A Question and Answer Session with Steven J. Molinsky and Bill Bliss
What was your strategy for revising Side by Side?
What are the new features in each chapter of the third edition?
What are the key features of the Side by Side Gazette?
What changes have you made to the ancillary components of the series?
Some people say that Side by Sideisn’t a very serious textbook. What’s your reaction to this?
Q: What was your strategy for revising Side by Side?
A: We tried to be very careful with the revision because many teachers gave us advice, such as "Don’t fix what isn’t broken!" and "Make it better, but don’t change it!"
We preserved the chapter-by-chapter instructional sequence of the second edition, while striving to improve the development of key vocabulary and grammar. We deleted some lessons, modified others, and added several new ones. We also added more contemporary situations.
Some of the new edition’s innovations are found within the chapters: more vocabulary development, a functional language focus, and increased opportunities for practice with pronunciation and writing.
Other innovations are included in an exciting new feature section that we call the Side by Side Gazette: more informative readings, authentic listening tasks, and opportunities for cross-cultural discussion.
Q: What are the new features in each chapter of the third edition?
A: Each chapter now begins with a "picture-dictionary style" preview of key new vocabulary that will occur in the chapter. There is also a vocabulary listing at the end of the chapter that is designed to serve as a useful tool for study and review.
A special section in each chapter called "How to Say It!" introduces students to important functional communication strategies such as Meeting and Greeting People, Introductions, Complimenting, and Reacting to Information. Pronunciation exercises in each chapter provide models of authentic pronunciation and opportunities for student listening and speaking practice. Side by Side Journal activities offer students the opportunity to write about things that are meaningful to them.
And, very important, we have tried to retain and improve the lively, humorous spirit of Side by Side through all-new art by our outstanding illustrator, Richard Hill.
Q: What are the key features of the Side by Side Gazette?
A: This special "magazine-style" section occurs periodically throughout each student text. The Gazette contains feature articles on topics such as Family Relationships, Languages of the World, Shopping, Employment, and Advertising. Also:
- "Fact Files" present interesting facts about the world through tables, maps, and other graphics.
- "Build Your Vocabulary!" activities expand students’ word knowledge.
- "Around the World" photo essays stimulate discussion of cross-cultural topics.
- "Global Exchange" activities provide models for communication with keypals over the Internet.
- Authentic listening tasks offer "real-world" experiences such as listening to news broadcasts, store announcements, and telephone messages.
- Finally, a fun cartoon feature called "What Are They Saying?" provides a humorous springboard for open-ended role playing.
Q: What changes have you made to the ancillary components of the series?
A: The Activity Workbooks have been completely revised, with GrammarRaps by Carolyn Graham now included in all four levels of the program. In addition, the GrammarSongs from the Side by Side TV videos are now included in Activity Workbooks 1 and 2. The Teacher’s Guides now contain brief descriptions of key grammar and extensive new expansion activities.
The Audio Program, now available on cassettes and CDs, includes all model conversations, accompanying exercises, readings, and listening and pronunciation activities. A highlight of the audios is the Side by Side Gazette, which is presented in the style of a radio program.
Q: In your opinion, what are the characteristics of an effective language learning classroom, and how does Side by Side help teachers create this learning environment for their students?
A: We believe an effective language learning classroom is active and dynamic, and that there should be a clear instructional focus in every lesson. A teacher using a Side by Side lesson can depend on the text to provide:
- a clear focus on grammar and vocabulary;
- interactive, communicative practice through model conversations and exercises; and
- related reading and follow-up activities for all-skills practice.
A Side by Side classroom is one in which every lesson generates dynamic interaction and becomes a springboard for students to talk "side by side" about themselves and the world around them.
Q: Some people say that Side by Side isn’t a very serious textbook. What’s your reaction to this?
A: We have actually worked very hard to give Side by Side a friendly, light-hearted appearance in order to motivate students and teachers and create a fun-filled language learning experience. However, the syllabus and methodology underlying the series have been developed with great care and precision.
The grammatical structures have been carefully sequenced and meticulously developed in order to clearly focus on each structure in the context of its most relevant communicative usage. The structures are "brought to life" through Side by Side’s guided conversation methodology, which is specially designed to help students internalize the grammar through active, dynamic practice.
The light-hearted illustrations and the humor are designed to help teachers create a language learning environment in which students have fun and are willing to take risks to use their new language interactively and playfully as they study "side by side" with their classmates.