Features: The Keys to Strategies for Language Instruction With an emphasis on the need for instructors to possess a wide variety of strategies, substantial time is devoted to modeling the kind of thinking that skillful instructors employ to decide how learning can best be facilitated. Each chapter includes the opportunity for readers to analyze sample challenging scenarios and think about different ways of addressing them. With a focus on strategies backed by the most current research, this book gives educators powerful ideas to make language instruction meaningful and purposeful. The Keys to Planning for Learning (Second Edition) Starting with an understanding of the 21st century learner, the authors establish a mindset for creating curriculum that allows learners to develop Intercultural Communicative Competence as they learn more about themselves, explore their communities and engage with the world. The authors explain and provide easy-to-follow templates to develop units of instruction and daily lessons that allow learners to explore mulitdimensional themes and essential questions that provoke critical thinking. The Keys to Assessing Language Performance Provides step-by-step guidance on how to design assessments, illuminates the process of designing rubrics that focus on proficiency and helps educators create assessments that motivate students to offer language samples that accomplish authentic purposes. School administrators will also benefit from the section that focuses on the impact of performance assessment on instruction and program design. The Keys to the Classroom (Second Edition) Amid all the ways in which teaching has changed, much remains the same. Learners still need to be meaningfully engaged with the language. Educators must plan opportunities for learning that are relevant for learners. Students must believe that teachers care for them as individuals. Language and intercultural skills are increasingly important in our global society. Teaching is difficult, and educators new to the profession need support and guidance.

About the Author

Bonnie Adair-Hauck, Ph.D. is a second language research professor for the University of Pittsburgh' s European Studies Center and the European Union Center of Excellence where she also serves as a language consultant for educational institutions both nationally and internationally.
Eileen W. Glisan is Distinguished University Professor of Spanish at Indiana University of Pennsylvania, where she coordinates the Spanish Education K-12 Program. President of ACTFL in 2010, she is co-author of Teacher' s Handbook: Contextualized Language Instruction, currently in its fifth edition, and of the 2013 text, Implementing Integrated Performance Assessment. She received the 1996 Anthony Papalia Award for Excellence in Teacher Education and the 2008 Northeast Conference Nelson H. Brooks Award for Distinguished Service and Leadership to the Profession.
Francis J. Troyan is an associate professor of World Language Education and faculty advisor for the BSEd and MEd Programs in World Language Education and the OSU Teaching Internship in France. His research focuses on language learning, language use and language teaching in world language classrooms as a socially constructed process.
Paul Sandrock serves as ACTFL Senior Advisor for Language Learning Initiatives. While at ACTFL, Paul has facilitated the revision of the national World-Readiness Standards for Learning Languages and the NCSSFL-ACTFL Can-Do Statements, and before that was a member of the original Integrated Performance Assessment development team. Previously, Paul was Assistant Director of Content and Learning at the Wisconsin Department of Public Instruction (DPI), coordinating the areas of English language arts, mathematics, international education, and world languages. He earlier served as the Wisconsin DPI statewide consultant for world languages. Paul taught Spanish for 16 years in middle school and high school and authored The Keys to Assessing Language Performance as well as Planning Curriculum for Learning World Languages. Paul previously served ACTFL as a board member and president and received ACTFL' s Florence Steiner Award for Leadership in Foreign Language Education, K-12.
Donna Clementi is currently a lecturer in World Language Methods at Lawrence University, Appleton, WI. She taught French and was the World Languages Program Leader in the Appleton Area School District (WI) for 33 years. She also spent 38 summers working at Concordia Language Villages at the French Language Village and leading professional development seminars for world language instructors. Since 2006, she has been co-leader of the CARLA Summer Institute on Second Language Assessments at the University of Minnesota. Clementi has served as President of the Wisconsin Association for Language Teachers (WAFLT). Chair of the Central States Conference on the Teaching of Foreign Languages (CSCTFL), and board member of ACTFL. Clementi' s honors include: ACTFL' s Florence Steiner Award for K-12 Leadership in Foreign Languages (2000); Distinguished Foreign Language Educator Award from the Wisconsin Association for Language Teachers (2002); Supervisor of the Year Award by the National Association of District Supervisors of Foreign Languages (2004); Les Palmes Academiques from the French government (2008); Founders Award from the Central States Conference on the Teaching of Foreign Languages (2012).
Laura Terrill holds a BA in French from the University of Missouri St. Louis and a MA in Secondary Administration from Northeast Missouri State University and has worked more than 40 years in the educational profession. She taught French at all levels K-12 for 21 years before becoming the Coordinator of Foreign Language and English as a Second Language and then, Director of Curriculum. She has taught methods courses in St. Louis and in Indianapolis and continues to present at the local, state, regional and national levels. She recently worked as a Content Specialist for the National

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