculty and administrators in post-secondary institutions are some of the topics addressed.

NEW FOR 2005! ADDITIONAL AAUSC ANNUAL VOLUMES:

AAUSC 2004 LANGUAGE
PROGRAM ARTICULATION:
DEVELOPING A
THEORETICAL FOUNDATION
CATHERINE BARRETTE and
KATE PAESANI, Editors, both of Wayne
State University, and SALLY SIELOFF
MAGNAN (Series Editor), University of
Wisconsin, Madison
228 pages. Paperbound. 1-color. 6 x 9. ©2005. ISBN: 1-4130-0380-X.
ADVANCED FOREIGN LANGUAGE INSTRUCTION
HEIDI BYRNES and HIRAM MAXIM, Editors, both of Georgetown University
288 pages. Paperbound. ©2004. ISBN: 1-4130-0040-1.
THE SOCIOLINGUISTICS OF FOREIGN LANGUAGE
CLASSROOMS: CONTRIBUTIONS OF THE NATIVE, THE
NEAR-NATIVE, AND THE NON-NATIVE SPEAKER
CARL S. BLYTH, Editor, University of Texas-Austin
Paperbound. ©2003. ISBN: 0-8384-0511-8.

Language program articulation, i.e., how the skills level (1st and
2nd year courses) integrate with the content level (3rd and 4th
year) is a metric used to evaluate the strength of a language
department. Goals of successful articulation are both to provide a
smooth transition between levels, and, by so doing, to encourage
retention up the curriculum.
SLA AND THE LITERATURE CLASSROOM: FOSTERING
DIALOGUES
VIRGINA M. SCOTT and HOLLY TUCKER, Editors, both of Vanderbilt University
Paperbound. ©2002. ISBN: 0-8384-2466-X.

CONTENTS
Introduction. PART I: MODELING PROGRAM ARTICU-
MENTORING FOREIGN LANGUAGE TAs, LECTURERS, AND
LATION. 1. Kate Paesani and Catherine M. Barrette: The ADJUNCT FACULTY
Role of the Language Program Director within a Three- BENJAMIN RIFKIN, Editor, University of Wisconsin, Madison
Dimensional Model of Articulation. 2. Adriana Murillo:
Paperbound. ©2000. ISBN: 0-8384-1686-1.
Modeling Articulation within the Theory of Constraints.
3. Sharon Wilkinson: Articulating Studying Abroad: The
'Depth' Dimension. PART II: ARTICULATION, CUR-
RICULAR CONTENT AND INSTRUCTIONAL FORM AND MEANING: MULTIPLE PERSPECTIVES
DELIVERY. 4. Jean Marie Schultz: The Role of Special JAMES F. LEE and ALBERT VALDMANN, Editors, both of Indiana University
Focus Sections in the Articulation of Language and
Literature Courses. 5. Hiram H. Maxim: Articulating Foreign Paperbound. ©1999. ISBN: 0-8384-0846-X.
Language Writing Development at the Collegiate Level: A
Curriculum-Based Approach. 6. Margit Sinka and Reinhard
Zachau: An Articulation of Post-Secondary German RESEARCH ISSUES AND LANGUAGE PROGRAM DIRECTION
Students: Results, Implications, and Suggestions. PART III:
ARTICULATION AND LEARNER EXPERIENCE. KATHY HEILENMAN, Editor, University of Iowa
7. Glenn S. Levine: Co-Construction and Articulation of Paperbound. ©1998. ISBN: 0-8384-1023-5.
Code-Choice Practices in Foreign Language Classrooms.
8. Diane Beelen Woody: Language Program Articulation
from the Perspective of the Learners: Constructing NEW WAYS OF LEARNING AND TEACHING: FOCUS ON
Coherence through the Use of a Language-Learning
Portfolio. 9. Sally Seiloff Magnan, Diana Frantzen and
TECHNOLOGY AND FOREIGN LANGUAGE EDUCATION
Robin Worth: Factoring in the Previous Study of Other JUDITH MUYSKENS, Editor, Colby-Sawyer College
Foreign Languages When Designing Beginning Courses.
About the Contributors. AAUSC Style Sheet. Paperbound. ©1998. ISBN: 0-8384-7809-3.

Page 144 Thomson Heinle — http://worldlanguages.heinle.com

 PROFESSIONAL DEVELOPMENT
Methods and Approaches—Series

THE AATSP PROFESSIONAL DEVELOPMENT HANDBOOK SERIES

Thomson Heinle is pleased and honored to partner with the American Association of Teachers of Spanish and Portuguese (AATSP) in publishing
this handbook series.The goal of the series is to provide instructors with the latest research on individual topics, so that you can focus on the issues
of greatest concern to your and your program.The handbooks will form the core materials at a series of workshops related to these topics, to be
held at the national AATSP conference as well as at various regional conferences throughout the country.

