Learning and teaching languages through content A counterbalanced approach

Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engag...

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Bibliographic Details
Main Author Lyster, Roy
Format eBook Book
LanguageEnglish
Published Amsterdam Benjamins 2007
J. Benjamins Pub
John Benjamins Publishing Company
John Benjamins
Edition1
SeriesLanguage learning and language teaching
Subjects
Applied linguistics
Fremdsprachenunterricht
Handlungsorientierter Unterricht
Language acquisition
Language and languages
Language and languages > Study and teaching
LANGUAGE ARTS & DISCIPLINES / Study & Teaching
Language teaching
Study and teaching
Online AccessGet full text
ISBN9027219745
9027219761
9789027219749
9789027219763
DOI10.1075/lllt.18

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Abstract Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner's interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
AbstractList Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion programs in Montreal more than 40 years ago, this book presents an updated perspective on integrating language and content in ways that engage second language learners with language across the curriculum. A range of instructional practices observed in immersion and content-based classrooms is highlighted to set the stage for justifying a counterbalanced approach that integrates both content-based and form-focused instructional options as complementary ways of intervening to develop a learner's interlanguage system. A counterbalanced approach is outlined as an array of opportunities for learners to process language through content by means of comprehension, awareness, and production mechanisms, and to negotiate language through content by means of interactional strategies involving teacher scaffolding and feedback.
Author Lyster, Roy
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Notes Includes bibliographical references (p. [139]-161) and indexes
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Snippet Based on a synthesis of classroom SLA research that has helped to shape evolving perspectives of content-based instruction since the introduction of immersion...
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SubjectTerms Applied linguistics
Fremdsprachenunterricht
Handlungsorientierter Unterricht
Language acquisition
Language and languages
Language and languages -- Study and teaching
LANGUAGE ARTS & DISCIPLINES / Study & Teaching
Language teaching
Study and teaching
Subtitle A counterbalanced approach
TableOfContents Learning and Teaching Languages Through Content -- Editorial page -- Title page -- LCC data -- Dedication -- Table of contents -- Tables and figures -- Preface -- Introduction -- 1. Emphasizing language in content-based instruction -- 2. Characteristics and contexts of content-based instruction -- 3. Research on outcomes of immersion education -- 3.1. First language development and academic achievement -- 3.2. Social-psychological outcomes -- 3.3. Second language outcomes -- 4. Theoretical perspectives -- 5. Purpose of this book -- Instructional practices at the interface of language and content -- 1. Incidental focus on language -- 1.1. Linguistic challenges -- 2. Decontextualized grammar instruction -- 3. Form-focused instruction -- 3.1. Proactive approaches -- 3.2. Reactive approaches -- 4. Literacy instruction -- 4.1. Sequencing instruction in two languages -- 4.2. Whole language and process writing -- 4.3. Vocabulary and reading instruction -- 4.4. Language across the curriculum -- 5. Summary -- Processing language through content -- 1. Comprehension -- 2. Awareness -- 3. Production -- 3.1. Content-based tasks -- 3.2. Form-focused tasks -- 3.3. Skill acquisition through practice -- 4. Summary -- Negotiating language through content -- 1. Whole-class interaction -- 2. IRF exchanges and teacher questions -- 3. Negotiated scaffolding and feedback -- 3.1. Recasting -- 3.2. Negotiation for meaning -- 3.3. Negotiation of form -- 3.4. Classroom intervention studies -- 4. Counterbalanced feedback -- Counterbalanced instruction -- 1. Why a counterbalanced approach? -- 1.1. Support from research on proactive approaches -- 1.2. Support from research on reactive approaches -- 2. Engaging with language across the curriculum -- 3. Conclusion -- References -- Author index -- Subject index -- The series Language Learning &amp -- Language Teaching
Prelim pages --
References --
Subject index
Tables and figures --
Preface --
3. Processing language through content --
1. Introduction --
4. Negotiating language through content --
Table of contents --
2. Instructional practices at the interface of language and content --
5. Counterbalanced instruction --
Author index --
Title Learning and teaching languages through content
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