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Nauczanie języka przez treść: założenia i rozwój koncepcji

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Chodkiewicz H.
Lingwistyka Stosowana / Applied Linguistics / Angewandte Linguistik
|
2011
|
issue 4
11-29
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.
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