Nauczanie języka przez treść: założenia i rozwój koncepcji

• Authors: Chodkiewicz Halina

Title variants

EN

Content-based language teaching: Assumptions and concept development

• Languages of publication: PL

Abstracts

EN

The concept of content-based language teaching enhancing the need for a principled integration and counterbalancing of language and content components in L2/FL instruction has been fervently discussed by numerous specialists all over the world and found beneficial to apply in a variety of educational contexts. With some generally accepted assumptions, it can take many different forms concerning a sequence of lessons, content-based courses or full bilingual programs. Yet, no consensus as for the thorough understanding of the concept and particularly its theoretical underpinnings has been reached so far due to changing views on the conceptualization of instructed language acquisition, learning/teaching processes, language proficiency as well as disciplinary text comprehension. Several recently offered pedagogically-oriented models that have been an attempt at establishing a rationale for effective language-content integration in content-based language instruction have pointed at its potential as well as limitations.

Keywords

PL

nauczanie języka przez treść; content-based language teaching; CLIL; kocnepcja CALP; czytanie; CALLA

• Publisher: Instytut Komunikacji Specjalistycznej i Interkulturowej
• Journal: Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
• Year: 2011
• Issue: 4
• Pages: 11-29

Dates

published

2011

Contributors

author

Chodkiewicz Halina

• Uniwersytet im. Marii Curie-Skłodowskiej w Lublinie

References

• ANDERSON J.R. (1983), The Architecture of Cognition. Cambridge, MA.
• BIALYSTOK E. (1994), Representation and Ways of Knowing: Three Issues in Second Language Acquisition, (w:) N. Ellis (red.), Implicit and Explicit Language Learning of Languages. London.
• BIGELOW M., S. RANNEY, S. DAHLMAN (2006), Keeping the language focus in content-based ESL instruction, (w:) TESL Canada Journal 24,1, 40-58.
• BRINTON D.M., M.A. SNOW, M.B. WESCHE (1997), Content-Based Second Language Instruction. BIGELOW M., S. RANNEY, S. DAHLMAN (2006), Keeping the language focus in content-based
• COYLE D. (2007), Content and language integrated learning: towards a connected research agenda for CLIL pedagogies, (w:) The International Journal of Bilingual Education and Bilingualism, 10, 5, 543-62.
• CUMMINS J. (1979), Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters, (w:) Working Papers on Bilingualism 19, 121-129.
• CUMMINS J. (1992), Language Proficiency, Bilingualism, and Academic Achievement, (w:) P. Richard-Amato, M.A. Snow (red.), The Multicultural Classroom: Readings for Content-Area Teachers. New York, 16-26.
• DAKOWSKA M. (2001), Psycholingwistyczne podstawy dydaktyki języków obcych. Warszawa.
• DAVISON C., A. Williams (2001), Integrating Language and Content: Unresolved Issues, (w:) B. Mohan, C. Leung, C. Davison (red.), English as a Second Language in the Mainstream: Teaching, Learning and Identity. Harlow, 51-70.
• DeKYSER, R. (2007), Practice in a Second Language. Cambridge.
• ELLIS R. (2002), Developing a task-based syllabus, (w:) RELC Journal, 34, 64-81.
• ELLIS R. (2009), The Study of Second Language Acquisition. Oxford.
• FOX E., P.A. ALEXANDER (2009), Text Comprehension: a Retrospective, Perspective , and Prospec- tive, (w:) S. E. Israel, G. G. Duffy (red.), Handbook of Research on Reading Comprehension. New York, 227-239.
• GAJO L. (2007), Linguistic knowledge and subject knowledge: how does bilingualism contribute to subject development? (w:) The International Journal of Bilingual Education and Bililngualism 10,5, 563-581.
• GASS S., L. SELINKER (2008), Second Language Acquisition. An Introductory Course. Third Edition. New York.
• GRABE W., F.L. STOLLER (1997), Content-Based Instruction: Research Foundations, (w:) M.A.
• Snow, D.M. Brinton (red.), The Content-Based Classroom. Perspectives on Integrating Language and Content. White Plains, NY, 5-21.
