A Review of Research on Content-Based Foreign/Second Language Education in US K-12 Contexts

Autor/inn/en	Tedick, Diane J.; Wesely, Pamela M.
Titel	A Review of Research on Content-Based Foreign/Second Language Education in US K-12 Contexts
Quelle	In: Language, Culture and Curriculum, 28 (2015) 1, S.25-40 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0790-8318
DOI	10.1080/07908318.2014.1000923
Schlagwörter	Course Content; English (Second Language); Second Language Learning; Second Language Instruction; Language Role; Language Usage; Language of Instruction; Teaching Methods; Immersion Programs; Language Minorities; Outcomes of Education; Hidden Curriculum; Teacher Education; Academic Achievement; Cultural Awareness; Student Attitudes; Classroom Communication; Social Psychology; Student Diversity; Qualitative Research; Statistical Analysis; Literature Reviews + Suchen Sie Ihr Suchwort? Kursprogramm; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachgebrauch; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Immersionsprogramm; Sprachminderheit; Lernleistung; Schulerfolg; Heimlicher Lehrplan; Lehrerausbildung; Lehrerbildung; Schulleistung; Cultural identity; Kulturelle Identität; Schülerverhalten; Klassengespräch; Sozialpsychologie; Qualitative Forschung; Statistische Analyse
Abstract	This review of the extant research literature focuses on research about content-based language instruction (CBI) programmes in K-12 foreign/second language education in the USA. The review emphasises studies on one-way language immersion (OWI) and two-way language immersion (TWI) programmes, which are school-based and subject matter-driven. OWI primarily targets majority-language students and TWI a combined student population of minority- and majority-language learners. Reference to the few studies on non-immersion CBI programmes in the USA is also included. This article presents a review of the research in relationship to four broad themes: student outcomes, classroom language use and development, the hidden curriculum, and teacher preparation and practice. The research review is followed by a discussion of the research methodologies and theoretical frameworks used in these studies and concluding sections that set suggestions for paths for future inquiry in four areas: student diversity, the role of English in classrooms, teacher development, and achievement research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01