Betty Lou Leaver
Biographic Data
| ID | 5434740 |
|---|---|
| NAME | Betty Lou Leaver |
| GIVEN NAMES | Betty Lou |
| FAMILY NAME | Leaver |
| SIGNATURE | LEAVER B L |
| AFFILIATIONS | Foreign Service Institute |
| VERIFIED | No |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 50 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1984 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 3 |
Louise E. Sweet 1916–2012
conception and execution; penetrating and even brilliant in their analyses, creative in their approach, characterized by her profound understanding
Task-Based Instruction in Foreign Language Education: Practices and Programs
Perspectives on Task-Based Instruction: Understanding Our Practices, Acknowledging Different PractitionersJane R. Willis Part 2: Task-Based Instruction in Classroom Instruction 2. Task-Based Instruction in U.S. Government Slavic Language ProgramsBetty Lou Leaver and Marsha A. Kaplan 3. Using Media-Based Tasks in Teaching SpanishAlicia Mora van Altena 4. Introducing Task-Based Instruction for Teaching English in Brazil: Learning How to Leap the Hu…
Task-Based Instruction in Foreign Language Education: Practices and Programs
Apples and Oranges Are Both Fruit, But They Don't Taste the Same: A Response to Wynne Wong and Bill VanPatten
Distinguished‐Level Learning Online: Support Materials from LangNet and RussNet
This article introduces the reader to two online sources of materials for working on improving listening and reading skills. The materials are intended for learners already at Interagency Language Roundtable (ILR) Level 3 (Superior) proficiency in Arabic, Chinese, Hindi, Korean, Russian, and Spanish, who desire to reach Level 4 (Distinguished, or in the vernacular, near‐native) proficiency. The materials are available on RussNet and LangNet. A ra…
Cognitive styles in the service of language learning
A brief overview of individual differences in second language learning
Content-Based Instruction in Foreign Language Education: Models and Methods
Research Materials: Bibliography of Siberian Dialects of Russian
Content‐Based Instruction for Foreign Language Classrooms
Content‐based instruction (CBI) is a communicative approach to language teaching that is growing in popularity in both government and academic foreign language cides. The authors define CBI as a curriculum that 1) is based on subject matter, 2) utilizes authentic materials, 3) promotes the learning of new information, and 4) considers specific students' needs. Examples of CBI programs are provided. The Russian and Spanish CBI programs at the Fore…
Dismantling Classroom Walls for Increased Foreign Language Proficiency
This paper describes current and past communicative classroom exercises used at the Foreign Service Institute to “break down” classroom walls with activities that encourage language acquisition. These activities were instituted as part of the Russian program of the Foreign Service Institute in 1984 and include immersion experiences during Russian Week, the Monolingual Training Program (MOLT), the Russian Internship Program (RIP), speaking tracks,…
(The Listening Comprehension Exercise Network WEN): A Nationally Available Aid to the Development of Listening Proficiency in Russian 1
Satellite access to foreign broadcasts opens an exciting era in learning to understand authentic foreign language by providing students with a culturally real context, extralinguistic cues and a pictorially accurate portrayal of everyday lqe. But teaching listening comprehension skills requires more than immersing students in foreign television programming. Preparation of exercises to accompany broadcasts, many of which become almost immediately …
Twenty Minutes to Mastery of the Cyrillic Alphabet
Every teacher of Russian knows that sooner or later the Cyrillic alphabet must be taught in all elementary Russian courses. Unfortunately, the process of teaching and learning the alphabet for many is dull and time‐consuming. But teaching and learning the alphabet need not be simply an activity to be tolerated. Alphabet acquisition can actually be achieved rapidly, enjoyably, and successfully. How? Through the application of mnemonic research. Th…
A brief overview of individual differences in second language learning
Cognitive styles in the service of language learning
Content‐Based Instruction for Foreign Language Classrooms
Content‐based instruction (CBI) is a communicative approach to language teaching that is growing in popularity in both government and academic foreign language cides. The authors define CBI as a curriculum that 1) is based on subject matter, 2) utilizes authentic materials, 3) promotes the learning of new information, and 4) considers specific students' needs. Examples of CBI programs are provided. The Russian and Spanish CBI programs at the Fore…
