无世界语言与文化深度学习指南

Contents Figures Tables Why the Deep Approach? Preface What Deep Language Learning Entails Chapter 1 Deep Apprenticeship Is Reflective， Adaptive， and Self-Determined Why Having Clear Goals Derived from Backward Planning Is a Myth Principles We Can Take from This Story The Limits of Instructional Planning Survey of the Book's Chapters Chapter 2 Transcending Outcomes， Tasks， and Standards A Brief Overview What About Task Performances? Playing with the Learners' Intentions Product-Oriented Curricula The Assets of Task-Based Planning The Limits in the Definition of Tasks Process-Oriented Curicula Actual Planning as Teachers Live lt Limits of the Sequential Models of Planning A Critical Analysis of the Zone of Proximal Development Organizing Class Life Through Converging Activites： From Cartesian Analysis to Open Dynamics Pragmatc Task Domains for Language Learning From Four Skills to Task-Domains' Dynamics In Short Chapter 3 The Primacy of Text for Deep， Conceptualized Expression Project-Based Language Learning The Good News with Whole Projects The Bad News with Whole Projects High-Caliber Outcomes in Light The Shadow of Backward Planning Hol-Act Organizers： Towards Compatibility Tell Me About the Writing Workshop．．． A Risky Definition Content's Mastery， Procedural Transfer and Contextual Conditions of Expression The Proactive Cloverleaf The Workshop Dynamics Dungeons and Spelling Dragons First： Use Your Head and Hol-Act! Second： Negotiate the Hol-Act! Third： Let the Kids Hol-Act! In Short The Writing Process as a Philosophy： Mike's Journal Chapter 4 The Deep， Unified Taxonomy Deep Apprenticeship for Language Proficiency The Whole Is Greater than the Sum of Its Parts： When a Person Is of Many Parts When the Affective ls Objectified No Learning Without Love Gluing the Pieces Back Together When Plans Dovetail： Validating Analysis Criteria Definition of the Three Levels of the Unified Taxonomy Reaching a Functional Coherence Depth from Interdiscipline to Transdiscipline In Short Chapter 5 Forward Planning： Instructional Organizers for Deep Apprenticeship The Concept of Instructional Organizer An Example from Research Prior Knowledge， Students Lives and Motives as the Organizing Principles Narrativors， Skillers， and Actualizers Basic Principles of the Deep Approach to Language and Culture Learning Illustration of the Forward Planning Model An Actual Case： Vegetable Horoscopes Discussion In Short Naturalizing as Curriculum Building Adaptive Dynamics for the Language Class Scientific Evidence on the Effectiveness of the Deep Approach to World Languages and Cultures Chapter 6 Deep Pedagogy： Organizing Language Hol-Acts Deep Learning Requires Adaptive Teaching How Projects Are Organized Apprenticeship for Deep Learning： When Teachers Stop Working Against the Grain Project-Based Language Pedagogy Project Principles Tasks in Deep Projects Deep Pedagogy： Teachers as Coaches and Resource Persons with the \"Me Project\" as an Exemplar A Conceptual Grammar to Create the \"Deep\" Sylabus A Syllabus with Empty Slots How Is Evaluation Organized in the Sylabus? In Guise of Conclusion Chapter 7 The IAPI Model： Access and Voice for Identity-Building Interpret Analyze Present Interact and Build Your Identity In Guise of Conclusion Chapter 8 The Democratic Planner and Deep， Reflective Evaluation Self-Monitoring： A Difficult Project Students' Input into Course Plans Negotiation Without Noodles Reflective Taxonomies Linked to Talk in Interaction Evaluating Students' Deep Learning The Reflexive Function of Level Evaluation Limits of Instructional Design and Education Policy Apprenticeship and Instructional Agreements Avoid Dogmatisms Autonomy： A Reflective and Complex Phenomenon The Student Plans for the Protagonist No Pain， No Gain： Many Difficulties to Overcome In Short Chapter 9 The Deep Turn Toward Wisdom and Autonomy The Deep Turn for Cross-Cultural Understanding Value Creation as One Aspect of the Deep Approach The Deep Approach to Linguistic Human Rights Discussing Language Status in Teacher Education Criticality in Content and Language Integrated Learning The Deep Approach and Transformational Pedagogy Avant-garde Methodologies for Social Change Educating the Democratic Planner Depth Is Not Stultifying Self-Regulated Learning Strategies and Autonomy Instrumentalized Autonomy Pedagogy for Autonomy and Value Creation Deep Creative Pedagogy Does Not Focus on Control and Order 31 The Theory/Practice Dilemma Growth and Interiorization In Conclusion Conclusion Learning How to Deal with Complexity From Sequenciation to Complex Dynamics Conceptualizing Social Action as Deeply Educative Content-Rich Experiential Learning From Routine to Experience via Operative Images Modeling Experiential Innovation Crucial Changes Are Needed in the Teacher's Role New Avenues for Deep Research Final Warnings To Sum Up： Why Do We Need a New Approach to Foreign/Second Language Teaching? Decolonizing Foreign Language Education： An Afterword Glossary Appendix Proactive Planning Practice 1st Proaction： From Curriculum to Dynamic Activities 2nd Proaction： A Comedy Routine 3rd Proaction： Documenting a Profession 4th Proaction： An Informative Challenge 5th Proaction： On Your Own 6th Proaction： Commedia dell' Hol-Act References Deep Education Press Scientific Board Members Author's Biosketch