• HAN Z.H., A. D’ANGELO (2010), Balancing between Comprehension and Acquisition: Proposing a Dual Approach, (w:) Z.H. Han, N.J. Anderson (red.), Second Language Reading Research and Instruction: Crossing the Boundaries. Ann Arbor, 173-191.
• HALLIDAY M. A.K. (1985), An Introduction to Functional Grammar. London.
• ILUK J. (2000), Nauczanie bilingwalne. Modele, koncepcje, założenia metodyczne. Katowice.
• IZUMI S. (2002), Output, input enhancement, and the noticing hypothesis: An experimental study on ESL revitalization, (w:) Studies in Second Language Acquisition 24, 541-577.
• JOHNSON K. (1996), Language Teaching and Skill Learning. Cambridge.
• KOMOROWSKA H. (2010), Content and Language Integrated Learning, (w:) H. Komorowska, L. Aleksandrowicz-Pędich (red.), Coping with Diversity: Language and Culture Education. Warszawa, 54-77.
• KRAMSCH C. (1993), Context and Culture in Language Teaching. Oxford.
• KRASHEN S. (1982), Principles and Practice in Second Language Acquisition. New York.
• LEE J.F. (1998). The relationship of verb morphology and second language reading comprehension and input processing, (w:) The Modern Language Journal 82/I, 33-48.
• LYSTER R. (2007), Learning and Teaching Languages through Content. A Counterbalanced Approach. Amsterdam.
• MCLAUGHLIN B. (1987), Theories of Second Language Learning. London.
• MET M. (1994), Teaching Content through a Second Language, (w:) F. Genesee (red.), Educating Second Language Children. Cambridge, 159-82.
• MOHAN B. (1986), Language and Content. Reading, MA.
• MOHAN B. (2001), The Second Language as a Medium of Learning, (w:) B. Mohan, C. Leung, C. Davison (red.), English as a Second Language in the Mainstream: Teaching, Learning and Identity. Harlow, 107-126.
• O’MALLEY J.M., A.U. CHAMOT (1986), A Cognitive Academic Language Learning Approach: an ESL Content-based Curriculum. Wheaton, Md.
• O’MALLEY J.M., A.U. CHAMOT (1990), Learning Strategies in Second Language Acquisition. Cambridge.
• NAVÉS T. (2009), Effective Content and Language Integrated Programmes, (w:) Y. Ruiz de Zarobe, R.M. Jiménez Catalán (red.), Content and Language Integrated Learning: Evidence from Re- search in Europe. Bristol, 22-40.
• SHANAHAN C. (2009), Disciplinary comprehension, (w:) S. E. Israel, G. G. Duffy (red.), Handbook of Research on Reading Comprehension, New York, 240-260.
• SHARWOOD SMITH, M. (1986), Comprehension vs. acquisition: Two ways of processing input (w:) Applied Linguistics 7, 3, 239-256.
• SNOW M.A., M. MET, F. GENESEE (1989), A conceptual framework for the integration of language and content in second/foreign language instruction, (w:) TESOL Quarterly 23,2, 201-216.
• STOLLER F.L. (2008), Content-Based Instruction, (w:) N. van Densen-Scholl, N. H. Hornberger (red.), Encyclopedia of Language and Education. 2nd Edition, vo. 4, Second and Foreign Lan- guage Education, NY, 59-70.
• SWAIN M. (1988), Manipulating and complementing content teaching to maximize second language learning. TESL Canada Journal 6,1,. 68-82.
• SWAIN M., P. DETERS (2007), “New” mainstream SLA theory: expanded and enriched, (w:) The Modern Language Journal 9, Focus Issue, 820-836.
• WIESEMES R. (2009), Developing Theories of Practices in CLIL: CLIL as Post-Method Pedagogies, (w:) Y. Ruiz de Zarobe, R. M. Jiménez Catalán (red.), Content and Language Integrated Learning. Evidence from Research in Europe. Bristol, 41-62.
• WESCHE M.B., P. SKEHAN (2002), Communicative, Task-Based, and Content-Based Instruction, (w:) R. B. Kaplan (red.), The Oxford Handbook of Applied Linguistics. Oxford, 207-228.
• WIDDOWSON H.G. (1975), Explorations in Applied Linguistics. Oxford.
• WOLFF D. (2002), Zintegrowane nauczanie przedmiotów językowych i niejęzykowych w kontekście europejskim, (w:) M. Dakowska, M. Olpińska (red.), Edukacja dwujęzyczna. Przedszkole, szkoła podstawowa i średnia, teraźniejszość i przyszłość. Warszawa, 89-127.
• YOSHIMURA F. (2006), Does manipulating foreknowledge of output tasks lead to differences in reading behavior, text comprehension and noticing of language form? (w:) Language Teaching Research 10,4, 419-434.

Identifiers

ISSN

2080-4814