Content-Based Foreign Language Teaching

Curriculum and Pedagogy for Developing Advanced Thinking and Literacy Skills

Buch | Softcover

276 Seiten

2016
Routledge (Verlag)
978-0-415-88016-9 (ISBN)

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Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction—an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more.

Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners

Laurent Cammarata is Associate Professor in Education at the Faculté Saint-Jean, University of Alberta, Canada.

Contents

Preface

Introduction

Content-based instruction and curricular reforms: Issues and goals
LAURENT CAMMARATA, DIANE J. TEDICK, & TERRY A. OSBORN

Part 1: Theoretical perspectives and empirical evidence

Sociocultural theory and content-based Foreign Language instruction: Theoretical insights on the challenge of integration
RICHARD DONATO

Scaffolding advanced literacy in the foreign language classroom: Implementing a genre-driven content-based approach
MARIANNA V. RYSHINA-PANKOVA
Integrating CBI into high school foreign language classrooms
JOY CUMMING & ROY LYSTER

Part 2: Curriculum development for the thinking-oriented foreign language classroom

Tapping the ACTFL National Standards for a thoughtful approach to content-based instruction
JASON MARTEL
Foreign Language education and the development of inquiry-driven language programs: Key challenges and curricular planning strategies
LAURENT CAMMARATA
Assessing what matters within content-based foreign language teaching through Integrated Performance Assessment
FRANCIS J. TROYAN
Part 3: Critical pedagogy and the foreign language classroom

Language teachers in foreign territory: A call for a critical pedagogy-infused curriculum
TIMOTHY REAGAN

Critical content-based instruction in the foreign language classroom: Critical issues for implementation
RYUKO KUBOTA

Part 4: Exemplars of cognitively engaging curriculum planning for the foreign language classroom

‘Le Maine Francophone’: An expeditionary unit targeting the development of higher-order thinking skills
FRANCIS J. TROYAN
Exploring environmental and sustainability issues in the intermediate-level foreign language curriculum
ELIZABETH A. KAUTZ
A look at CBI in action: An exploratory journey into the arts and history in the foreign language classroom
NANCY HAGSTROM
About the Contributors

Index

Erscheint lt. Verlag	25.3.2016
Zusatzinfo	12 Tables, black and white; 3 Line drawings, black and white
Verlagsort	London
Sprache	englisch
Maße	152 x 229 mm
Gewicht	385 g
Themenwelt	Schulbuch / Wörterbuch
	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
	Sozialwissenschaften ► Pädagogik
ISBN-10	0-415-88016-5 / 0415880165
ISBN-13	978-0-415-88016-9 / 9780415880169
Zustand	Neuware