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This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (a) content-obligatory language (language essential to an understanding of content material) and (b) content-compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settingsthe mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also discussed.

This article describes the adjunct model of language instruction, in which English/ESL courses are linked with content courses to integrate better the reading, writing, and study skills required for academic success in the university setting. Following a rationale for the adjunct model and a description of its key features as employed in the Freshman Summer Program (FSP) at the University of California, Los Angeles (UCLA), the findings of two studies carried out at UCLA are presented: (a) former students' evaluation of the program and (b) follow‐up interviews with selected ESL students and results of a simulated examination comparing the FSP follow‐up students and non‐FSP ESL students.

In the last two decades, content-based instruction (CBI) has grown by leaps and bounds; it appears across educational levels and under various guises. In foreign language education, immersion education and “content-enriched” Foreign Language in the Elementary School (FLES) are popular examples. Sheltered classes and thematic curricula are two variations commonly found in ESL settings. The degree of language and content integration which underlies these various program types is perhaps best captured by means of a continuum.

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