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ERIC Number: EJ824602
Record Type: Journal
Publication Date: 2008
Pages: 20
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0950-0782
Using Language Objectives to Integrate Language and Content Instruction: A Case History of Planning and Implementation Challenges
Hoare, Philip; Kong, Stella; Bell, Jill
Language and Education, v22 n3 p187-206 2008
This paper provides a case study of the use of language objectives within a newly developed English language teacher education programme in Hong Kong. The programme development team decided to adopt a content-based language teaching approach to support students' second language development through content learning. The teacher education programme (the content) prepares Chinese-speaking students to become secondary level English teachers. Because of students' level of English language proficiency upon entry, the programme must provide substantial support for students' English language development in addition to their learning of subject content knowledge and ELT pedagogy. There is also a government-stipulated proficiency level for all qualified English language teachers, which essentially becomes the language syllabus for the programme. The language objectives serve as a medium for mapping the language syllabus on to the content curriculum. There are reasons to believe that the approach adopted has been successful in supporting students' language and content learning. This paper describes the programme development and implementation process and the problems and constraints met. The paper also shares the lessons learnt from the curriculum development and implementation process.
Multlingual Matters. Available from Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong