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Integrating Language and Content: A Multidimensional Approach to Teaching

This book examines the integration of content and language teaching, emphasizing the importance of teaching content through a second language. It explores planning for instruction, classroom activities adjustment, assessing student progress, and application of the natural approach to science study. The main idea is that every lesson in content is a lesson in language and vice versa. The dimensions discussed include planning, integrating culture, and assessing student progress, highlighting the need for all teachers to support language development. Various discussion points are raised regarding the practicality of the suggested strategies in real classrooms.

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Integrating Language and Content: A Multidimensional Approach to Teaching

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Presentation Transcript

  1. Teaching Content Through a Second Language Brian Sheehan, Jennifer Wolfe, Jennifer O’Connor, and Darcy McLaughlin

  2. Main Idea There is no reason to postpone the teaching of content until students are academically proficient in English - based on lessons learned in immersion classrooms.

  3. Main Idea Every lesson in content is a lesson in language and every lesson in language is a lesson in content.

  4. Dimensions • Planning for instruction • Adjusting classroom activities • Assessing student progress

  5. Planning • Sequencing content objectives • Planning content lessons that contain language objectives (e.g., content-obligatory, content-compatible) • Planning instructional activities - related to Cummins’ contextual support and cognitive involvement (Cummins, 2000, p. 68) • Planning instructional materials • Integrating culture • Planning for assessment

  6. McGraw Hill’s Elementary Science Study (ESS) Program • Application of the natural approach to elementary science study (Leyba, 1994, pp. 93-94) • Preproduction • Early Production • Emergence of Speech • Natural Language Approach

  7. In the Classroom • Negotiation of meaning • Making language and content accessible • Helping students communicate • Expanding and refining students’ language • Teacher as monitor • Instructional decision making • Teacher as model • Structuring the environment

  8. Assessing Student Progress • Assessing concept mastery (e.g., acting out knowledge) • Assessing language proficiency • Integration between the two

  9. Conclusion • Grade level ( i.e., content) teachers need responsibility for language development • Second-language teachers need to be defined as teachers of academic content • Teachers need to support one another, working side-by-side

  10. Discussion Points • Met’s suggestions are based on the success of immersion programs. Do her suggestions need to be modified based on the reality of our classrooms? • Which of Met’s suggestions would be the most likely to work? • Which are you skeptical about?

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