Designing Content-Language Integrated Learning Materials for Late Immersion Students

Autor/in	Kong, Stella
Titel	Designing Content-Language Integrated Learning Materials for Late Immersion Students
Quelle	In: TESOL Journal, 6 (2015) 2, S.302-331 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1056-7941
DOI	10.1002/tesj.151
Schlagwörter	Instructional Materials; Material Development; Immersion Programs; Second Language Learning; Second Language Instruction; Course Content; Teaching Methods; Teacher Attitudes; Educational Objectives; English (Second Language); Foreign Countries; Teacher Educators; History Instruction; Student Attitudes; Action Research; Hong Kong + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrmaterialentwicklung; Immersionsprogramm; Zweitsprachenerwerb; Fremdsprachenunterricht; Kursprogramm; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Educational objective; Bildungsziel; Erziehungsziel; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Teacher education; Education; Lehrerausbildung; Lehrerbildung; History lessons; Geschichtsunterricht; Schülerverhalten; Projektforschung; Hongkong
Abstract	Immersion education, a variant of content-based instruction, is characterised by the dual curriculum goals of content and language learning. The content and language learning goals become increasingly complex and challenging at the late immersion level. One way to help students achieve these goals is by planning content and language learning objectives that guide the design of content-language integrated learning materials. This article reports how content teachers and an ESL teacher educator in Hong Kong collaborated to design materials to support late immersion students' integrated content-language learning. The learning materials were designed by reference to a pedagogical framework that uses knowledge structures and text structures to link content and language learning objectives. The author presents sample learning materials and explains their design. Student achievements in using the history materials in a collaborative action research project, as well as the students' and the teacher's views of the materials, demonstrate some effectiveness of the design. Challenges to the content-language integration design are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01