Focus on Content-Based Language Teaching

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Patsy M. Lightbown. Focus on Content-Based Language Teaching

Acknowledgments

Series Editors’ Preface

Introduction

1. Approaches to CBLT

Preview

What is Content-Based Language Teaching?

Where Do We Get Our Ideas about Teaching and Learning?

Is CBLT More Effective than Traditional Language Instruction?

How is CBLT Implemented?

CBLT for Majority-Language Students

CBLT for Minority-Language Students

CBLT in Post-Colonial Settings

Pedagogical Practice in CBLT

Learning the Language and Learning the Content

Language for Academic and Social Purposes

Who teaches?

Summary

2. Learning Language and Learning Content

Preview

Second Language Acquisition

The Importance of Time

Language Acquisition Processes

The Role of L1 in L2 Learning

Language for Academic and Social Purposes

More Insights from Cognitive Psychology

Skill Learning and Practice

Memory and Retrieval

Corrective Feedback in Language Learning

Cooperative/Collaborative Learning

Vocabulary Learning

A Framework for CBLT Pedagogy: Nation’s Four Strands

Meaning-Focused Input

Meaning-Focused Output

Fluency Development

Language-Focused Learning

Weaving the Strands

Summary

3. Classroom-Based Research on CBLT with Young Learners

Preview

What Do Students Need to Learn in Primary School?

Learning the Content in CBLT

Group-Work in Content Learning

Learning the Language in CBLT

Group-Work in Language Learning

Vocabulary Learning

Corrective Feedback and Language-Focused Learning

Summary

4. Classroom-Based Research on CBLT with Adolescent Learners

Preview

What Do Students Need to Learn in Secondary School?

Learning the Content in CBLT

Learning the Language in CBLT

Vocabulary Learning

Corrective Feedback and Language-Focused Learning

Group-Work in Language Learning

Summary

5. CBLT: What We Know Now

Preview

Reflecting on Ideas about CBLT: Learning from Research

Conclusion

Suggestions for Further Reading

Glossary

References

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In writing this book, I have benefited from the experience and insights of educators and researchers who have sought to understand and to improve students’ opportunities to learn language and to learn academic content taught in a new language. Many of their names appear in the text and in the reference list, but it was not possible to include all of the important and valuable publications I have learned from. I only hope that I have acknowledged all of those whose work I have drawn on directly. I am grateful to the teachers and teacher educators whose classes and workshops have shaped my understanding of CBLT. Special thanks to the staff and students in the dual immersion program at the Christopher Columbus Family Academy, where I have seen wonderful examples of CBLT in action.

I am grateful to Oxford University Press, especially to Julia Bell and Ann Hunter for their support and attention to detail. Several colleagues have helped me identify and locate valuable materials among the thousands of publications relevant to CBLT. I thank Roy Lyster and Howard Nicholas for their help. Finally, my friend, colleague, and frequent co-author Nina Spada has been an important part of this project since we began working together on this Key Concepts for the Language Classroom series. She is a constant source of encouragement, reality checks, and laughter. I cannot thank her enough.

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We are pleased to launch the series with this volume Focus on Content-Based Language Teaching.

Chapter 5 will provide a summary of the most important points covered in detail in the earlier chapters.

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