A handbook of second language acquisition for biblical studies : insights of modern language instruction for teaching biblical languages / Jennifer E. Noonan. [print]

Columbia International University Faculty Author

Introduction: A brief history of modern linguistics and language teaching -- The discipline of instructed second language acquisition -- The state of Biblical and ancient language instruction and research -- The building blocks of language proficiency: Implicit knowledge, explicit knowledge, and automaticity -- The principle: Language proficiency -- The significance of proficiency for Biblical and ancient languages -- Examples for Biblical and ancient language classrooms -- General approaches to language instruction: Meaning-focused instruction, form-focused instruction, and practice -- The principle: Approaches to language instruction -- Significance for Biblical and ancient languages -- Examples for Biblical and ancient language classrooms -- Comprehensible input -- The principle: Comprehensible input -- The significance of comprehensible input for Biblical and ancient languages -- Examples for Biblical and ancient language classrooms -- Quantity of input: Classroom immersion, total physical response (TPR), and extensive reading --The principle: Quantity of input -- Rationale for increasing quantity of input in ancient and Biblical language classrooms -- Exaample for Biblical and ancient language classrooms -- Quality of input: Input enhancement, input flood, and structured input -- Rationale for improving the quality of input in ancient and Biblical language classrooms -- Examples for Biblical and ancient language classrooms -- Output -- The principle: Output -- The rationale: Output in Biblical and ancient language classrooms -- The four language skills: Listening, speaking, reading, and writing -- The principle: The four language skills -- The rationale: Why teach the four skills -- Examples for Biblical and ancient language classrooms -- Reading fluency: Developing skills that promote comprehension and interpretation -- The principle: Reading fluency -- Examples for Biblical and ancient language classrooms -- Vocabulary acquisition -- The principle: Vocabulary acquisition -- The rationale: Vocabulary acquisition -- Examples for Biblical and ancient language classrooms Course design and syllabus structure -- The principle: Course design and syllabus structure -- The rationale: Syllabus design for Biblical and ancient language courses -- Examples for Biblical and Ancient language classrooms -- Learner differences -- The principle: learner differences -- The rationale: Learner differences and Biblical and ancient language courses -- Examples for Biblical and ancient language classrooms -- Sociocultural aspects of second language acquisition -- The principle: Sociocultural aspects of second language acquisition -- Sociocultural instruction in Biblical and ancient language courses -- Examples for Biblical and ancient language classrooms -- Conclusion.

Perhaps you are interested in taking your language instruction to the next level. Perhaps you are interested in what Second Language Acquisition (SLA) has to say about the way people learn languages. This accessible and practical handbook is the place to start. It introduces twelve important principles drawn from the field of SLA research and practice. These twelve principles include topics such as types of language knowledge, types of language instruction, input, output, language skills, and the role of the learner. Each chapter addresses a different SLA principle and presents some implications for instruction, including how the principle relates to biblical and ancient language learning. Each chapter also includes specific examples for how to integrate the SLA principle into biblical and ancient language classrooms, focusing on Hebrew, Greek, and Latin. Back Cover

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