Learning and Teaching Languages Through Content

A counterbalanced approach

 | McGill University
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ISBN 9789027219749 | EUR 105.00 | USD 158.00
 
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ISBN 9789027219763 | EUR 33.00 | USD 49.95
 
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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.
[Language Learning & Language Teaching, 18] 2007.  xii, 173 pp.
Publishing status: Available
Published online on 1 July 2008
Table of Contents
“Few people have as much experience with content-based language classrooms, particularly immersion classrooms, as Roy Lyster. His experience comes from teaching and researching French immersion programs, and many years of being a scholar and teacher educator in applied linguistics. The result is a highly readable and useful book, rooted in practice, research and theory.”
“This should be compulsory reading for anyone interested in language learning in content-based second language contexts. Lyster has provided a comprehensive and insightful analysis of language teaching and learning in CB classrooms that will be of interest to researchers, university students, and education practitioners alike. It is not only an indispensable reference work for researchers, but also a useful textbook for students interested in second language learning in classroom contexts.”
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2018. Definiteness in written Swedish by Finnish-speaking immersion pupils at the end of immersion. Journal of Immersion and Content-Based Language Education 6:1  pp. 57 ff. DOI logo
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2018. Taithí múinteoirí faoi oiliúint ar an bhFoghlaim Chomhtháite Ábhar agus Teangacha. COMHARTaighde :4 DOI logo
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2018. Students’ language use for co-construction of knowledge in CLIL group-work activities: a comparison with L1 settings. Zeitschrift für Erziehungswissenschaft 21:1  pp. 49 ff. DOI logo
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2018. Content and language integration in higher education: instructional practices and teacher development. International Journal of Bilingual Education and Bilingualism 21:5  pp. 523 ff. DOI logo
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2018. Chapter 7. Researching TBLT for young, beginner learners in Japan. In TBLT as a Researched Pedagogy [Task-Based Language Teaching, 12],  pp. 200 ff. DOI logo
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2018. Preparing to teach both content and language: Four ESOL teacher candidates' experiences. TESOL Journal 9:3  pp. 542 ff. DOI logo
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2018. Analyzing the curricularization of language in two-way immersion education: Restating two cautionary notes. Bilingual Research Journal 41:4  pp. 388 ff. DOI logo
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2018. Content and language integrated learning in the Netherlands: teachers’ self-reported pedagogical practices. International Journal of Bilingual Education and Bilingualism 21:2  pp. 222 ff. DOI logo
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2018. Linguistic performance of dual language immersion students. Foreign Language Annals 51:3  pp. 575 ff. DOI logo
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2018. Content and language integration at universities? Collaborative reflections. International Journal of Bilingual Education and Bilingualism 21:5  pp. 607 ff. DOI logo
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2018. Collaborations between language and content university instructors: factors and indicators of positive partnerships. International Journal of Bilingual Education and Bilingualism 21:5  pp. 591 ff. DOI logo
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2017. Engineering lecturers’ views on CLIL and EMI. International Journal of Bilingual Education and Bilingualism 20:6  pp. 722 ff. DOI logo
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2017. The Effect of Incidental Learning on the Comprehension of English Affixes by Arabic-Speaking EFL Learners: Acquisition and Application. Research in Language 15:4  pp. 405 ff. DOI logo
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2017. Challenges Encountered in a Chinese Immersion Program in the United States. The Asia-Pacific Education Researcher 26:3-4  pp. 163 ff. DOI logo
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2017. The Interface Between Student Teacher Grammar Cognitions and Learner‐Oriented Cognitions. The Modern Language Journal 101:4  pp. 643 ff. DOI logo
