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ERIC Number: EJ849877
Record Type: Journal
Publication Date: 2009-Jun
Pages: 27
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0008-4506
Negotiating Curricular Transitions: Foreign Language Teachers' Learning Experience with Content-Based Instruction
Cammarata, Laurent
Canadian Modern Language Review, v65 n4 p559-585 Jun 2009
Content-based instruction (CBI) has been touted as an effective curricular approach in a wide range of educational contexts, including immersion and English as a second language. Yet this approach to curriculum design is rarely implemented in conventional K-16 foreign language (FL) programs in the United States today. The phenomenological study described here attempted to gain a deeper understanding of factors affecting the implementation of CBI by exploring three traditional FL teachers' learning experiences during a year-long professional-development program designed to introduce the approach. Transitioning toward CBI, the findings suggest, can be a professionally intimidating experience, involving a struggle to re-examine one's own teaching identity and one's vision of what teaching and learning ought to be. Important implications emerging from this study include a need for professional-development programs to better scaffold teachers' learning experience and to create safer environments for teachers to explore pedagogical alternatives.
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A