Learning and Teaching Languages Through Content: A Counterbalanced Approach
Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner s interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
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Characteristics and contexts of contentbased instruction
Instructional practices at the interface
Decontextualized grammar instruction
Processing language through content
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Learning and Teaching Languages Through Content: A counterbalanced approach
Limited preview - 2007
academic activities Applied Linguistics approach argued Arkoudis attention awareness bilingual education C'est Cambridge University Press Canadian Modern Language Clevedon cognitive communicative comprehension conditional mood content teaching content-based classrooms content-based instruction curriculum Day and Shapson declarative knowledge early immersion effective explicit focus on form form-focused instruction Genesee Grade grammatical gender guage Harley immersion and content-based immersion classrooms Immersion education immersion programs immersion students immersion teachers incidental input instructional options integration interaction interlanguage knowledge language and content language arts language instruction language teaching language through content Lapkin learners lessons lexical Lightbown literacy Lyster native speakers non-immersion students nouns oral production output hypothesis pedagogical perspectives procedural knowledge processing prompts Ranta recasts role second language acquisition second language development second language learning second language proficiency Skehan sociolinguistic Spada strategies Studies in Second subject-matter instruction Swain target language tasks tense TESOL tion verbs vocabulary whole language