Learning and Teaching Languages Through Content: A Counterbalanced ApproachJohn Benjamins Publishing, 1 sty 2007 - 172 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. |
Spis treści
CHAPTER | 3 |
Characteristics and contexts of contentbased instruction | 6 |
Theoretical perspectives | 18 |
Instructional practices at the interface | 25 |
Decontextualized grammar instruction | 43 |
Literacy instruction | 50 |
Summary | 57 |
Processing language through content | 59 |
Summary | 85 |
Counterbalanced feedback | 122 |
Conclusion | 137 |
Author index | 163 |
Inne wydania - Wyświetl wszystko
Learning and Teaching Languages Through Content: A counterbalanced approach Roy Lyster Ograniczony podgląd - 2007 |
Learning and Teaching Languages Through Content: A Counterbalanced Approach Roy Lyster Podgląd niedostępny - 2007 |
Kluczowe wyrazy i wyrażenia
ability academic activities approach appropriate argued asked attention awareness bilingual c'est Cambridge chapter cognitive communicative competence comprehension conditional content-based classrooms content-based instruction continued correct curriculum designed discourse draw early effective engage English errors example explicit express feedback focus form-focused instruction formal French immersion functions gender Genesee Grade grammatical guage Harley identified immersion and content-based immersion classrooms immersion programs immersion students immersion teachers important incidental input integration interaction interlanguage knowledge language development language learning learners lessons levels linguistic Lyster matter meaning move native speakers negotiation noticing observed opportunities oral perspectives practice processing production proficiency prompts questions range reading recasts reference response role second language Second Language Acquisition second language learning settings skills social strategies Swain target language tasks teachers teaching tion types University Press verbs
Odniesienia do tej książki
Discourse in Content and Language Integrated Learning (CLIL) Classrooms Christiane Dalton-Puffer Ograniczony podgląd - 2007 |