Content-Based Instruction in Foreign Language Education: by Stephen B. Stryker, Betty Lou Leaver

By Stephen B. Stryker, Betty Lou Leaver

This booklet bargains concrete and functional rules for enforcing content-based instruction―using material instead of grammar―through 11 case reviews of state of the art versions in a large number of languages, educational settings, and degrees of talent.

The hugely cutting edge versions illustrate content-based guideline courses for either typically and less-commonly taught languages―Arabic, Croatian, French, German, Indonesian, Italian, Russian, Serbian, and Spanish―and for talent degrees starting from novices to fluent audio system. They comprise single-teacher and multi-teacher contexts and such settings as normal language division school rooms, forte colleges, in depth language courses, and collage courses in international languages around the curriculum.

All of the individuals are pioneers and practitioners of content-based guideline, and the equipment they current are in response to genuine school room reports. every one describes the explanation, curriculum layout, fabrics, and overview strategies utilized in an exact curriculum and discusses the consequences of the strategy for grownup language acquisition.

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Additional info for Content-Based Instruction in Foreign Language Education: Models and Methods

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General references for this chapter are located in the bibliography at the end of this volume. S. Department of State. It consists of three schoolsthe School of Language Studies, the School of Area Studies, and the School of Professional Studies, as well as two centersthe Center for Foreign Affairs and the Overseas Briefing Center. The School of Language Studies trains students to proficiency levels in speaking and reading that are set by the posts at which the students will be working. " The FSI levels, now more widely known as the Interagency Language Roundtable (ILR) levels, are discussed in Chapter 1.

If specific deficiencies were discovered during the interim tests, students were "tracked" (put into a special skill-building class one hour a day) for work specifically in the deficient area. Examples of ''tracking" included vocabulary enrichment, focus on structural accuracy in speaking, improvement of listening comprehension skills, and enhancement of discourse competence. Stage Two: Textbook Development By 1986 the Basic Program was supplemented by elements of CBI from the very first week of class, and by 1988 as much as one-third of the daily work was based on supplemental CBI materials.

As a result of his studies, he knew how to react to the slow beginning of the meeting, and he knew when he had accomplished his aims. Instead of feeling devastated at the conclusion of the meeting, he was ecstatic. He went on to win the confidence of the Executive Council, to conduct all business in Russian, and to be a very effective consul general. Difficulties in Maintenance Although the results from the CBI courses between 1984 and 1988 were very encouraging, lack of resources and a change in administration with an accompanying wane in administrative support prevented their completion and consolidation.

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