Content-based language teaching: Convergent concerns across divergent contexts

Abstract

This article serves as the introduction to this special issue of Language Teaching Research on content-based language teaching (CBLT). The article first provides an illustrative overview of the myriad contexts in which CBLT has been implemented and then homes in on the five studies comprising the special issue, each conducted in a distinct instructional setting: two-way Spanish-English immersion in the USA, English-medium 'nature and society' lessons taught at a middle school in China, English-medium math and science classes in Malaysian high schools, English-medium history classes in high schools in Spain, and 'sheltered instruction' classes for English language learners in US schools. In spite of such divergent contexts, the five studies converge to underscore the pivotal role played by teachers in CBLT and the concomitant need for professional development to support them in meeting some of the challenges specific to CBLT.

The influence of context on patterns of corrective feedback and learner uptake: a comparison of CLIL and immersion classrooms

“…Whether recasts serve a didactic or conversational function in teacher-student interaction is germane to many contextual variables worthy of further pursuit, not the least of which is the professional experience and training of the teachers themselves. The pivotal role of teachers in CBLT was also identified by Lyster and Ballinger (2011) in their examination of 'convergent concerns across divergent contexts' of CBLT in China, Malaysia, Spain and the US. Moreover, they identified an urgent need for professional development to support teachers in meeting the challenges of CBLT.…”

Teachers’ Perspectives on CLIL and Classroom Innovation in a Method based on Drama Games

“…The answers cover the three options that balancing both content and language may provide, establishing three themes. Two of them refer to the dual approaches discussed in Lyster and Ballinger (2011): content as a more important element than language ('content-driven approach') or vice versa ('language-driven approach'). The third theme refers to the balanced state of importance.…”

Effect of Teachers’ Organization of Content on the Learners’ Acquisition of Linguistic Skills Among Secondary School Students in Bungoma County, Kenya.

“…For the past two centuries, the integration of English language studies with subject material content in recognized education has been given a significant attention in Europe, Asia, the Americas and Africa (Coyle, Hood, & Marsh, 2010;Banegas, 2011;Lyster & Ballinger, 2011;Navés, 2009;Moate, 2011). This integration according to DaltonPuffer & Smit, (2007) has led to rebirth of two extensive teaching approaches; Content Based Instruction (CBI) and content and language integrated learning approach (CLIL).…”