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2017. Relating French Immersion Teacher Practices to Better Student Oral Production. The Canadian Modern Language Review 73:3  pp. 319 ff. DOI logo
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2017. ESP/EAP Through English-Medium Instruction: Teachers’ Perceptions and Practices. In Innovation in Language Learning and Teaching,  pp. 173 ff. DOI logo
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2017. Integrating content and foreign language learning. Journal of Immersion and Content-Based Language Education 5:1  pp. 4 ff. DOI logo
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2018. Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level. Language Teaching 51:3  pp. 400 ff. DOI logo
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2017. A sociocognitive model of interventions for writing instruction. Journal of Immersion and Content-Based Language Education 5:2  pp. 265 ff. DOI logo
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2017. An explicit-inductive approach to grammar in Irish-medium immersion schools. Language Awareness 26:1  pp. 3 ff. DOI logo
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2017. Balancing content and language in CLIL. Journal of Immersion and Content-Based Language Education 5:1  pp. 58 ff. DOI logo
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2017. Teaching our way of life through our language: Materials development for Indigenous immersion education. Cogent Education 4:1  pp. 1362887 ff. DOI logo
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2017. Content and Language Integrated Learning and the inclusion of immigrant minority language students: A research review. International Review of Education 63:4  pp. 495 ff. DOI logo
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2017. Flipping every student? A case study of content-based flipped language classrooms. E-Learning and Digital Media 14:1-2  pp. 20 ff. DOI logo
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2016. Current trends and future directions in teaching English pronunciation. International Journal of Research Studies in Language Learning 5:5 DOI logo
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2016. Targeted Observation of ELL Instruction as a Tool in the Preparation of School Leaders. International Multilingual Research Journal 10:3  pp. 201 ff. DOI logo
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2016. Reforming the national core curriculum for bilingual education in Finland. Journal of Immersion and Content-Based Language Education 4:1  pp. 86 ff. DOI logo
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2016. The Foreign Language Classroom: Current Perspectives and Future Considerations. The Modern Language Journal 100:S1  pp. 133 ff. DOI logo
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2016. A Language-Based Approach to Content Instruction (LACI) for English Language Learners: Examples from Two Elementary Teachers. International Multilingual Research Journal 10:3  pp. 217 ff. DOI logo
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2016. Development of CLIL into Diverse Contexts. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 11 ff. DOI logo
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2016. Exploring Social Interaction as a Resource in CLIL. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 61 ff. DOI logo
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2016. Pedagogical Implications. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 215 ff. DOI logo
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2016. Learners Helping Learners: Peer Scaffolding. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 147 ff. DOI logo
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2016. Learners Practicing and Playing with the Foreign Language. In Peer Interactions in New Content and Language Integrated Settings [Educational Linguistics, 24],  pp. 187 ff. DOI logo
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2016. Bilingual Education in Canada. In Bilingual and Multilingual Education,  pp. 1 ff. DOI logo
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2016. Academic achievement and language proficiency in early total Mandarin immersion education. Journal of Immersion and Content-Based Language Education 4:2  pp. 168 ff. DOI logo
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2016. Small but Multi-Functional: Response Tokens in Content Language Integrated Learning Interaction. SSRN Electronic Journal DOI logo
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2016. CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness 25:1-2  pp. 110 ff. DOI logo
