Visit www.benjamins.com

Language attention in content-based instruction

MyBook is a cheap paperback edition of the original book and will be sold at uniform, low price.

Buy this article

Price: £15.00+Taxes
Add to favourites

The case of language instructors teaching content in a foreign language in Mexican higher education

The full text of this article is not currently available.
/content/journals/10.1075/jicb.3.2.02ari
dcterms_subject,pub_keyword
6
3
Loading
/content/journals/10.1075/jicb.3.2.02ari
Loading

Data & Media loading...

Loading

Full text loading...

References

Airey, J. , & Linder, C
(2008) Bilingual scientific literacy? The use of English in Swedish university science courses. Nordic Journal of English Studies, 7, 145–161.
Airey, J
(2011) Talking about teaching in English: Swedish university lecturers’ experiences of changing teaching language. Ibérica, 22, 35–54.
(2012) “I don’t teach language” The linguistic attitudes of physics lectures in Sweden. AILA Review, 25, 64–79. doi: 10.1075/aila.25.05air
ANUIES
(2007) Catálogo de carreras de licenciatura y posgrado. Mexico: Asociación Nacional de Universidades e Instituciones de Educación Superior [Catalogue of undergraduate and graduate studies. National Association of Universities and Further Education Institutions: Mexico]. Retrieved fromwww.anuies.mx/servicios/c_licenciatura/index2.php.
Ball, P. , & Lindsay, D
(2013) Language demands and support for English-medium instruction in tertiary education. Leaning from specific context. In A. Doiz , D. Lasagabaster , & J.M. Sierra (Eds.), English-medium instruction at the university: Global challenges (pp. 44–61). Bristol, UK: Multilingual Matters.
Borg, S
(2006) Teacher cognition and language education: Research and practice. UK: Continuum.
Brinton, D. , Snow, M. , & Wesche, M
(2003) Content-based second language instruction (2nd ed.). Ann Arbor, MI: University of Michigan Press.
Brown, D
(2001) Teaching by principles: An interactive approach to language pedagogy (2nd ed.). NY: Longman.
Brown, J. , & Rodgers, T
(2002) Doing second language research. Oxford, UK: Oxford University Press.
Burger, S. , & Chrétien, S
(2001) The development of oral production in content-based second language courses at the University of Ottawa. The Canadian Modern Language Review, 58(1), 84–102. doi: 10.3138/cmlr.58.1.84
Burger, S
(1989) Content-based ESL in a sheltered psychology course: Input, output and outcomes. TESL Canada Journal, 6(2), 45–59. doi: 10.18806/tesl.v6i2.551
Burns, A. , & Richard, J
(Eds.) (2009) The Cambridge guide to second language teacher education. Cambridge, UK: Cambridge University Press.
Cammarata, L. , & Tedick, D
(2012) Balancing content and language in instruction: The experience of immersion teachers. The Modern Language Journal, 96(2), 251–269. doi: 10.1111/j.1540‑4781.2012.01330.x0026‑7902/12/251‑269
Chadran, J. , & Esarey, G
(1997) Content-based instruction: An Indonesian example. In S. Stryker & B. Leaver (Eds.), Content-based instruction in foreign language education. (pp. 222–236). Washington, DC: Georgetown University Press.
Corin, A
(1997) A course to convert Czech proficiency to proficiency in Croatian and Serbian. In S. Stryker & B. Leaver (Eds.), Content-based instruction in foreign language education (pp. 78–104). Washington DC: Georgetown University Press.
Corrales, K. , & Maloof, C
(2009) Evaluating the effects of CBI on an English for medical students program. Latin American Journal of Content & Language Integrated Learning, 2(1), 15–23. doi: 10.5294/laclil.2009.2.1.3
Costa, F
(2012) Focus on form in ICLHE lecturers in Italy: Evidence from English-medium sciences lecturers by native speakers of Italian. AILA Review, 25, 30–47. doi: 10.1075/aila.25.03cos
Coyle, D
(2007) Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10, 543–562. doi: 10.2167/beb459.0
Creese, A
(2006) Supporting talk? Partnership teachers in classroom interaction. International Journal of Bilingual Education and Bilingualism, 9, 434–453. doi: 10.2167/beb340.0
Dalton-Puffer, C
(2008) Outcomes and processes in Content and Language Integrated Learning (CLIL): Current research from Europe. In W. Delanoy & I. Volkman (Eds.), Future perspectives for English language teaching. Anglistische Forschungen, Vol. 388 (pp.139–157). Heidelberg, Germany: Winter.
