Content-language approach
Author
Source
Jami'a : Journal in Educational and Social Sciences
Issue
Vol. 2002, Issue 6أ (31 Dec. 2002), pp.34-48, 15 p.
Publisher
أكاديمية القاسمي مركز الأبحاث التربوية و الاجتماعية
Publication Date
2002-12-31
Country of Publication
Palestine (West Bank)
No. of Pages
15
Main Subjects
Educational Sciences
Languages & Comparative Literature
Topics
Abstract EN
More scrutiny, lately, has been carried out in the field of teaching and learning English as a second or foreign Language (Lorenz and Met,1988;Mojhanovih and Fish, 1988 ; Snow, 1987);the question goes to the effectiveness of any learning and teaching when they are being,mostly,realized in an environment irrelevant to the people and culture of the languge itself.Hence the renewed zeal for the content-based approach of foreign and second language instruction,English in particular.such method of instruction aims at restructuring not only the curriculum but also the environment where the language is being taught and learned.This article is only one attempt at trying to fathom the approach,its dimensions as well as implication.Starting with a definition,it then moves to the exploration of the history of language-content instruction.The stress,nevertheless,is placed on the planning of instruction,as the integration of content and language may not be so accessible at the first stages of students`proficiency development.A redefinition of the role of the teacher,moreover,is needed.it is not only that he/she structures the environment,makes both language and content accessible,assesses students`growth,but he/she also acts as a model of language learning and teaching.What is finally discussed,therefore,in this article are the implications that content-language instruction may have on re-shaping the roles that language teachers play inside and outside the classroom.For they are the true wizards of language learning and teaching.
A great controversy,it is known,evolves around the acquisition of English as a second or foreign language.though differing and multiple are the approaches suggested,they do all agree that any education of a minority language students seem to be based on the assumption that proficiency in English prerequisite for academic learning(Collier,1989;Cummins,1981).
Yet before speculating acdemic levels,we are to start with the foundation.The elementary level is the base where any proficiency in English may be spurred.Avarity of current trends at both the elementary and secondary levels are resuiting in a growing enthusiasm for”content-based”foreign language curriclum and enthruction(Met,1991).
American Psychological Association (APA)
Fadilah, Daliyah. 2002. Content-language approach. Jami'a : Journal in Educational and Social Sciences،Vol. 2002, no. 6أ, pp.34-48.
https://search.emarefa.net/detail/BIM-610912
Modern Language Association (MLA)
Fadilah, Daliyah. Content-language approach. Jami'a : Journal in Educational and Social Sciences No. 6أ (Dec. 2002), pp.34-48.
https://search.emarefa.net/detail/BIM-610912
American Medical Association (AMA)
Fadilah, Daliyah. Content-language approach. Jami'a : Journal in Educational and Social Sciences. 2002. Vol. 2002, no. 6أ, pp.34-48.
https://search.emarefa.net/detail/BIM-610912
Data Type
Journal Articles
Language
English
Notes
Includes bibliographical references : p. 45-46
Record ID
BIM-610912