Oxford Key Concepts for the Language Classroom Focus On Content Based Language Teaching: Focus On Content Based Language Teaching

Oxford Key Concepts for the Language Classroom Focus On Content Based Language Teaching: Focus On Content Based Language Teaching

by Patsy Lightbown

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Overview


Focus on Content-Based Language Teaching highlights important research and evidence-based instructional practices that can overcome these challenges. Extracts from classroom data provide real-life examples of teachers and students interacting with each other in different approaches to content-based language teaching, showing how theory relates to practice.



The book includes:
  • Spotlight Studies,
    highlighting important research on learning and teaching
  • Classroom Snapshots, featuring descriptions of teachers and students engaged in different approaches to learning and teaching
  • Activities which encourage comparison and reflection, helping you to relate research and theory on content-based language teaching to your own teaching context.
This book is part of the Oxford Key Concepts for the Language Classroom series, focusing on key topics for teaching English as a second or foreign language. These research-led instructional guides link the theories of second language acquisition and pedagogy with classroom practice, helping you to reflect on what needs to happen in the language classroom.


Product Details

ISBN-13: 9780194000826
Publisher: Oxford University Press, USA
Publication date: 03/01/2014
Series: Key Concepts Series
Pages: 164
Product dimensions: 6.00(w) x 9.10(h) x 0.30(d)

About the Author



Author Patsy M. Lightbown is Distinguished Professor Emerita of Applied Linguistics at Concordia University, Montreal. She is co-author of the award-winning How Languages are Learned, now in its fourth edition.

Table of Contents

Acknowledgments ix

Series Editors' Preface xi

Introduction 1

1 Approaches to CBLT 3

Preview 5

What is Content-Based Language Teaching? 6

Where Do We Get Our Ideas about Teaching and Learning? 8

Is CBLT More Effective than Traditional Language Instruction? 10

How is CBLT Implemented? 10

CBLT for Majority-Language Students 12

CBLT for Minority-Language Students 19

CBLT in Post-Colonial Settings 26

Pedagogical Practice in CBLT 27

Learning the Language and Learning the Content 29

Language for Academic and Social Purposes 31

Who teaches? 31

Summary 34

2 Learning Language and Learning Content 35

Preview 35

Second Language Acquisition 35

The Importance of Time 36

Language Acquisition Processes 41

The Role of L1 in L2 Learning 48

Language for Academic and Social Purposes 51

More Insights from Cognitive Psychology 53

Skill Learning and Practice 53

Memory and Retrieval 55

Corrective Feedback in Language Learning 58

Cooperative/Collaborative Learning 61

Vocabulary Learning 62

A Framework for CBLT Pedagogy: Nations Four Strands 65

Meaning-Focused Input 66

Meaning-Focused Output 66

Fluency Development 67

Language-Focused Learning 68

Weaving The Strands 69

Summary 71

3 Classroom-Based Research on CBLT with Young Learners 73

Preview 73

What Do Students Need to Learn in Primary School? 74

Learning the Content in CBLT 79

Group-Work in Content Learning 82

Learning the Language in CBLT 85

Group-Work in Language Learning 92

Vocabulary Learning 96

Corrective Feedback and Language-Focused Learning 97

Summary 100

4 Classroom-Based Research on CBLT with Adolescent Learners 101

Preview 101

What Do Students Need to Learn in Secondary School? 101

Learning the Content in CBLT 103

Learning the Language in CBLT 114

Vocabulary Learning 119

Corrective Feedback and Language-Focused Learning 121

Group-Work in Language Learning 124

Summary 127

5 CBLT: What We Know Now 129

Preview 129

Reflecting on Ideas about CBLT: Learning from Research 129

Conclusion 137

Suggestions for Further Reading 139

Glossary 142

References 147

Index 161

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