Doiz, A. , Lasagabaster, D. , & Sierra, J
(2013) Future challenges for English-medium instruction tertiary level. In A. Doiz , D. Lasagabaster , & J.M. Sierra (Eds.), English-medium instruction at the university: Global challenges (pp. 213–221). Bristol, UK: Multilingual Matters.
Fortanet-Gomez, I
(2012) Academics’ beliefs about language use and proficiency in Spanish multilingual higher education. AILA Review, 25, 48–63. doi: 10.1075/aila.25.04for
Friedenberg, J. , & Schneider, M
(2008) An experiment in sheltered sociology at the university level. In R. Wilkinson & V. Zegers (Eds.), Realizing Content and Language Integration in Higher Education (pp. 155–168). Maastricht Netherlands: Maastricht University.
Greere, A. , & Räsänen, A
(2008) Redefining ‘CLIL’ – Towards multilingual competence. Retrieved fromwww.lanqua.eu/sites/default/files/Year1Report_CLIL_ForUpload_WithoutAppendices_0.pdf.
Grin, F
(2005, March). The value added of CLIL: A language policy evaluation approach. Paper presented atthe conference: The Changing European Classroom — The Potential of Plurilingual Education. Luxembourg.
Harmer, J
(2001) The practice of English language teaching (3rd ed.). NY: Longman.
Hernández, J. , & Izquierdo, J
. (In press). Metacognición y comprensión oral en L2: Estudio en nivel universitario [Metacognition & L2 oral comprehension: An observational study in the university context]. Revista Electrónica de Investigación Educativa, 18(1).
Hincks, R
(2010) Speaking rate and information content in English lingua franca oral presentations. English for Specific Purposes, 29, 4–18. doi: 10.1016/j.esp.2009.05.004
Hynninen, N
(2012) ICL at the micro level: L2 speakers taking on the role of language experts. AILA Review, 25, 13–29. doi: 10.1075/aila.25.02hyn
Izquierdo, J
(2014) Multimedia instruction in foreign language classrooms: Effects on the acquisition of the French perfective and imperfective distinction. The Canadian Modern Language Review, 70(2), 188–219. doi: 10.3138/cmlr.1697
Izquierdo, J. , Simard, D. , & Garza, G
(2015) Multimedia instruction and language learning attitudes: A study with university students. Revista Electrónica de Investigación Educativa, 17(2), 101–115. Retrieved fromredie.uabc.mx/vol17no2/contents-izqsimard.html.
Izquierdo, J. , & Collins, L
(2008) The facilitative effects of L1 influence on L2 tense-aspect marking: Hispanophones and Anglophones learning French. The Modern Language Journal, 93(iii), 350–368. doi: 10.1111/j.1540‑4781.2008.00751.x
Jochems, W
(1991) Effects of learning and teaching in a foreign language. European Journal of Engineering Education, 16(4), 309–316. doi: 10.1080/03043799108939537
Kasper, L
(1997) The impact of content-based instructional programs on the academic progress of ESL students. English for Specific Purposes, 16, 309–320. doi: 10.1016/S0889‑4906(97)00035‑5
Klee, C. , & Tedick, D
(1997) The undergraduate foreign language immersion program in Spanish at the University of Minnesota. In S. Stryker & B. Leaver (Eds.), Content-based instruction in foreign language education (pp. 141–173). Washington, DC: Georgetown University Press.
Kömür, S
(2010) Teaching knowledge and teacher competencies: A case study of Turkish preservice English teachers. Teaching Education, 21, 279–296. doi: 10.1080/10476210.2010.498579
Kong, E
(2009) Content-based instruction: What can we learn from content-trained teachers’ and language-trained teachers’ pedagogies?The Canadian Modern Language Review, 66, 233–267. doi: 10.1353/cml.0.0102
Llinares, A. , & Lyster, R
(2014) The influence of context on patterns of corrective feedback and learner uptake: A comparison of CLIL and immersion classrooms. The Language Learning Journal, 42, 181–194. doi: org/10.1080/09571736.2014.889509
Lyster, R
(2007) Learning and teaching languages through content: A Counterbalanced approach. Amsterdam: John Benjamins. doi: 10.1075/lllt.18
Mackey, A. , & Gass, S
(2005) Second language research methodology and design. NY: Routledge Taylor & Francis Group.
Madrid, D. , & García, E
