Marguerite Snow - Academia.edu (original) (raw)

Papers by Marguerite Snow

The Encyclopedia of Applied Linguistics

Handbook of Research in Second Language Teaching and Learning, 2016

In this survey of current work on Content-Based Instruction (CBI), the authors offer us a wide ar... more In this survey of current work on Content-Based Instruction (CBI), the authors offer us a wide array of practical pedagogical suggestions and conveniently bring together a well-rounded overview of where CBI stands today. There are thirty-four chapters divided into three sections. The first section addresses "Multiple Perspectives on Content-Based Instruction" and makes up the bulk of the book. The second and third sections are titled "Practical Issues at a Glance" and "Con-nections Between Content-Based Instruction and Other Teaching Approaches". Most of the selections grapple with the details of implementing particular aspects of CBI in diverse language teaching environments. The topics range from different perspectives on how best to shelter the ESL curriculum in K-12 instruction, as in the contributions by Nina Glaudini Rosen and Linda Sasser as well as Kate Kinsella, to a case study of adapting an adjunct ESL course at the university level, as in Ma...

The Encyclopedia of Applied Linguistics, 2012

What is the “content” of second or foreign language teaching? A visitor to a second or foreign la... more What is the “content” of second or foreign language teaching? A visitor to a second or foreign language class might observe the teacher teaching a grammar point such as relative clauses, students working in pairs to give directions from a map, or a small group listening to a taped folk tale. In a class at another school, the visitor might find the class reading an article about wildlife trafficking one day, and, in the next class session, participating in an activity in which they read biographies of wildlife traffickers, then state their opinions, using expressions such as “I think _________ should go to jail because __________.” At the end of the two-week unit, students prepare a poster and make presentations about endangered animals, displaying information on the causes of endangered status and current conservation efforts. Keywords: esl/efl; educational linguistics; language for academic purposes

Teachers of English to Speakers of Other Languages, Inc. (TESOL), introduces Developing a New Cou... more Teachers of English to Speakers of Other Languages, Inc. (TESOL), introduces Developing a New Course for Adult Learners, edited by Marguerite Ann Snow and Lia Kamhi-Stein. This volume in TESOL's Language Curriculum Development Series presents the stories of teachers, curriculum developers, and administrators from all over the world who seek to understand adult learners' needs and respond to them in creative, realistic, and effective ways. All of the contributors to this volume designed a new course for adult learners and faced the many challenges that come with embarking on such an endeavor. In each case, the contributors describe the practical and innovative solutions they formulated in developing a course for adults, whether it was large-scale course development in response to an institutional mandate or a much smaller, individualized course initiated by the contributor. Each chapter is sure to inspire educators who are about to embark on the adventure of creating a new co...

The present invention relates to a process for the manufacture of coatings by applying ionizing r... more The present invention relates to a process for the manufacture of coatings by applying ionizing radiation to a composition which contains olefinically unsaturated polymeric materials having urethane groups and has been applied to a substrate. The polymeric materials, which may be used in combination with olefinically unsaturated monomeric compounds and conventional additives, contain, in the same molecule, at least two units of the general formula AND/OR WHERE R is hydrogen or methyl.

Journal of Immersion and Content-Based Language Education, 2016

The handbook is designed primarily as a preservice training guide for prospective immersion progr... more The handbook is designed primarily as a preservice training guide for prospective immersion program teachers and secondarily as a resource for immersion program administrators and parents of prospective enrollees. It includes: (1) an overview of the immersion model, describing its historical context and key features and briefly reviewing research findings on variations of the model; (2) a discussion of instructional methodology, including strategies used in other second language programs that are relevant to immersion teaching; (3) examination of other important concerns in immersion program implementation, such as enrollment policies and articulation across grades and levels; (4) a summary of materials and assessment instruments used in well-established programs; (5) discussion of arias for continued examination and development; and (6) recommendations for further reading. (MSE)

What does it mean to be a 'qualified' English teacher in Egypt? This article addresses the questi... more What does it mean to be a 'qualified' English teacher in Egypt? This article addresses the question by describing a project charged with developing educational standards for teachers, teacher trainers, educational leaders, and in-service training courses within the Egyptian public school EFL context. Tied to a larger school reform effort, the Pharos Project was charged with developing EFL standards as a means to improve the delivery of English language instruction. Standards were defined as what educators should know and be able to do as a result of instruction or training in the knowledge, skills, and attitudes essential for effective EFL education. The authors present sample standards developed by the project and explore both planned and unplanned aspects of the development process. A major component of this effort has been close collaboration between project staff and Egyptian educators from throughout the educational system. Through discussions about teaching and standards, educators and project staff have co-constructed meaningful and contextualised descriptions of effective instruction. While the sets of competencies developed may provide others with a starting point for their own standards, the authors suggest that the more lasting legacy may rest with the process of engagement that underlay the development of the standards.