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2016. THE EFFECTS OF CORRECTIVE FEEDBACK ON INSTRUCTED L2 SPEECH PERCEPTION. Studies in Second Language Acquisition 38:1  pp. 35 ff. DOI logo
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2017. Can corrective feedback on second language speech perception errors affect production accuracy?. Applied Psycholinguistics 38:2  pp. 371 ff. DOI logo
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2016. Directions for Future Research and the Way Forward. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 173 ff. DOI logo
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2016. Programming for Integration of Content and Language Learning. In Language Across the Curriculum & CLIL in English as an Additional Language (EAL) Contexts,  pp. 143 ff. DOI logo
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2016. Teacher language awareness in supervisory feedback cycles. ELT Journal 70:1  pp. 28 ff. DOI logo
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2016. Challenges for a new bilingual program: Implementing the International Baccalaureate Primary Years Programme in four Colombian schools. Journal of Research in International Education 15:2  pp. 155 ff. DOI logo
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2016. Different Skills? Identifying Differentially Effective Teachers of English Language Learners. The Elementary School Journal 117:2  pp. 261 ff. DOI logo
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2016. CLIL subject selection and young learners’ listening and reading comprehension skills. International Journal of Applied Linguistics 26:1  pp. 52 ff. DOI logo
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2016. Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education 39:2  pp. 202 ff. DOI logo
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2016. Teacher training needs for bilingual education: in-service teacher perceptions. International Journal of Bilingual Education and Bilingualism 19:3  pp. 266 ff. DOI logo
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2017. Stopping the “pendulum effect” in CLIL research: Finding the balance between Pollyanna and Scrooge. Applied Linguistics Review 8:1  pp. 79 ff. DOI logo
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Sabatier, Cécile, Danièle Moore & Nathalie Sinclair
2016. Interactions et films de classe pour réfléchir la formation à l’enseignement des Mathématiques en Français langue seconde. Décrire pour mieux former ?. Recherches en didactique des langues et des cultures 13:1 DOI logo
SAITO, KAZUYA & KEIKO HANZAWA
2016. Developing second language oral ability in foreign language classrooms: The role of the length and focus of instruction and individual differences. Applied Psycholinguistics 37:4  pp. 813 ff. DOI logo
Saito, Kazuya, Stuart Webb, Pavel Trofimovich & Talia Isaacs
2016. LEXICAL PROFILES OF COMPREHENSIBLE SECOND LANGUAGE SPEECH. Studies in Second Language Acquisition 38:4  pp. 677 ff. DOI logo
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2016. Talking about German verb particles identified in concordance lines – from spontaneous to expert-like metatalk. Language Awareness 25:1-2  pp. 127 ff. DOI logo
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2016. Fifth Grade Two-Way Immersion Students’ Responses to Form-Focused Instruction. Applied Linguistics 37:6  pp. 784 ff. DOI logo
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2018. Two-way immersion students’ home languages, proficiency levels, and responses to form-focused instruction. International Journal of Bilingual Education and Bilingualism 21:3  pp. 303 ff. DOI logo
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2016. The Principled Communicative Approach: Seven Criteria for Success. ELT Journal 70:1  pp. 105 ff. DOI logo
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2016. Reconciling SLA Theories with Classroom Practice: Designing a Principled Eclectic Bridge. In Classroom-Oriented Research [Second Language Learning and Teaching, ],  pp. 243 ff. DOI logo
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2016. Focus on Italian Verbal Morphology in Multilingual Classes. Language Learning 66:1  pp. 31 ff. DOI logo
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2012. Intelligent Computer‐Assisted Language Learning. In The Encyclopedia of Applied Linguistics, DOI logo
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2017. History and Key Developments in Intelligent Computer-Assisted Language Learning (ICALL). In Language, Education and Technology,  pp. 289 ff. DOI logo
Hoare, Philip
2010. Content-based language teaching in China: contextual influences on implementation. Journal of Multilingual and Multicultural Development 31:1  pp. 69 ff. DOI logo
