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Content-Based Instruction in Foreign Language Education
Models and Methods
Stephen Stryker and Betty Lou Leaver, Editors
Georgetown University Press, 1997

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.

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front cover of Content-Based Instruction
Content-Based Instruction
What Every ESL Teacher Needs to Know
Marguerite Ann Snow and Donna M. Brinton
University of Michigan Press, 2019

This book introduces readers to the concept of Content-Based Instruction (CBI) through a brief history and countless examples of the many ways this approach can be applied across settings and programs. Whether readers want to deepen their understanding of CBI or get ideas for their own teaching situation, this book provides an overview of CBI and the process of implementing it. The book discusses the three prototype models (theme-based, sheltered, and adjunct), new models (sustained content language teaching, content and language-integrated learning, English-medium instruction, adjunct models, and other hybrid models), and a research-based rationale for using CBI in the classroom. Each section includes reflection questions designed to guide readers to consider how best to implement CBI in their course and program.

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