Trends and Issues in Content-Based instruction

Snow, Marguerite Ann

doi:10.1017/s0267190500003573

Cited by 39 publications

(30 citation statements)

References 14 publications

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“…In certain respects, making language study a central constituent of teacher education coincides with arguments favoring content-based language instruction (Nyikos & Hashimoto, 1997;Snow, 1998;Winer, 1992). Notwithstanding claims about the marginal contributions of academic preparation to teacher development (Clarke, 1994;Freeman, 1994Freeman, , 1995aFreeman & Johnson, 1998;Johnson, 1996Johnson, , 1997, coursework that enhances candidates' active knowledge of linguistic principles, systematic variation, cross-linguistic relationships, and learning processes can build among practice teachers a profound appreciation for the complexity of language and its use in authentic contexts (Andrews, 1997).…”

Section: Components Of Professional Literacy: Knowledge and Metaknowlmentioning

confidence: 97%

Toward a Socioliterate Approach to Second Language Teacher Education

Hedgcock

2002

The Modern Language Journal

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This article proposes that effective language teacher preparation should facilitate candidates’ access to the shared knowledge, discursive practices, and instructional processes of language teaching (LT) as an inherently disparate discipline. Whereas the reflective orientation widely embraced in North American teacher education programs should be preserved, reflective practice should be promoted within a socioliterate framework. The author explores the position that teacher education must be grounded partly (though not exclusively) in what is commonly called “theory,” but that this theoretical dimension should be developed by systematically examining socioeducational practices. A genre–based, sociorhetorical approach to LT discourse, it is argued, can build candidates’ awareness of knowledge–construction practices, enhance their declarative knowledge, and develop their professional skills. By modeling analytic and reflective processes that focus on disciplinary knowledge, teacher education can help LT candidates to shape their own professional literacies, enabling them to participate meaningfully in the profession's many conversations.

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Section: Components Of Professional Literacy: Knowledge and Metaknowlmentioning

confidence: 97%

Toward a Socioliterate Approach to Second Language Teacher Education

Hedgcock

2002

The Modern Language Journal

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“…According to Mangubhai (2006), the teaching of a second language through Immersion is one of the most efficient methods of language learning; the use of its teaching techniques, which may serve many educational contexts, resulted in the creation of various subcategories, namely content-based instruction (Snow, 1998) or simply immersion (Swain, 1996). In the European educational setting, Immersion education is represented by CLIL which has drawn much interest amongst researchers (Gil et al, 2012) as a relatively new teaching approach.…”

Section: The Historymentioning

confidence: 99%

The Development of Speaking Skills using the Immersion Teaching Model: A Case Study of a 5th Grade Greek Primary Class in an EFL Context

Nteli

Zafiri²

2017

OSJ

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This paper investigates the development of students’ speaking skills, using the Immersion Teaching Model (ITM) as a form of process differentiation. It aims to explore whether the ITM intervention in an English as a Foreign Language (EFL) context will have an impact on the students’ speech development and motivation, and will furthermore investigate its feasibility as a teaching approach. A 5th Grade class of a Greek state Primary school was used and action research was implemented. The research findings revealed enhancement of the speaking skills for the students that have at least an initial level of language speaking competence, but no difference was detected for the students of no speaking competence, indicating the need for further differentiation. However, the ITM intervention was proven feasible to use in the EFL classroom and highly affective to student motivation. The implications of the present research for the EFL context have shown that the ITM is flexible enough to accommodate the diverse educational needs, and benefit meaningful speech production if appropriately applied.

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“…In a study in a Dutch secondary school, for instance, it was found out that teachers focused on the content to be taught to such an extent that they paid little attention to students" language, and their share in the interaction (Snow, 1998). This is generally not so because teachers would not want to offer "languagesensitive content instruction; rather it may be because they have not been made aware of how to do it" (ibid.…”

Section: Need Of Subject Area Teachers' Help To Improve Students' Tl Usementioning

confidence: 99%

“…In line with Clegg"s studies, it could be suggested that secondary school teachers need to be aware of their responsibility to consider content obligatory language besides teaching their respective subjects. In relation to this, a study in a Dutch secondary school revealed that teachers focus on the content to be taught to such an extent that they paid little attention to students" language, and their share in the interaction (Snow, 1998). This is, generally, not so because teachers would not want to offer language-sensitive content instruction; rather it may be because they have not been made aware of how to do it.…”

Section: Analysis Of Data Related To Help From T4mentioning

confidence: 99%

Teachers’ Help of Students to Use English in Selected Secondary Schools at Nekemte, Ethiopia

Olana¹,

Beriso²

2015

Sci. Technol. Arts Res. J.

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Article InformationThe objective of this study was to explore subject area teachers" help of students to use the Target Language (TL) in classrooms. For the investigation, a mixed-method research approach was used under the umbrella of pragmatic paradigm of research design. Four Grade Nine History and Geography teachers were purposively selected for the study from two secondary schools in Nekemte town. The data were collected through interview and classroom observations. The data from the interview and the lesson transcripts were analysed by using content analysis of the transcripts. The results indicated that teachers played the dominant role in using students" mother tongue and the TL. The data from the lesson transcripts showed that History teachers and Geography teachers hardly showed efforts to promote students" use of the TL. From the findings, it was concluded that subject area teachers need to be aware of the additional responsibilities of promoting students" language skills and thus work in collaboration with English teachers in this regard.

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Trends and Issues in Content-Based instruction

Cited by 39 publications

References 14 publications

Toward a Socioliterate Approach to Second Language Teacher Education

Toward a Socioliterate Approach to Second Language Teacher Education

The Development of Speaking Skills using the Immersion Teaching Model: A Case Study of a 5th Grade Greek Primary Class in an EFL Context

Teachers’ Help of Students to Use English in Selected Secondary Schools at Nekemte, Ethiopia

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