VOLUME V VOLUME III

JUNTOS: COMMUNITY PARTNERSHIPS
IN SPANISH AND PORTUGUESE
JOSEF HELLEBRANDT, Santa Clara University,
JONATHAN ARRIES, College of William and Mary, and
LUCÍA VARONA, Santa Clara University
THE COMMUNICATIVE
CLASSROOM
TERRY L. BALLMAN, Western Carolina University,
JUDITH E. LISKIN-GASPARRO, University of Iowa,
and PAUL B. MANDELL, University of Houston

200 pages. Paperbound. ©2004. ISBN: 0-8384-6071-2. 256 pages. Paperbound. ©2001. ISBN: 0-03-040779-6.

Volume V: Juntos provides a concise overview and practi- The Communicative Classroom is intended to
cal guide to establishing authentic learning partnerships demystify communicative language teaching and
through service learning, and to promoting civic engage- to make it accessible to all Spanish teachers.
ment among the individual and institutional members of the various disciplinary Authentic classroom scenarios, numerous sugges-
foreign language organizations in the United States.The editors contend that teach- tions and models of good communicative teach-
ing and learning Spanish and Portuguese entails more than language development ing practices are provided.
and teaching the civilizations, cultures, and literatures of the Spanish-speaking and
Lusa-Brazilian world within the confines of a school or university.
VOLUME II
CONTENTS
TEACHING SPANISH WITH
1.
2.
Theoretical Contexts
Communities of Practice
THE FIVE C’S: A BLUEPRINT
3. Cross-disciplinary Perspectives FOR SUCCESS
4. Technology-Aided Perspectives and Service-Learning Resources
GAIL GUNTERMANN, Arizona State University

278 pages. Paperbound. ©2000. ISBN: 0-03-077508-6.

VOLUME IV
MATTERS OF PERSPECTIVE: TEACHING CULTURE IN THE
VOLUME I:
SPANISH LANGUAGE CLASSROOM
SPANISH FOR NATIVE SPEAKERS
VICKI GALLOWAY, Georgia Institute of Technology
LYNN A. SANDSTEDT, Executive Director of
218 pages. Paperbound. ©2001. ISBN: 0-7593-0766-0. AATSP, University of Northern Colorado at Greeley

Matters of Perspective shares reflections, research, and tested classroom approaches, 108 pages. Paperbound. ©2000. ISBN: 0-03-076224-3.
demonstrating that the what and how of instructors’ culture-teaching mission is yet
another matter of perspective.Teaching culture in the language classroom is stressed
in order to prepare students to acknowledge the perspectives of other communities.

Thomson Heinle — Your Specialized Language Publisher Page 145

PROFESSIONAL DEVELOPMENT
Methods and Approaches—Series

HEINLE VIDEOCONFERENCES
BRINGING TOGETHER THE MOST CREATIVE TEACHERS AND GROUNDBREAKING RESEARCHERS IN THE FIELD
In 1999, for the first time ever, Heinle broadcast the National Videoconference across the world via satellite and the Web! Viewers in universities,
colleges, and at home enjoyed watching from the comfort of their sponsoring institution or at home. For your convenience, we have archived past
teleconferences on videotape. Each two-hour tape begins with presentations from prominent researchers in the field, followed by a question and
answer session during which panelists answer questions from viewers. Available in limited quantities.

TEACHING IN TODAY’S MULTILEVEL

CLASSROOM
PRESENTERS:
KERRY DRISCOLL, University of Iowa
JEAN-LOUIS HIPPOLYTE, Kansas State University
PATTI J. MARINELLA, University of South Carolina
KIMBERLY SALLEE, University of Missouri
ROBERT M. TERRY, University of Richmond

2002 Video (120 minutes) ISBN: 0-8384-0082-5.

MENTORING FOREIGN LANGUAGE TAs,

LECTURERS, AND ADJUNCT FACULTY
PRESENTERS:
ELIZABETH BERNHARDT, Stanford University
TOM BLAIR, City College of San Francisco
ROBERT M. TERRY, University of Richmond
LARA LOMICKA, Pennsylvania State University
SUSAN NAVEY-DAVIS, North Carolina State University
REBECCA OXFORD, University of Maryland-College Park

2000 Video (120 minutes) ISBN: 0-8384-2395-7.

THE COMING OF AGE OF THE PROFESSION:

ISSUES AND EMERGING IDEAS FOR THE
TEACHING OF FOREIGN LANGUAGES
PRESENTERS:
JORGE H. CUBILLOS, University of Delaware
ROBERT M. TERRY, University of Richmond
JUNE PHILLIPS, Weber State University
MADELINE LIVEY,Tarrant County College-Northeast Campus

1999 Video (120 minutes) ISBN: 0-8384-1175-4.

Page 146 Thomson Heinle — http://worldlanguages.heinle.com