A Glimpse into the Effectiveness of L2-Content Cross-Curricular Collaboration in Content-Based Instruction Programmes

Autor/in	Lo, Yuen Yi
Titel	A Glimpse into the Effectiveness of L2-Content Cross-Curricular Collaboration in Content-Based Instruction Programmes
Quelle	In: International Journal of Bilingual Education and Bilingualism, 18 (2015) 4, S.443-462 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2014.916654
Schlagwörter	Secondary School Teachers; Second Language Learning; Second Language Instruction; Teaching Methods; Course Content; Foreign Countries; Pretests Posttests; Grade 8; Observation; Language Teachers; Teacher Collaboration; Instructional Effectiveness; Middle School Students; Science Instruction; Humanities; English (Second Language); Grammar; Hong Kong + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Kursprogramm; Ausland; School year 08; 8. Schuljahr; Schuljahr 08; Beobachtung; Language teacher; Sprachunterricht; Lehrerkooperation; Unterrichtserfolg; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Geisteswissenschaften; Humanwissenschaften; English as second language; English; Second Language; Englisch als Zweitsprache; Grammatik; Hongkong
Abstract	In content-based instruction (CBI) programmes, students learn content subjects through a second language (L2), so that they can incidentally learn the language. To further facilitate students' L2 development, the collaboration between L2 and content subject teachers has been strongly advocated. Previous research on such kind of collaboration mainly focused on how it may be realised, and on identifying potential obstacles, while its effectiveness remains under-explored. This paper reports the findings of a small-scale project conducted in a Hong Kong secondary school in which CBI is practised. Teachers of English, Integrated Humanities and Science collaborated in the design and teaching of several units for Grade 8 students. With data collected from teacher meetings, lesson observations, and students' performance on the pre- and post-tests, this study evaluated "whether" and "how" cross-curricular collaboration contributed to students' L2 learning. The findings show that students in classes where cross-curricular collaboration was practised demonstrated a better understanding of the targeted grammatical items. This could be attributed to enhanced teachers awareness of students' needs, a more suitable curriculum and changes in teachers' pedagogical foci in lessons. This study thus suggests the potentials of cross-curricular teacher collaboration and provides important implications for further enhancing the effectiveness of CBI. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01