LEP Students and the Integration of Language and Content: Knowledge Structures and Tasks.

Autor/in	Mohan, Bernard A.
Titel	LEP Students and the Integration of Language and Content: Knowledge Structures and Tasks.
Quelle	(1990), (49 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Cognitive Ability; Elementary Secondary Education; English (Second Language); Foreign Countries; Learning Strategies; Limited English Speaking; Linguistic Theory; Metacognition; Second Language Instruction; Second Language Learning + Suchen Sie Ihr Suchwort? Denkfähigkeit; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Linguistische Theorie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Fremdsprachenunterricht; Zweitsprachenerwerb
Abstract	Research on themes that offer practical and theoretical bases for teaching language and content simultaneously is discussed. Three theoretical perspectives are cited that are relevant to this approach: the input hypothesis (Krashen's monitor model), the bilingual proficienty theories (Cummins' language proficiency model and the views of its critics), and language socialization theories. Research on cognition is reviewed, with emphasis on the area of knowledge structures. It is suggested that knowledge structures underlie subject-area knowledge and thinking skills and are cross-cultural, and that they also underlie expository reading and writing knowledge. It is further suggested that student awareness of knowledge structures and information patterns improves the retention of subject matter. Research on cognition is also reviewed regarding "student tasks," or those metacognitive strategies that language learners use in order to gain second language knowledge. The idea is proposed that student tasks may form the basis for teaching and learning strategies such as cooperative learning and English for specific purposes. It is suggested that knowledge structures and student tasks are complementary and that more research should explore their relationship. Contains approximately 145 references. (LB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC