"Co-published with The International Research Foundation for English Language Education (TIRF), the ninth volume in the Global Research on Teaching and Learning English series presents research on the practice of integrating content and language in diverse contexts where English is used as a medium of instruction. With chapters written by TIRF Doctoral Dissertation Grant awardees and other scholars, the volume offers an overview of a wide range of methodological approaches to teaching content in English to English learners and examines factors that impede or contribute to effective instruction. The chapters include findings from original empirical research as well as overviews of existing research and model programs, providing valuable insights and taking into account a multitude of contextual features. Offering up-to-date research on integrating language and content at the primary, secondary, and post-secondary levels, this book familiarizes readers with the latest advances in theory and practice. It isa key text for teacher education courses for pre-service teachers, a resource for professional development programs for practicing teachers, and a useful reference for researchers"--
Co-published with The International Research Foundation for English Language Education (TIRF), the ninth volume in the Global Research on Teaching and Learning English series presents research on the practice of integrating content and language in diverse contexts where English is used as a medium of instruction.
Part I: Integrating Language and Content in Primary School Contexts
1.
Working Towards a Multilingual Paradigm in Content-Based English Language
Teaching: Implications for Teacher Education [ Anna Krulatz and MaryAnn
Christison]
2. The Bottom Group: How Teacher Expectations, Tracking, and
Standards Contribute to EL Underrepresentation in STEM [ Beth Clark-Gareca]
3.
Are We Missing Part of the Picture? Assessing English Learners in Science
From a Multimodal Perspective [ Scott E. Grapin]
4. Digital Technologies and
Storytelling for CLIL in a Primary School in Italy [ Letizia Cinganotto] Part
II: Integrating Language and Content in Secondary School Contexts
5.
Integrated Language and Content Instruction: Program Models in Secondary
Schools [ Heather Andrews and JoAnn (Jodi) Crandall]
6. Pooling Semiotic
Resources Among Recently Arrived Immigrant Students in a High School Biology
Class [ Nora W. Lang]
7. Teaching Language and Content in Chilean Vocational
Education Training (VET) Schools: Exploring the Perspectives of Industry
Professionals and EFL Teachers [ Carolina Arias-Contreras]
8. Pre-Service
Science Teachers Written Feedback Practices Following Preparation for
"Sheltered" Instruction [ Kathryn Accurso] Part III: Integrating Language and
Content in Postsecondary Contexts
9. EMI Teacher Cognition: Exploring
Lecturers' Experiences Across Europe [ Joyce Kling, Slobodanka Dimova, and
Alessandra Molino]
10. Collaboration, Identity, and Internationalization:
Professional Development for CLIL in Brazil [ Kristen Lindahl, Cristina Kroeff
Schmitz Gibk, and Tatiana Louise Avila de Campos Rocha]
11. An Investigation
of Language-Related Challenges in Full and Multilingual English-Medium
Instruction Models in Turkey [ Mehmet Altay and Dogan Yuksel]
12. Age of
Onset, English-Medium Instruction, and Gains in Second Language Grammar
Knowledge [ Muhammad Asif Qureshi]
13. Using a Design-Thinking Approach for
the Delivery of EMI Instruction for Preengineering Students in Palestine
[ Tamrika Khvtisiashvili and MaryAnn Christison]
MaryAnn Christison is a professor of Linguistics in the Department of Linguistics at the University of Utah, USA. She serves on the TIRF Board of Trustees.
JoAnn (Jodi) Crandall is a professor emerita of Education at the University of Maryland, Baltimore County, USA. She serves on the TIRF Board of Trustees.
Donna Christian is a senior fellow with the Center for Applied Linguistics in Washington, DC. She serves on the TIRF Board of Trustees.
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