Bibliography: p231-238. - Includes index.

"In response to the growing popularity of content-based language-teaching models both in the United States and abroad, this text documents well-established programs at the post-secondary level and provides a rationale for content-based instruction. Three different approaches - theme-based, sheltered, and adjunct - are examined, as well as the extent to which they share basic underlying features. The text presents profiles of several exemplary programs, explores the kinds of populations and settings most appropriate for the different models, and discusses the administrative considerations in their implementation. In addition, it offers detailed guidelines for teachers who would like to design their own content-based curriculum, including information on how to evaluate and place students and how to develop appropriate materials for specific subject matter content." (Book Cover)

TABLE OF CONTENTS:

Chapter 1: Putting Content-Based Second Language Instruction in Context Definition and Overview A Rationale for Content-Based Language Teaching Language Learning through Language Use: Some Historical Antecedents The 1960s-1980s: The Roots of Content-Based Language Teaching Conclusions Questions to Consider Suggestions for Further Reading

Chapter 2: Three Content-Based Teaching Models at the University Level Theme-Based Language Instruction Sheltered Content Instruction Adjunct Language Instruction A Comparison of Features Implications Conclusions Questions to Consider Suggestions for Further Reading

Chapter 3: Theme-Based Instruction in the ESL and EFL Contexts Theme-Based Models in the ESL Context The American Language Center Evening Series Courses The Intensive Language Course at the Free University of Berlin Conclusions Questions to Consider Suggestions for Further Reading

Chapter 4: The University of Ottawa: Sheltered Instruction Program Description Student Population Coordination and Staffing Logistics Methodology Text Selection and Adaption The Role of the Language Teacher Program Evaluation Questions to Consider Suggestions for Further Reading

Chapter 5: The UCLA Freshman Summer Program: Adjunct Language Instruction Program Description Student Population Coordination and Staffing Logistics Methodology Text Selection and Adaptation The Role of the ESL Instructors Program Evaluation Questions to Consider Suggestions for Further Reading

Chapter 6: Practical Considerations in the Implementation of Content-Based Programs Administrative Issues Program Design Student Population Staff Development Program Evaluation A Case Study: The Social Science English Language Center in Beijing, People's Republic of China What Have We Learned from the SSELC Program in the PRC? Questions to Consider Suggestions for Further Reading

Chapter 7: Suggestions for Content-Based Materials Development and Adaptation Selecting Materials Supplementing with Language-Teaching Materials Adapting and Developing Materials Sample Content-Based Materials Sample Skill Activities from a Variety of Content Areas Questions to Consider Suggestions for Further Reading

Chapter 8: Issues in Content-Based Evaluation Language and Content Evaluating Content Knowledge Evaluating Language Knowledge and Skills Purposes and Types of Procedures Short-Term and Long-Term Evaluation Goals Important Considerations in Evaluation Participants in the Evaluation Process Sample Achievement/Evaluation Schemes Sample Test Materials Conclusions Questions to Consider Suggestions for Further Reading

Chapter 9: Why Content-Based Instruction? Adapting Content-Based Models Conclusions

Appendix A

Appendix B

Appendix C

References

Index