Content Based Foreign Language Teaching
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Content-Based Instruction in Foreign Language Education
Author: Stephen B. Stryker
language: en
Publisher: Georgetown University Press
Release Date: 1997-09-01
This book offers concrete and practical ideas for implementing content-based instruction—using subject matter rather than grammar—through eleven case studies of cutting-edge models in a broad variety of languages, academic settings, and levels of proficiency. The highly innovative models illustrate content-based instruction programs for both commonly and less-commonly taught languages—Arabic, Croatian, French, German, Indonesian, Italian, Russian, Serbian, and Spanish—and for proficiency levels ranging from beginners to fluent speakers. They include single-teacher and multi-teacher contexts and such settings as typical language department classrooms, specialty schools, intensive language programs, and university programs in foreign languages across the curriculum. All of the contributors are pioneers and practitioners of content-based instruction, and the methods they present are based on actual classroom experiences. Each describes the rationale, curriculum design, materials, and evaluation procedures used in an actual curriculum and discusses the implications of the approach for adult language acquisition.
Content-Based Second Language Teaching and Learning
Author: Marjorie Hall Haley
language: en
Publisher: Pearson Higher Ed
Release Date: 2013-07-09
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. For any pre- or in-service mainstream teacher learning how to teach the English Language Learners or world language students in their classrooms—or those who simply want to get better at it—here is an interactive approach that’s packed with engaging features, opportunities for reflection, important new ideas and suggestions, and a number of ways to better connect to professional development standards like the Common Core Standards and WIDA. Content-Based Second Language Teaching and Learning gives readers opportunities to interact with the material; reflect and consult with colleagues, partners, and classrooms; revisit their responses; and get assistance from accompanying PowerPoint presentations online that focus on the key concepts of each chapter. Packed with practical, how-to ideas and techniques culled from two critical fields of study—psycholinguistics and socio-cultural—it offers today’s teachers more methodological approaches to teaching in ESL settings than virtually any other book on the market.
Content-Based Foreign Language Teaching
Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction—an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more. Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners