A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction

Snow, Marguerite Ann; Met, Myriam; Genesee, Fred

doi:10.2307/3587333

Cited by 270 publications

(142 citation statements)

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“…The need for a clear and explicit focus on grammatical forms within a meaningoriented approach in order to promote accurate use of the L2 has been identified as a key area for language immersion education (Doughty 2003;Lyster and Mori 2008;Met 2008;Snow, Met and Genesee 1989), including CLIL (Content-Language Integrated Learning), ( Coyle, Hood and Marsh 2010;de Graaff et al 2007;Mearns 2012). It has been often acknowledged that while comprehension skills and fluency on the part of the learners are often highly developed in many language immersion contexts because of the exposure to high levels of meaningful content and enhanced opportunities for communicative interaction, achieving high levels of grammatical accuracy in the target language is not always as successfully realised (Fortune,Tedick and Walker 2008;Nassaji and Fotos 2011;Robinson 2003;Swain 1998).…”

Section: 'Noticing' and Focus-on-form In Immersion Contextsmentioning

confidence: 99%

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

Gallagher

Colohan

2014

The Language Learning Journal

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This article describes a small in-class study which sought to explore the effectiveness (or not) of using the emerging bilingual skills of the students as a teaching and learning tool in a Geography through English CLIL classroom in Northern Italy. In particular, the study sought to examine whether and to what extent the use of codeswitching / translanguaging between the native language and the language of instruction during content-related tasks might prove a useful technique for highlighting particular grammatical points in the CLIL vehicular language. Findings support the view that there is a place for the focused, planned and targeted use of the L1 during meaning-focused lessons in the language immersion classroom and that bilingual instructional techniques, such as the 'twisted dictation' used in the study, can be an effective means of both drawing students' attention to particular linguistic forms and of developing an enriched bilingual vocabulary. The authors suggest that the use of the L1 as a language teaching and learning tool is not limited to the CLIL or immersion classroom, but could be adapted for use in other language learning contexts.

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Section: 'Noticing' and Focus-on-form In Immersion Contextsmentioning

confidence: 99%

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

Gallagher

Colohan

2014

The Language Learning Journal

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“…Content knowledge and skills cannot be separated from the linguistic means, through which that knowledge and skill is manifest. Approaches to content-based language instruction (Chamot & O'Malley, 1987;Snow, Met & Genesee, 1989) can be enriched through an understanding of "content," especially at university level. Consequently, as the difficulty of the concepts increases, we want the students' learning of the language that construes those concepts to also become more complex.…”

Section: Resultsmentioning

confidence: 99%

Developing Academic Writing in a Business Oriented University

Foley¹

2013

Indonesian J. Appl. Linguist

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This research investigated the development of language choices in the Academic writing of students at an English-medium university in Thailand. The first part involved looking at the writing in the first semester of their English program at the university, representing the level of the students' writing on entry into the university. Seventy two samples of first year students' writing were collected, but only 12 were randomly selected for this study in order to compare their progress over a period of 14 weeks (first semester). The second part of the research looked at the writing of students' journals at the end of their second semester of their first year after the implementation of a writing program based on research originally developed in Australia (Derewianka, 2003). A third part of the research investigated the development of students' writing towards the third year in university with specific reference to their academic writing in the business English program. The focus on Business English was mainly because the university was well-known in this field of study. The framework for the analysis of the students' writing was based on a systemic functional approach (Halliday and Matthiessen, 2004). In order to provide insights into the meaning and effectiveness of the text, a discourse grammar needs to be functional and semantic in its orientation. This paper discusses the development of the Nominal Group (NG) in the students' writing in THEME position, as this was felt to be a major issue in the development of academic discourse. However NGs in the RHEME would also be looked, as this was a part of the text structure, where complex nominal groups would be expected as part of the NEW information. The resulting analysis showed that initially the students had a limited knowledge of the different genres and used an equally limited range of lexical and grammatical choices. After the implementation of a new teaching approach in the second semester of the first year, some improvement could be observed. During the third year of the English program, improvement in the writing of genres used in "business" writing, such as Reports, was clearly evident. Keywords: Academic Business English, Thailand, lexico-grammatical choices, nominal groups, genres.Abstrak: Penelitian ini menyelidiki perkembangan pilihan bahasa siswa dalam mata kuliah menulis akademik di sebuah universitas berbahasa Inggris di Thailand. Bagian pertama melihat tulisan di semester pertama mahasiswa program bahasa Inggris di universitas tersebut untuk melihat kemampuan menulis mahasiswa saat mereka masuk universitas. Tujuh puluh dua sampel tulisan mahasiswa tingkat pertama dikumpulkan, tapi hanya 12 yang dipilih secara acak untuk kajian ini agar bisa dibandingkan kemajuannya setelah empat belas minggu (satu semester). Bagian kedua penelitian ini melihat jurnal hasil tulisan mahasiswa di akhir semester ke dua tahun pertama mereka, setelah penerapan program menulis menggunakan kerangka teori yang dikembangkan di Australia (Derewianka 2003). Bagian ket...

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“…Apart from these, content based instruction need of ELLs is also underlined by the views of the experts in the study. When ELLs aware of the fact that they are able to use the foreign language in their academic study or professional work, they become more interested and motivated (Snow et al, 1992). Hence, it is understood that content relevant to students' academic or professional needs help ELLs to facilitate their acquisition of language and content knowledge together.…”

Section: Volume 5 Issue 3 September 2017mentioning

confidence: 99%

A CEFR-based Curriculum Design for Tertiary Education Level

Arslan¹

2017

ijlet

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The aim of this research was to present a possible EFL curriculum design in line with the principles on the CEFR (Common European Framework of Reference for Languages). The qualitative data of the research were obtained through the interviews with the experts at TEFL through the semi-structured interview form developed by the researcher. The participants of the research were comprised of academics majored in both TEFL and the CEFR who were selected via purposeful sampling method. In order to analyse the qualitative data of this research, the content and thematic analyses were carried out using QSR Nvivo 8. According to the findings of the research, it was pointed out that the development of four language skills in order for language learners to be able to communicate, the consistency of content for learning and teaching EFL skills with real life situations, the employment of communicative language teaching methods, strategies, and techniques, and the use of alternative testing and assessment should be taken into consideration in the process of designing and developing key components of a CEFR-based EFL curriculum.

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A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction

Cited by 270 publications

References 10 publications

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

T(w)o and fro: using the L1 as a language teaching tool in the CLIL classroom

Developing Academic Writing in a Business Oriented University

A CEFR-based Curriculum Design for Tertiary Education Level

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