Focus on content-based language teaching / Patsy M. Lightbown.

Format:

Book

Author/Creator:

Lightbown, Patsy.

Series:

Oxford key concepts for the language classroom series

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

Second language acquisition.

Language and languages--Study and teaching--Foreign speakers.

Physical Description:

xii, 164 pages ; 24 cm.

Place of Publication:

Oxford : Oxford University Press, 2014.

Summary:

Oxford Key Concepts for the Language Classroom focuses on key topics for teaching English as a second or foreign language to learners aged 6-16. These instructional guides are informed by research in second language acquisition and language pedagogy, and show the relevance of theory to the practicing teacher. 'Spotlight studies' highlight important research, 'Classroom snapshots' show different teaching approaches in practice, 'Activities' help you make connections between research and theory and your classroom context, Suitable for students working towards MA TESOL, graduate certificates, or diploma, qualifications, and for practicing teachers' professional development programs. Focus on Content-Based Language Teaching, Focus on Content-Based Language Teaching examines the challenges of teaching a second or foreign language while also teaching another academic subject. Drawing on evidence from classroom-based research, it identifies instructional practices that can overcome these challenges. This book highlights important research that teachers need to know about, and shows what happens when theories about teaching and learning are put into practice. It features examples of how teachers and students interact with each other in different approaches to content-based language teaching and includes activities to encourage comparison and reflection, helping you relate research and theory to your own teaching context. Book jacket.

Contents:

1 Approaches to CBLT 3

Preview 5

What is Content-Based Language Teaching? 6

Where Do We Get Our Ideas about Teaching and Learning? 8

Is CBLT More Effective than Traditional Language Instruction? 10

How is CBLT Implemented? 10

CBLT for Majority-Language Students 12

CBLT for Minority-Language Students 19

CBLT in Post-Colonial Settings 26

Pedagogical Practice in CBLT 27

Learning the Language and Learning the Content 29

Language for Academic and Social Purposes 31

Who teaches? 31

Summary 34

2 Learning Language and Learning Content 35

Preview 35

Second Language Acquisition 35

The Importance of Time 36

Language Acquisition Processes 41

The Role of L1 in L2 Learning 48

Language for Academic and Social Purposes 51

More Insights from Cognitive Psychology 53

Skill Learning and Practice 53

Memory and Retrieval 55

Corrective Feedback in Language Learning 58

Cooperative/Collaborative Learning 61

Vocabulary Learning 62

A Framework for CBLT Pedagogy: Nations Four Strands 65

Meaning-Focused Input 66

Meaning-Focused Output 66

Fluency Development 67

Language-Focused Learning 68

Weaving The Strands 69

Summary 71

3 Classroom-Based Research on CBLT with Young Learners 73

Preview 73

What Do Students Need to Learn in Primary School? 74

Learning the Content in CBLT 79

Group-Work in Content Learning 82

Learning the Language in CBLT 85

Group-Work in Language Learning 92

Vocabulary Learning 96

Corrective Feedback and Language-Focused Learning 97

Summary 100

4 Classroom-Based Research on CBLT with Adolescent Learners 101

Preview 101

What Do Students Need to Learn in Secondary School? 101

Learning the Content in CBLT 103

Learning the Language in CBLT 114

Vocabulary Learning 119

Corrective Feedback and Language-Focused Learning 121

Group-Work in Language Learning 124

Summary 127

5 CBLT: What We Know Now 129

Preview 129

Reflecting on Ideas about CBLT: Learning from Research 129

Conclusion 137.

Notes:

Includes bibliographical references (pages 147-160) and index.

ISBN:

0194000826

OCLC:

870649929

Publisher Number:

99962328705