Abstract
This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and majority-language learners. Reference to the few studies on non-immersion CBI programmes in the USA is also included. This article presents a review of the research in relationship to four broad themes: student outcomes, classroom language use and development, the hidden curriculum, and teacher preparation and practice. The research review is followed by a discussion of the research methodologies and theoretical frameworks used in these studies and concluding sections that set suggestions for paths for future inquiry in four areas: student diversity, the role of English in classrooms, teacher development, and achievement research.
| Language | English (US) |
|---|---|
| Pages | 25-40 |
| Number of pages | 16 |
| Journal | Language, Culture and Curriculum |
| Volume | 28 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 1 2015 |
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Keywords
- content-and-language-integrated learning
- content-based language instruction
- language immersion education
- language teacher education
Cite this
A review of research on content-based foreign/second language education in US K-12 contexts. / Tedick, Diane J.; Wesely, Pamela M.
In: Language, Culture and Curriculum, Vol. 28, No. 1, 01.01.2015, p. 25-40.Research output: Contribution to journal › Article
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TY - JOUR
T1 - A review of research on content-based foreign/second language education in US K-12 contexts
AU - Tedick,Diane J.
AU - Wesely,Pamela M.
PY - 2015/1/1
Y1 - 2015/1/1
N2 - This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and majority-language learners. Reference to the few studies on non-immersion CBI programmes in the USA is also included. This article presents a review of the research in relationship to four broad themes: student outcomes, classroom language use and development, the hidden curriculum, and teacher preparation and practice. The research review is followed by a discussion of the research methodologies and theoretical frameworks used in these studies and concluding sections that set suggestions for paths for future inquiry in four areas: student diversity, the role of English in classrooms, teacher development, and achievement research.
AB - This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and majority-language learners. Reference to the few studies on non-immersion CBI programmes in the USA is also included. This article presents a review of the research in relationship to four broad themes: student outcomes, classroom language use and development, the hidden curriculum, and teacher preparation and practice. The research review is followed by a discussion of the research methodologies and theoretical frameworks used in these studies and concluding sections that set suggestions for paths for future inquiry in four areas: student diversity, the role of English in classrooms, teacher development, and achievement research.
KW - content-and-language-integrated learning
KW - content-based language instruction
KW - language immersion education
KW - language teacher education
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U2 - 10.1080/07908318.2014.1000923
DO - 10.1080/07908318.2014.1000923
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JO - Language, Culture and Curriculum
T2 - Language, Culture and Curriculum
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