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Type of bind: Paperback
Dewey Decimal Number: 418.0071
EAN num: 9780073655178
ISBN number: 0073655171
Label: McGraw-Hill Humanities/Social Sciences/Languages
Manufacturer: McGraw-Hill Humanities/Social Sciences/Languages
Quantity: 1
Page Count: 320
Printing Date: May 19, 2003
Publishing house: McGraw-Hill Humanities/Social Sciences/Languages
Sale Popularity Level: 13327
Studio: McGraw-Hill Humanities/Social Sciences/Languages
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Praised for its fresh and informed discusion of language instruction and language acquisition, the very first edition of Making Communicative Language Teaching Happen was recognized by the Modern Language Association as one of the twenty most influential methods textbooks. The authors are both internationally recognized scholars in the field of second language acquisition research and have also written numerous successful language textbooks. The guiding principle of Making Communicative Language Teaching Happen is the premise that communication is the expression, interpretation, and negotiation of meaning, and not simply oral expression. Following that framework, Making Communicative Language Teaching Happen helps instructors develop communicative classroom environments that blend listening, speaking, reading, and writing.
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Rated by buyers 
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VanPatten has a gift for writing and a penchant from staying away from the trendy, faddish, or easy answers. This isn't a pure methods book--VanPatten cribs some from his book on SLA "From Input to Output" and brings in SLA research that focuses on best practices. VanPatten details in this book, his own approach to instruction--Processing Instruction (PI). PI differs from traditional grammar approaches because the exercises deal with meaningful communication and PI differs from totally communicative methods because explicit grammar instruction may be given on difficult points that learners struggle over.
Interestingly enough, I agree with a lot of what the poster said who gave a low rating to this book because they felt many of the exercises were more for university learners rather than high school ones. That may be true. VanPatten comes from the university teaching environment. However, I believe that this book deals with methods excellently, PI incorporates good practice, and after reading it, a high school teacher will be able choose the *textbook* for their language class that incorporates best practice. In other words, this book is many things, but it is not a cookbook. But after reading it, you'll be able to know what you should be doing in language classes--and what you shouldn't.
Rated by buyers -
I recently returned to teaching Spanish after several years of teaching English composition. So far during this very first year back I've had many moments of frustration in teaching grammar and conjugations despite knowing that the kids were only learning it for a test/quiz and would not remember it much longer than that. What's the point? Lee and VanPatten's book should be required reading for all language teachers as it provides much food for thought as to the efficacy or even the 'point' of traditional grammar-based language teaching. Language teaching is so grammar-driven because it's the easiest way to 'measure' student learning and give them a grade. I find Lee and VanPatten's research into input processing very intriguing, and obviously a must for language teaching if we are to help our students truly 'learn' or acquire a language.
Rated by buyers -
I must disagree with the reviewer who could not find applicability in her secondary French classroom. I have found Lee and VanPatten's approach to teaching grammar quite enlightening, and it has prompted me to change the way I will structure such activities in my middle school Spanish classes. Considering the considerable research they presented in support of their theories regarding structured input, there is little reason we should continue with traditional grammar instruction without even giving processing instruction methods a chance. It is understandable that moving from an explanatory, resarch-based text toward immediate application in the classroom can be confusing and frustrating. Try viewing sample copies of the text books the authors have worked on, ¿Sabías qué...? or Vistazos, to see how they created structured input activites in beginning level Spanish. Perhaps this could assist in creating similar activities in whatever language you teach.
Rated by buyers 
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I used this book for a graduate level course on Foreign Language Teaching Methodology given by my school district. I am a secondary level French teacher. The theories of instruction that this book explores are very enlightening, however the practical examples it offers are more suitable for university level instruction. My biggest complaint with this text is that the examples of communicative language teaching methods it offers are in English and are too vague to lend themselves to practical application. One is left wanting more specifics than the examples give, especially when the text advocates such activities as "brainstorming" or group input activities. For example, how can one brainstorm in the target language when that is precisely what one is trying to teach? I made lots of notes in my copy of the text, but I have not had sucess in applying what I've learned in my classroom.
Rated by buyers -
I read this as a master's candidate in a TESL in Washington, DC. I found it relatively easy to read. Still, it's academically written and focuses on theories and research done on second language acquisition. Topics covered include grammar in communicative language, speaking, reading and writing. This book is for those who want to take a step forward into academia and research in teaching methodology.
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