Twenty Minutes to Mastery of the Cyrillic Alphabet
Every teacher of Russian knows that sooner or later the Cyrillic alphabet must be taught in all elementary Russian courses. Unfortunately, the process of teaching and learning the alphabet for many is dull and time‐consuming. But teaching and learning the alphabet need not be simply an activity to be tolerated. Alphabet acquisition can actually be achieved rapidly, enjoyably, and successfully. How? Through the application of mnemonic research. Th…
Apples and Oranges Are Both Fruit, But They Don't Taste the Same: A Response to Wynne Wong and Bill VanPatten
Twenty Minutes to Mastery of the Cyrillic Alphabet
Every teacher of Russian knows that sooner or later the Cyrillic alphabet must be taught in all elementary Russian courses. Unfortunately, the process of teaching and learning the alphabet for many is dull and time‐consuming. But teaching and learning the alphabet need not be simply an activity to be tolerated. Alphabet acquisition can actually be achieved rapidly, enjoyably, and successfully. How? Through the application of mnemonic research. Th…
Research Materials: Bibliography of Siberian Dialects of Russian
Content‐Based Instruction for Foreign Language Classrooms
Content‐based instruction (CBI) is a communicative approach to language teaching that is growing in popularity in both government and academic foreign language cides. The authors define CBI as a curriculum that 1) is based on subject matter, 2) utilizes authentic materials, 3) promotes the learning of new information, and 4) considers specific students' needs. Examples of CBI programs are provided. The Russian and Spanish CBI programs at the Fore…
Dismantling Classroom Walls for Increased Foreign Language Proficiency
This paper describes current and past communicative classroom exercises used at the Foreign Service Institute to “break down” classroom walls with activities that encourage language acquisition. These activities were instituted as part of the Russian program of the Foreign Service Institute in 1984 and include immersion experiences during Russian Week, the Monolingual Training Program (MOLT), the Russian Internship Program (RIP), speaking tracks,…
(The Listening Comprehension Exercise Network WEN): A Nationally Available Aid to the Development of Listening Proficiency in Russian 1
Satellite access to foreign broadcasts opens an exciting era in learning to understand authentic foreign language by providing students with a culturally real context, extralinguistic cues and a pictorially accurate portrayal of everyday lqe. But teaching listening comprehension skills requires more than immersing students in foreign television programming. Preparation of exercises to accompany broadcasts, many of which become almost immediately …
Content-Based Instruction in Foreign Language Education: Models and Methods
Cognitive styles in the service of language learning
A brief overview of individual differences in second language learning
Apples and Oranges Are Both Fruit, But They Don't Taste the Same: A Response to Wynne Wong and Bill VanPatten
Distinguished‐Level Learning Online: Support Materials from LangNet and RussNet
This article introduces the reader to two online sources of materials for working on improving listening and reading skills. The materials are intended for learners already at Interagency Language Roundtable (ILR) Level 3 (Superior) proficiency in Arabic, Chinese, Hindi, Korean, Russian, and Spanish, who desire to reach Level 4 (Distinguished, or in the vernacular, near‐native) proficiency. The materials are available on RussNet and LangNet. A ra…
Task-Based Instruction in Foreign Language Education: Practices and Programs
Perspectives on Task-Based Instruction: Understanding Our Practices, Acknowledging Different PractitionersJane R. Willis Part 2: Task-Based Instruction in Classroom Instruction 2. Task-Based Instruction in U.S. Government Slavic Language ProgramsBetty Lou Leaver and Marsha A. Kaplan 3. Using Media-Based Tasks in Teaching SpanishAlicia Mora van Altena 4. Introducing Task-Based Instruction for Teaching English in Brazil: Learning How to Leap the Hu…
Task-Based Instruction in Foreign Language Education: Practices and Programs
Louise E. Sweet 1916–2012
conception and execution; penetrating and even brilliant in their analyses, creative in their approach, characterized by her profound understanding
Computer Science (11 works) · Linguistics (11 works) · Psychology (11 works) · Second Language Learning and Teaching (9 works) · EFL/ESL Teaching and Learning (8 works) · Mathematics education (7 works) · Foreign language (6 works) · Pedagogy (4 works) · Philosophy (4 works) · Second Language Acquisition and Learning (4 works)