Pushing the field forward in critically important ways, this book offers clear curricular directions and pedagogical guidelines to transform foreign language classrooms into environments where stimulating intellectual curiosity and tapping critical thinking abilities are as important as developing students’ linguistic repertoires. The case is made for content-based instruction—an approach to making FL classrooms sites where intellectually stimulating explorations are the norm rather than the exception. The book explicitly describes in detail how teachers could and should use content-based instruction, explains how integration of content and language aims can be accomplished within a program, identifies essential strategies to support this curricular and pedagogical approach, discusses issues of assessment within this context, and more.
Content-Based Foreign Language Teaching provides theoretical perspectives and empirical evidence for reforming curricula and instruction, describes models and curriculum planning strategies that support implementation of well-balanced FL programs, explores the transformative potential of critical pedagogy in the FL classroom, and offers illustrations of secondary and post-secondary language programs that have experimented with alternative approaches. Advancing alternatives to conventional curriculum design, this volume posits meaning-oriented approaches as necessary to create language programs that make a great difference in the overall educational lives of learners
Table of Contents
- Content-based instruction and curricular reforms: Issues and goals
LAURENT CAMMARATA, DIANE J. TEDICK, & TERRY A. OSBORN
Part 1: Theoretical perspectives and empirical evidence
MARIANNA V. RYSHINA-PANKOVA
JOY CUMMING & ROY LYSTER
Part 2: Curriculum development for the thinking-oriented foreign language classroom
FRANCIS J. TROYAN
Part 3: Critical pedagogy and the foreign language classroom
Part 4: Exemplars of cognitively engaging curriculum planning for the foreign language classroom
FRANCIS J. TROYAN
ELIZABETH A. KAUTZ
About the Contributors
Laurent Cammarata is Associate Professor in Education at the Faculté Saint-Jean, University of Alberta, Canada.