Focus on Content-Based Language Teaching

Patsy Lightbown

Oxford Key Concepts for the Language Classroom

Examines the challenges of learning both language and content in the same class, and reviews classroom-based research on instructional practices that can meet those challenges in primary and secondary schools.

Patsy M. Lightbown

Focus on Content-Based Language Teaching

Great Clarendon Street, Oxford, OX2 6DP, United Kingdom

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ACKNOWLEDGEMENTS

The authors and publisher are grateful to those who have given permission to reproduce the following extracts and adaptations of copyright material: p139 Figure from Cummins, J. (2000). Language, power and pedagogy: Bilingual and children in the crossfire. Clevedon, England: Multilingual Matters. Reproduced by permission. p75, 83 Extract from �The helping behaviours of fifth graders while using collaborative strategic reading during ESL content classes’ by J. Klingner and S. Vaughn, TESOL Quarterly 34/ Wiley-Blackwell. Reproduced by permission. p69 Extract from �Content-based language teaching in China: contextual influences on implementation’ by Philip Hoare, Journal of Multilingual & Multicultural Development, 1 Feb 2010 Taylor & Francis, reprinted by permission of the publisher (Taylor & Francis Ltd, http://www.tandf.co.uk/journals (http://www.tandf.co.uk/journals)). p6 Table from �Time on task and immersion graduates’ French proficiency’ by Turnbull, M., Lapkin, S., Hart, D., & Swain, M. in French second language education in Canada: Empirical studies (pp. 31–55). Toronto: University of Toronto Press. Reproduced by kind permission of Dr Miles Turnbull and Dr Sharon Lapkin. p307 Extract from �Cognitive content engagement in content-based language teaching’ by Stella Kong and Philip Hoare, Focus on Content Based Languages Teaching, Volume 15 Issue 3, p320, copyright © 2011 by SAGE. Reprinted by Permission of SAGE. p124 Extract from within Catherine Doughty, Jessica Williams (eds) Focus on Form in Classroom Second Language Acquisition, 1998. © Cambridge University Press, reproduced with permission.

To my children and grandchildren

And to their father and grandfather

Acknowledgments

In writing this book, I have benefited from the experience and insights of ed