Learning and Teaching Languages Through Content
A counterbalanced approach
| McGill University
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
© John Benjamins Publishing Company
Table of Contents
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Tables and figures
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ix
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Preface
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xi
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1. Introduction
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1
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2. Instructional practices at the interface of language and content
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25
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3. Processing language through content
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59
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4. Negotiating language through content
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87
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5. Counterbalanced instruction
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125
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References
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139
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Author index
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163
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Subject index
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167
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“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.”
Merrill Swain, Ontario Institute for Studies in Education, University of Toronto
“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.”
Fred Genesee, McGill University
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Subjects
BIC Subject: CJ – Language teaching & learning (other than ELT)
BISAC Subject: LAN020000 – LANGUAGE ARTS & DISCIPLINES / Study & Teaching
U.S. Library of Congress Control Number: 2007004379