(2001) Content-based second language teaching. In E. García Sánchez (Ed.), Present and future trends in TEFL (pp. 101–134). Almería, Spain: Universidad de Almería.
Met, M
(1999) Content-based instruction: Defining terms, making decisions. Washington, DC: The National Foreign Language Center.
Morales, D. , & Izquierdo, J
(2011) L2 phonology learning among young adult learners of English: Effects of regular classroom-based instruction and L2 proficiency. Revista Electrónica de Investigación Educativa, 13(1), 1–22.
Myers, M
(2008) Code-switching in content learning. In R. Wilkinson & V. Zegers (Eds.), Realizing content and language integration in higher education (pp.43–52). Maastricht Netherlands: Maastricht University.
Nikula, T. , Dalton-Puffer, C. , & Llinares, A
(2013) CLIL classroom discourse. Research from Europe. Journal of Immersion and Content-Based Language Education, 1(1), 70–100. doi: 10.1075/jicb.1.1.04nik
Pica, T
(2002) Subject-matter content: How does it assist the international and linguistic needs of classroom language learners?The Modern Language Journal, 85(1), 1–19. doi: 10.1111/1540‑4781.00133
Richards, J
(2006) Communicative language teaching today. NY: Cambridge University Press.
Richards, R. , & Bohlke, D
(2011) Creating effective language lessons. Cambridge, UK: Cambridge University Press.
Rodgers, D
(2006) Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal, 90(3), 373–386. doi: 10.1111/j.1540‑4781.2006.00430.x
Ruiz, Y
(2008) CLIL and foreign language learning: A longitudinal study in the Basque Country. International CLIL Research Journal, 1, 60–73.
Smit, U
(2010) English as a lingua franca in higher education: A longitudinal study of classroom discourse. Berlin: De Gruyter. doi: 10.1515/9783110215519
Song, B
(2006) Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes, 25, 420–437. doi: 10.1016/j.esp.2005.09.002
Spada, N. , & Fröhlich, M
(1995) The communicative orientation of language teaching observation scheme (COLT). Sydney, Australia: MacMillan.
Spada, N. , & Lyster, R
(1997) Approaches to observation in classroom research: Macroscopic and microscopic views of L2 classrooms. TESOL Quarterly, 31, 787–795. doi: 10.2307/3587763
Stryker, S. , & Leaver, B
(1997) Content-based instruction: From theory to practice. In S. Stryker & B. Leaver (Eds.), Content-based instruction in foreign language education (pp. 2–29). Washington, DC: Georgetown University Press.
Stryker, S
(1997) The Mexico experiment at the foreign service institute. In S. Stryker & B. Leaver (Eds.), Content-based instruction in foreign language education (pp. 177–202). Washington, DC: Georgetown University Press.
Tatzl, D
(2011) English-medium masters’ programmes at an Austrian university of applied sciences: Attitudes, experiences and challenges. Journal of English for Academic Purposes, 10, 250–270. doi: 10.1016/j.jeap.2011.08.003
Unterberger, B
(2012) English-medium programmes at Austrian business faculty: A status quo survey on national trends and a case study on programme design and delivery. AILA Review, 25, 80–100. doi: 10.1075/aila.25.06unt
Van der Walt, C. , & Kidd, M
(2013) Acknowledging academic biliteracy in higher education assessment strategies: A tale of two trials. In A. Doiz , D. Lasagabaster , & J.M. Sierra (Ed.), English-medium instruction at the university: Global challenges (pp. 27–43). Bristol, UK: Multilingual Matters.
Vines, L
(1997) Content-based instruction in French for journalism students at Ohio University. In S. Stryker & B. Leaver (Eds.), Content-based instruction in foreign language education (pp. 119–140). Washington, DC: Georgetown University Press.
Vinke, A. , Snippe, J. , & Jochems, W
(2008) English-medium content courses in non-English higher education: A study of lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383–394. doi: 10.1080/1356215980030307
Wilkinson, R
(2013) English-medium instruction at a Dutch university: Challenges and pitfalls. In A. Doiz , D. Lasagabaster , & J.M. Sierra (Ed.), English-medium instruction at the university: Global challenges (pp. 3–24). Bristol, UK: Multilingual Matters.
http://jbenjamins.metastore.ingenta.com/content/journals/10.1075/jicb.3.2.02ari
Loading
This is a required field
Please enter a valid email address