摘要:

This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language‐teaching objectives. These objectives derive from two considerations: (a) content‐obligatory language (language essential to an understanding of content material) and (b) content‐compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settings—the mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also di

ISSN:0039-8322    

DOI:10.2307/3587333

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

This article reports the views of 24 Chinese (People's Republic of China) teachers of English on the appropriateness and effectiveness of “Western” language‐teaching methods (here defined according to Canale&Swain, 1980) for use in Chinese situations. The Chinese teachers believed that the communicative approach was mainly applicable in China only for those students who planned to go to an English‐speaking country, and, as nonnative speakers, they noted their limitations with respect to the sociolinguistic and strategic competence in English that is required for using this approach effectively. The teachers also cited various constraints on implementing Western language‐teaching methods, including the context of the wider curriculum, traditional teaching methods, class sizes and schedules, resources and equipment, and the low status of teachers who teach communicative rather than analytic skills. An examination of these views in light of the context and theory of Western language teaching demonstrates that the Chinese teachers' concerns have considerable justification. Various suggestions are made as possible means of adapting Western language‐teaching methods to the situati

ISSN:0039-8322    

DOI:10.2307/3587334

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Deaf children often have major difficulty learning the language of their parents, who in the majority of cases are hearing. The principal reason for these problems is limitation of linguistic input reaching the children: The hearing loSS itself acts as a drastic filter on the linguistic data, and information obtained from aided residual hearing, as well as from visual sources such as lipreading and signed representations of spoken language, is typically fragmentary. In addition to the limitations of input, the very difficulty of the task of learning an auditory language with severely restricted information is likely to lead to loss of motivation. Another complicating factor is language attitudes and the fact that the deaf community uses a visual‐spatial language, American Sign Language (ASL), which deaf people acquire without effort and which provides a focus for cultural solidarity. Attitudes toward ASL are complicated by its identity as a minority language in a majority culture, whose standard language influences it to some extent. Attitudes toward English are complicated by the fact that the learning of English is imposed by an educational establishment run by hearing people and that ASL is not used as a language of instructio

ISSN:0039-8322    

DOI:10.2307/3587335

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

Recent attempts to establish English‐only public policy and legislation reflect declining support for sociolinguistic diversity in the United States. This trend has important consequences in education, not only for speakers of languages other than English, but also for speakers of minority varieties of English. In this article, assimilationist ideology is rejected as a way of legitimizing the educational experience of language minority groups. Instead, a pluralist position is adopted, one that views the teaching of standard English as a second dialect (SESD) as “additive bidialectalism” rather than remediation. The termsdialect, creole, andstandardare discussed with reference to the harmful effects of linguistic prescriptivism. Research in two areas is then reviewed: (a) studies examining differences in varieties and their influence on communication and (b) sociolinguistic work on classroom participation structures involving language minority students. It is concluded that differences in varieties are not trivial and that culturally appropriate modifications to classroom discourse patterns, such as those implemented in a program for Hawaii Creole English‐speaking children, are useful models for other SESD s

ISSN:0039-8322    

DOI:10.2307/3587336

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

This article reports an evaluation study of the Bangalore project, a content‐based approach to language learning. It examines the question, Do teachers attend to, meaning or to form, and is such a distinction observable in classroom practice? The study investigated the way that error treatment in Bangalore classrooms was realized in practice in a sample of 21 lesson transcripts. It was found that the treatment of linguistic error was largely consonant with the project's statements about the kinds of attention that are appropriate to a focus on meaning and that this could be distinguished from the ways of treating linguistic error that are attributable to a focus on form. However, the most likely explanation for this finding is that as the project developed, task types were selected that would curtail learner production and, thereby, the risk of making linguistic error. This finding has implications for teachers interested in content‐based curric

ISSN:0039-8322    

DOI:10.2307/3587337

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

摘要:

The increasing proportion of graduate students to undergraduate students in ESL academic preparation programs in the United States suggests that more information is needed about language use in graduate courses. This article reports on the characteristics of writing assignments found in syllabuses for graduate courses in business. First, the types of writing assignments and the vocabulary used to label those assignments are analyzed and discussed. Second, the use ofpromptsto guide the writing of the assignments is examined. Finally, implications are suggested for ESL writing courses for nonnative speakers who are planning to enter (or already attending) U.S. graduate degree programs in business.

ISSN:0039-8322    

DOI:10.2307/3587338

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587339

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587341

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587342

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY

ISSN:0039-8322    

DOI:10.2307/3587343

出版商:Blackwell Publishing Ltd    

年代:1989

数据来源: WILEY