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