ERIC Number: EJ868531
Record Type: Journal
Publication Date: 2009-Dec
Abstractor: As Provided
Reference Count: N/A
Content-Based Instruction: What Can We Learn from Content-Trained Teachers' and Language-Trained Teachers' Pedagogies?
Canadian Modern Language Review, v66 n2 p233-267 Dec 2009
This article reports on a study of the pedagogies of two content-trained teachers and two language-trained teachers in their content-based second language (L2) classrooms at the middle-school level in two Chinese contexts: Hong Kong and Xi'an. The study aims to identify pedagogies that support content and language learning, referred to here as "content and language pedagogies." The findings suggest that while the complex content at the middle-school level leads to correspondingly more complex language use, which therefore provides a strong foundation for advancing both content and language learning, the content must be explored in depth and from different perspectives to enable complex knowledge relationships to be co-constructed by the teacher and students through the use of correspondingly complex language to support this learning. This requires teachers to be aware of language form-function relationships.
Descriptors: Second Language Learning, Second Language Instruction, Foreign Countries, Middle Schools, Teaching Methods, Language Teachers, Grammar, Knowledge Base for Teaching, Content Area Reading, Language Usage, Middle School Teachers
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Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools
Authoring Institution: N/A
Identifiers - Location: China; Hong Kong