Volume 18 in the Language learning and language teaching series.

Includes bibliographical references and indexes.

Preface

CHAPTER 1. 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 3.2 Social-psychological outcomes
3.3. Second language outcomes

4. Theoretical perspectives

5. Purpose of this book

CHAPTER 2. INSTRUCTIONAL PRACTICES AT THE INTERFACE OF LANGUAGE AND CONTENT

1. Incidental focus on language
1.1 Linguistic challenges -- 1.1.1 Verb system -- 1.1.2 Second-person pronouns -- 1.1.3 Grammatical gender

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

CHAPTER 3. 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

CHAPTER 4. 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 -- 3.3.1 Prompting -- 3.3.2 Self-repair -- 3.4 Classroom intervention studies

4. Counterbalanced feedback

CHAPTER 5. 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

"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." (Book Cover)