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ERIC Number: ED341264
Record Type: RIE
Publication Date: 1990-Sep
Pages: 49
Abstractor: N/A
Reference Count: N/A
LEP Students and the Integration of Language and Content: Knowledge Structures and Tasks.
Mohan, Bernard A.
Research on themes that offer practical and theoretical bases for teaching language and content simultaneously is discussed. Three theoretical perspectives are cited that are relevant to this approach: the input hypothesis (Krashen's monitor model), the bilingual proficienty theories (Cummins' language proficiency model and the views of its critics), and language socialization theories. Research on cognition is reviewed, with emphasis on the area of knowledge structures. It is suggested that knowledge structures underlie subject-area knowledge and thinking skills and are cross-cultural, and that they also underlie expository reading and writing knowledge. It is further suggested that student awareness of knowledge structures and information patterns improves the retention of subject matter. Research on cognition is also reviewed regarding "student tasks," or those metacognitive strategies that language learners use in order to gain second language knowledge. The idea is proposed that student tasks may form the basis for teaching and learning strategies such as cooperative learning and English for specific purposes. It is suggested that knowledge structures and student tasks are complementary and that more research should explore their relationship. Contains approximately 145 references. (LB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC.
Authoring Institution: N/A
Identifiers: Content Area Teaching
Note: In: Proceedings of the Research Symposium on Limited English Proficient Students' Issues (1st, Washington, DC, September 10-12, 1990); see FL 020 030.