Content-based second language instruction / Donna M. Brinton, Marguerite Ann Snow, Marjorie Wesche.

Format:

Book

Author/Creator:

Brinton, Donna.

Contributor:

Snow, Marguerite Ann.

Wesche, Marjorie Bingham, 1941-

James Hosmer Penniman Book Fund.

Language:

English

Subjects (All):

Language and languages--Study and teaching (Higher).

Language and languages.

Language arts (Higher)--Correlation with content subjects.

Language arts (Higher).

Physical Description:

xvi, 283 pages : illustrations ; 23 cm

Edition:

Michigan classics edition.

Place of Publication:

Ann Arbor : University of Michigan Press, [2003]

Summary:

The Michigan Classics Edition of Content-Based Second Language Instruction includes a new preface, a glossary of key terms, an updated bibliography, and an epilogue highlighting the major developments in the field since 1989. Content-Based Second Language Instruction provides well-grounded criteria for decision making when designing and implementing a content-based curriculum and offers suggestions concerning how best to implement a content-based program. This text can serve as a resource guide to those involved in developing and implementing content-based courses -- i.e., teachers, teacher trainers, curriculum/materials developers, and program administrators. Valuable guidelines for selecting and designing content-based courses, placing and evaluating students, and developing appropriate materials around the subject matter content are presented. Content-Based Second Language Instruction is also a course text for teacher training, program planning, and curriculum design. Although its focus is on second language learners at the postsecondary levels, the book will also be of interest to teachers at the elementary and secondary levels, as well as those planning courses in a foreign language setting.

Contents:

Chapter 1 Putting Content-Based Second Language Instruction in Context 1

A Rationale for Content-Based Language Teaching 3

Language Learning through Language Use: Some Historical Antecedents 4

The 1960s-1980s: The Roots of Content-Based Language Teaching 5

Chapter 2 Three Content-Based Teaching Models at the University Level 14

Theme-Based Language Instruction 14

Sheltered Content Instruction 15

Adjunct Language Instruction 16

A Comparison of Features 17

Implications 20

Chapter 3 Theme-Based Instruction in the ESL and EFL Contexts 26

Theme-Based Models in the ESL Context 28

The American Language Center Evening Series Courses 30

The Intensive Language Course at the Free University of Berlin 32

Chapter 4 The University of Ottawa: Sheltered Instruction 45

Program Description 46

Student Population 47

Coordination and Staffing 48

Logistics 49

Methodology 50

Text Selection and Adaptation 52

The Role of the Language Teacher 52

Program Evaluation 53

Chapter 5 The UCLA Freshman Summer Program: Adjunct Language Instruction 57

Program Description 57

Student Population 59

Coordination and Staffing 59

Logistics 60

Methodology 60

Text Selection and Adaptation 61

The Role of the ESL Instructors 64

Program Evaluation 65

Chapter 6 Practical Considerations in the Implementation of Content-Based Programs 70

Administrative Issues 71

Program Design 71

Student Population 72

Staff Development 74

Program Evaluation 75

A Case Study: The Social Science English Language Center in Beijing, People's Republic of China 77

What Have We Learned from the SSELC Program in the PRC? 84

Chapter 7 Suggestions for Content-Based Materials Development and Adaptation 89

Selecting Materials 89

Supplementing with Language-Teaching Materials 92

Adapting and Developing Materials 92

Sample Content-Based Materials 95

Sample Skill Activities from a Variety of Content Areas 124

Chapter 8 Issues in Content-Based Evaluation 181

Language and Content 182

Evaluating Content Knowledge 184

Evaluating Language Knowledge and Skills 185

Purposes and Types of Procedures 186

Short-Term and Long-Term Evaluation Goals 188

Important Considerations in Evaluation 190

Participants in the Evaluation Process 192

Sample Achievement/Evaluation Schemes 193

Sample Test Materials 194

Chapter 9 Why Content-Based Instruction? 213

Adapting Content-Based Models 216.

Notes:

"Includes an epilogue of new developments in CBI since 1998."

Includes bibliographical references (pages 271-279) and index.

Local Notes:

Acquired for the Penn Libraries with assistance from the James Hosmer Penniman Book Fund.

ISBN:

047208917X

OCLC:

52757143