Focus On Content-Based Language Teaching
Focus On Content-Based Language Teaching
Research-led guide examining instructional practices that address the challenges of content-based language teaching
Patsy M. Lightbown
Shortlisted for the 2014 HRH The Duke of Edinburgh English Language Book Awards
Highly Commended/Runner-up The British Council ELT Writing Award 2015
Referencing classroom- based research and classroom vignettes, Focus on Content-Based Language Teaching examines the challenges of teaching a second or foreign language alongside another academic subject.
- ISBN: 978-0-19-400082-6
Focus on Content-Based Language Teaching highlights important research and evidence-based instructional practices for overcoming the challenges of teaching a second or foreign language alongside another academic subject. Extracts from classroom data provide real-life examples of teachers and students interacting with each other in different approaches to content-based language teaching, showing how theory relates to practice. Activities help you relate research and theory on content-based language teaching to your own teaching context.
- Extracts from classroom data provide real-life examples of teachers and students interacting with each other in different approaches to content-based language teaching
- A focus on key classroom-based research studies highlights ways of overcoming the challenges of content-based language teaching
- Activities help you to relate research and theory on content-based language teaching to your teaching context
The book includes:
- Spotlight Studies, highlighting important research on learning and teaching
- Classroom Snapshots, featuring descriptions of teachers and students engaged in different approaches to learning and teaching
- Activities which encourage comparison and reflection, helping you to relate research and theory on content-based language teaching to your own teaching context.
Author Patsy M. Lightbown is Distinguished Professor Emerita of Applied Linguistics at Concordia University, Montreal. She is co-author of the award-winning How Languages are Learned, now in its fourth edition.
- "educational and comprehensive... this is a timely book, appearing just when the need is felt for more clarification regarding the various approaches encompassed by CBLT and for more detailed definitions with respect to its unique features and differences."
- "... readers [who are not familiar with CBLT approaches] will be delighted to come across Focus on Content-Based Language Teaching, written by Patsy M. Lightbown, renowned
co-author of the well-known
Second Language Acquisition textbook, How Languages are Learned... Overall, this 164-page book provides a clear and concise overview of CBLT and its implementation in different settings for both language majority and language minority students, as well as a comprehensive review of classroom-based research on CBLT with both young learners and adolescent learners."
- RELC Journal
- "With Focus on Content-Based Language Teaching, I am delighted to find accounts of such a wide
content-based programs for both language majority and language minority students. This book is well-researched and well-written, and succeeds in making complex material very accessible."
- Marguerite Ann Snow, Professor in TESOL, California State University, Los Angeles
- "As CBLT has gained unprecedented attention and adoption globally, this book is timely, identifying and demystifying its characteristic features. This book is tailor-made, easily accessible and invaluable to anyone interested in CBLT. It provides the crucial background and practical information one needs to know about this educational approach. By examining studies conducted all over the
Hong Kong, China, Malaysia, Canada and Spain), this book reveals the strengths and pitfalls of CBLT implementation in different contexts, allowing readers to identify and refine pedagogy which suits their unique circumstance, and to ultimately help their learners to benefit from the essence of CBLT: improving and achieving the necessary language proficiency for subject matter learning such that the second language is not a hindrance to academic achievement."
- International Journal of Bilingual Education and Bilingualism