Content-based instruction: Perspectives on curriculum planning  

Oleh:

Stoller, Fredricka L.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Annual Review of Applied Linguistics (ada di PROQUEST th.2001- 2010) vol. 24 (2004), page 261-283.
Fulltext: 261-283.pdf (122.75KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 405/ARA/24 Non-tandon: tidak ada Tandon: 1

Lihat Detail Induk

Isi artikel

Content-based instruction (CBI), distinguished by its dual commitment to language and content-learning objectives, has been translated into practice in diverse ways to meet the needs of second and foreign language student populations. This article explores the general characteristics of and challenges associated with content-based curricula by reviewing (1) case studies that document outcomes of CHI programs at elementary, secondary, and higher education levels and (2) curricular models that have been implemented in first and second language contexts. Included in this review of curricular models, because of its implications for second and foreign language contexts, is a brief explanation of Concept-Oriented Reading Instruction (CORI), an approach to content learning and reading development that has been used and extensively researched in first language settings. Empirical studies focusing on CORI, immersion models, and other CHI-related issues (including teacher-student interactions; teachers' oral discourse; and teachers' attention to language, content, and task) are summarized to illustrate the complexities of content-based curricula. The article concludes with a call for further research that can inform the practices of teachers, curriculum and course designers, materials developers, and individuals involved with assessment in content-based settings.

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