Content-Based Instruction
Perspectives on Curriculum Planning
Bibliographic Data
| ID | 24220552 |
|---|---|
| Authors | Fredricka L Stoller |
| Year | 2004 |
| Volume | 24 |
| Pages | 261-283 |
| Publication date | 2004-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Annual Review of Applied Linguistics (BOOK_SERIES) |
| Journal identifiers | ISSN: 0267-1905 • E-ISSN: 1471-6356 |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/s0267190504000108 |
| OpenAlex | W2105611155 |
| Language | EN |
| Citations received | 27 |
| References cited | 42 |
Content-based instruction (CBI), distinguished by its dual commitment to languageand content-learning objectives, has been translated into practice in diverse ways to meet the needs of second and foreign language student populations. This article explores the general characteristics of and challenges associated with content-based curricula by reviewing (1) case studies that document outcomes of CBI programs at elementary, secondary, and higher education levels and (2) curricular models that have been implemented in first and second language contexts. Included in this review of curricular models, because of its implications for second and foreign language contexts, is a brief explanation of Concept-Oriented Reading Instruction (CORI), an approach to content learning and reading development that has been used and extensively researched in first language settings. Empirical studies focusing on CORI, immersion models, and other CBI-related issues (including teacher–student interactions; teachers' oral discourse; and teachers' attention to language, content, and task) are summarized to illustrate the complexities of content-based curricula. The article concludes with a call for further research that can inform the practices of teachers, curriculum and course designers, materials developers, and individuals involved with assessment in content-based settings.
CLIL · Concept-Oriented Reading Instruction · content-based instruction · Curriculum development · curriculum model · foreign language learning · immersion model · materials development · reading development · second language acquisition · teacher-student relationship · EFL/ESL Teaching and Learning · Second Language Acquisition and Learning · Second Language Learning and Teaching
Research on Teaching Reading
Constructivist Issues in Language Learning and Teaching
Content-and-Language Integrated Learning
Teaching Academic Language in L2 Secondary Settings
Teaching Reading
Exploring the role of literary and media translation in forging new economic paradigms, environmental accountability, and health sovereignty
Investigating pre-service teachers’ AI literacy for ELL instruction
What difference does one course make? Assessing the impact of content-based instruction on students’ sustainability literacy
Marginalizing English as a second language teacher expertise
Five Episodes of Urban Discovery as a Student Recruitment Strategy in Planning
Teaching as Sheltering
From principles to practice
Exploring bilingual learners’ desires in English-medium studies
A language support program for English-medium instruction courses
Sustaining collaboration
The Situated Multiliteracies Approach to Classroom Participation
Investigating correspondence between language proficiency standards and academic content standards
Curricular Material, Content Familiarity and Topic Interest in Interaction
Series Editor's Foreword
Content and Language Integrated Learning
Revisiting English as medium of instruction in rural African classrooms
Content-based language teaching in China
Linguistically Responsive Instruction in Corequisite Courses at Community Colleges
Developing Academic Language in English Language Learners Through Sheltered Instruction
Content‐Based Instruction in the Foreign Language Classroom
The Role of Metalanguage in Supporting Academic Language Development
Training and Sustaining Effective Teachers of Sheltered Instruction
Trends and Issues in Content-Based instruction
On the Integration of Language and Content Instruction
Content-Centered Learning in the U.S.
The Calla handbook
Text, Role and Context
A functional approach to evaluating content knowledge and language development in ESL students’ science classification texts
Dual-Language Education for English Language Learners
The Helping Behaviors of Fifth Graders While Using Collaborative Strategic Reading during ESL Content Classes
Content-Area Language Instruction
Teacher Learning and Student Learning in Tesol
Expanding Middle School Horizons
The Discursive Construction of Power in Teacher Partnerships
Mediating Language Learning
Learning English for Academic and Occupational Purposes
The Cognitive Academic Language Learning Approach
The Message Is the Medium
Turning Professional
Content‐Based Instruction
Creating Community and Making Connections in the Third‐Year Spanish Course
Learners' Experience of Immersion Education
| Unique citing works | 27 |
|---|---|
| Citations per year | 1,23 |
| Citation span | 2004 - 2026 (23) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 23 |