Lyster, Roy & Kazuya Saito
2010. ORAL FEEDBACK IN CLASSROOM SLA. Studies in Second Language Acquisition 32:2  pp. 265 ff. DOI logo
McDonough, Kim & Wanpen Chaikitmongkol
2010. Collaborative Syntactic Priming Activities and EFL Learners’ Production of Wh-questions. The Canadian Modern Language Review 66:6  pp. 817 ff. DOI logo
Meyer, Oliver
2010. Towards quality CLIL: successful planning and teaching strategies. Pulso. Revista de educación :33  pp. 11 ff. DOI logo
Surkamp, Carola
2010. C. In Metzler Lexikon Fremdsprachendidaktik,  pp. 27 ff. DOI logo
Yang, Yingli & Roy Lyster
2010. EFFECTS OF FORM-FOCUSED PRACTICE AND FEEDBACK ON CHINESE EFL LEARNERS’ ACQUISITION OF REGULAR AND IRREGULAR PAST TENSE FORMS. Studies in Second Language Acquisition 32:2  pp. 235 ff. DOI logo
Bourdages, Johanne S. & Marie-Josée Vignola
2009. Évaluation des habiletés de communication orale chez des élèves de l'élémentaire utilisant AIM. The Canadian Modern Language Review 65:5  pp. 731 ff. DOI logo
Cammarata, Laurent
2009. Negotiating Curricular Transitions: Foreign Language Teachers' Learning Experience with Content-Based Instruction. The Canadian Modern Language Review 65:4  pp. 559 ff. DOI logo
Cormier, Marianne & Miles Turnbull
2009. Une approche littératiée : apprendre les sciences et la langue en immersion tardive. The Canadian Modern Language Review 65:5  pp. 817 ff. DOI logo
Cormier, Marianne & Miles Turnbull
2010. Une approche littératiée : apprendre les sciences et la langue en immersion tardive (avec fonctionnement supplémentaire). The Canadian Modern Language Review 66:s1  pp. S817 ff. DOI logo
Eckerth, Johannes, Karen Schramm & Erwin Tschirner
2009. Review of recent research (2002–2008) on applied linguistics and language teaching with specific reference to L2 German (part 1). Language Teaching 42:1  pp. 41 ff. DOI logo
Izquierdo, Jesús
2009. L'aspect lexical et le développement du passé composé et de l'imparfait en français L2 : Une étude quantitative auprès d'apprenants hispanophones. The Canadian Modern Language Review 65:4  pp. 587 ff. DOI logo
Izquierdo, Jesús
2014. Multimedia Instruction in Foreign Language Classrooms: Effects on the Acquisition of the French Perfective and Imperfective Distinction. The Canadian Modern Language Review 70:2  pp. 188 ff. DOI logo
Kong, Stella
2009. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies?. The Canadian Modern Language Review 66:2  pp. 233 ff. DOI logo
Kong, Stella
2010. Content-Based Instruction: What Can We Learn from Content-Trained Teachers’ and Language-Trained Teachers’ Pedagogies? (Enhanced). The Canadian Modern Language Review 66:s1  pp. S233 ff. DOI logo
Kong, Stella
2014. Collaboration between Content and Language Specialists in Late Immersion. The Canadian Modern Language Review 70:1  pp. 103 ff. DOI logo
Kong, Stella
2015. Designing Content-Language Integrated Learning Materials for Late Immersion Students. TESOL Journal 6:2  pp. 302 ff. DOI logo
Lyster, Roy, Laura Collins & Susan Ballinger
2009. Linking languages through a bilingual read-aloud project. Language Awareness 18:3-4  pp. 366 ff. DOI logo
Lyster, Roy & Jesús Izquierdo
2009. Prompts Versus Recasts in Dyadic Interaction. Language Learning 59:2  pp. 453 ff. DOI logo
IZQUIERDO, JESÚS & LAURA COLLINS
2008. The Facilitative Role of L1 Influence in Tense–Aspect Marking: A Comparison of Hispanophone and Anglophone Learners of French. The Modern Language Journal 92:3  pp. 350 ff. DOI logo
Schulze, Mathias
2008. Interfaces in Intelligent CALL. Computer Assisted Language Learning 21:4  pp. 301 ff. DOI logo
Sheen, Younghee
2008. Recasts, Language Anxiety, Modified Output, and L2 Learning. Language Learning 58:4  pp. 835 ff. DOI logo
Sheen, Younghee
2010. DIFFERENTIAL EFFECTS OF ORAL AND WRITTEN CORRECTIVE FEEDBACK IN THE ESL CLASSROOM. Studies in Second Language Acquisition 32:2  pp. 203 ff. DOI logo
[no author supplied]
2008. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 65:2  pp. 335 ff. DOI logo
[no author supplied]
2010. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 66:3  pp. 465 ff. DOI logo
[no author supplied]
2012. References. In Language Teaching Research and Language Pedagogy,  pp. 349 ff. DOI logo
[no author supplied]
2014. Book and Software Reviews / Critiques de livres et de logiciels. The Canadian Modern Language Review 70:1  pp. 123 ff. DOI logo

This list is based on CrossRef data as of 24 october 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

Subjects

Main BIC Subject

CJ: Language teaching & learning (other than ELT)

Main BISAC Subject

LAN020000: LANGUAGE ARTS & DISCIPLINES / Study & Teaching
ONIX Metadata
ONIX 2.1
ONIX 3.0
U.S. Library of Congress Control Number:  2007004379 | Marc record