Project LEAP (Learning English-for-Academic-Purposes) is a three-year faculty development and sup... more Project LEAP (Learning English-for-Academic-Purposes) is a three-year faculty development and supplemental instruction partnership to improve the academic literacy skills of native-born, immigrant, and. international language minority students. This manual is the third set of faculty development materials produced by the project, presenting activities and exercises for three general education courses in anthropology, biology, and health science. The materials were designed by participating study group leaders, language specialists, and course professors and are designed to provide study skills and linguistic support to the target populations in those courses. Each set of course materials begins with teacher's notes on use of the materials and exercises, including a course description, notes on content goals, specific teaching and instructional innovations, and description of outcomes. The set of materials continues with a course syllabus, including assignments, requirements, and specific directions for course-related papers, projects, and exercises. Classroom handouts are also included. (MSE)

The Companion to Language Assessment, 2013

Best practices in language assessment have typically sought to draw a dividing line between asses... more Best practices in language assessment have typically sought to draw a dividing line between assessing language skills and assessing content knowledge. With the advent of specific purposes courses and content-integrated language models, this separation is not longer possible, or even appropriate. Assessment practices have necessarily broadened, as the goals of such courses are both language development and subject matter learning. This chapter will explore both the theoretical and the practical implications of assessment practices in those settings where students are expected to learn both language and content and, hence, where the assessment must account for language knowledge and topical knowledge in a reliable and valid manner. The context selected as the focus of this chapter is K-12 education in the USA, where population shifts have brought increasing numbers of second language students into mainstream classes. English learners in this setting must develop the proficiency needed for all communicative purposes, and this includes both the skills required for the everyday use of language and the levels of proficiency needed to succeed academically in school. Keywords: Assessment evaluation; ESL/EFL; Language for academic purposes; Second language acquisition

TESOL Quarterly, 1989

This article proposes a conceptual framework for the integration of language and content teaching... more This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from ...

TESOL Quarterly, 1988

British Sign Language (BSL), the sign language of the British Deaf The effectiveness of feedback ... more British Sign Language (BSL), the sign language of the British Deaf The effectiveness of feedback has been identified by successive NSS results as an area for of logging in for the first time right through to the completion of a 3D model. We have developed a case based learning tool using Articulate Storyline. The Content-Based Classroom: Perspectives on Integrating Content-Based Language Instruction: Investigating. Effectiveness of the Adjunct Model. ualty of Communicative Language Teaching, in which a focus on meaning was prioritized over Of the classroom-based studies, 52 per cent focused on segmentals, 18 per cent on Presentation, Practice, Production (PPP) model was adopted. Research investigating CAPT typically provides more detail, and spans.

The Modern Language Journal, 1985

APA PsycNET Our Apologies! - The following features are not available with your current Browser c... more APA PsycNET Our Apologies! - The following features are not available with your current Browser configuration. - display, print, save, export, and email selected records - get My List count - save record to My List - get references ...

Journal of English for Academic Purposes, 2006

For the purposes of this special issue of JEAP, academic English is characterized as ''language t... more For the purposes of this special issue of JEAP, academic English is characterized as ''language that stands in contrast to the everyday informal speech that students use outside the classroom environment'' (Bailey & Butler, 2002, p. 7). The vast majority of research and scholarly publications in academic English has focused on post-secondary teaching and learning. However, there is a growing interest in this topic in the secondary school setting, particularly as it relates to culturally and linguistically diverse students, institutional structures, such as the small school environment and cross-curricular collaboration. We received proposals for this special issue from around the globe, reinforcing our belief that secondary EAP is a promising research area and a critical concern to many. Five articles appear in the special issue, representing English-medium contexts in Australia, Canada, and the United States, and focusing on the content areas of English Literature, History/Social Studies, and Science. The articles also represent different epistemological approaches to research and teaching. Mary Schleppegrell and Luciana C. de Oliveira discuss their work on integrating language and content through summer institutes designed for History/Social Science teachers who were concerned about working appropriately with English Language Learner (ELL)/ESL students mainstreamed into their classrooms. Using systemic functional linguistics, the authors focused on the ways in which language is employed in history to construct knowledge. After describing their work with the teachers to discover the historical constructs, time and cause, abstraction, and interpretation, they demonstrate how teachers incorporated the language of these constructs in their pedagogies, using the texts of the discipline. Jenny Hammond's article also focuses on mainstreaming, arguing that with appropriate support, linguistically diverse students can compete successfully with monolingual students. Drawing from Vygoskian theory and Systemic Functional Linguistics, she describes the classroom approach of an English literature teacher who is introducing Romeo and Juliet to Year 7 students. By systematically weaving together curriculum content, language instruction, metalanguage development, and task, as well as language play, the teacher scaffolded students through everyday, specialist, and reflexive language to an understanding of difficult academic material.

... further addresses the future trajectory of the now termed ESL Standards and Assessment projec... more ... further addresses the future trajectory of the now termed ESL Standards and Assessment project. In the third chapter, Gersten and Hudelson also trace a history of sorts. They review the major theoretical developments that have underscored and informed TESOL's beliefs and ...

Bilingual Research Journal, 1994

Applied Linguistics, 1988

Page 1. Patterns of Second Language Retention of Graduates of a Spanish Immersion Program MARGUER... more Page 1. Patterns of Second Language Retention of Graduates of a Spanish Immersion Program MARGUERITE ANN SNOW, AMADO M. PADILLA, and RUSSELL N. CAMPBELL University of California, Los Angeles This paper ...