A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction
This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (...
Gespeichert in:
| Veröffentlicht in: | TESOL quarterly 1989-06, Vol.23 (2), p.201-217 |
|---|---|
| Hauptverfasser: | , , |
| Format: | Artikel |
| Sprache: | eng |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Tags: |
Tag hinzufügen
Keine Tags, Fügen Sie den ersten Tag hinzu!
|
| container_end_page | 217 |
|---|---|
| container_issue | 2 |
| container_start_page | 201 |
| container_title | TESOL quarterly |
| container_volume | 23 |
| creator | SNOW, MARGUERITE ANN MET, MYRIAM GENESEE, FRED |
| description | This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (a) content-obligatory language (language essential to an understanding of content material) and (b) content-compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settings-the mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also discussed. |
| doi_str_mv | 10.2307/3587333 |
| format | Article |
| fullrecord | <record><control><sourceid>jstor_proqu</sourceid><recordid>TN_cdi_proquest_miscellaneous_85503711</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><ericid>EJ393792</ericid><jstor_id>3587333</jstor_id><sourcerecordid>3587333</sourcerecordid><originalsourceid>FETCH-LOGICAL-a4324-34ac26f46208bb2a7b604a52b820fdd20eef73def027268d29547f736e526663</originalsourceid><addsrcrecordid>eNp90N9r2zAQB3AzNljWjv0DexBsbE9u5dNPP5aQtClhpTRQ2ItQ7HPm1JFSSabrfz8Hhw4K29OB7nPfE5dlnwp6Boyqcya0Yoy9ySaF4CJXwMu32YRSVuaaAbzPPsS4pZQqrfkkay_I1LsK96m3HZkHu8MnHx5I4wNJv5AsXMJNsKn1jviGLK3b9HaDxLr6MJjQJdI6coeVd_X53AdsN-4vW7iYQl8dxk-zd43tIn481pNsNZ-tplf58uZyMb1Y5pYz4DnjtgLZcAlUr9dg1VpSbgWsNdCmroEiNorV2FBQIHUNpeBqeJEoQErJTrJvY-w--MceYzK7NlbYddah76PRQlCmimKAX17Bre-DG75mCiiLEkBoPajvo6qCjzFgY_ah3dnwbApqDvc2x3sP8vMoMbTVi5pds5KpEoZ2Praf2g6f_5ViVrO724IKPvivo9_G5MN_th5j25jw9wuz4cFIxZQw9z8ujbqW9_Of06VR7A-7KqH6</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype><pqid>1291922588</pqid></control><display><type>article</type><title>A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction</title><source>Periodicals Index Online</source><source>Jstor Complete Legacy</source><creator>SNOW, MARGUERITE ANN ; MET, MYRIAM ; GENESEE, FRED</creator><creatorcontrib>SNOW, MARGUERITE ANN ; MET, MYRIAM ; GENESEE, FRED</creatorcontrib><description>This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (a) content-obligatory language (language essential to an understanding of content material) and (b) content-compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settings-the mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also discussed.</description><identifier>ISSN: 0039-8322</identifier><identifier>EISSN: 1545-7249</identifier><identifier>DOI: 10.2307/3587333</identifier><identifier>CODEN: TESQA3</identifier><language>eng</language><publisher>Oxford, UK: Blackwell Publishing Ltd</publisher><subject>Academic learning ; Conceptual frameworks ; Content Area Teaching ; Course Content ; Educational Objectives ; Elementary Education ; English (Second Language) ; FLES ; Immersion Programs ; Instructional Development ; Interdisciplinary Approach ; Language ; Language acquisition ; Language immersion programs ; Language skills ; Language teachers ; Nonnative languages ; Second Language Instruction ; Second language learning ; World language instruction</subject><ispartof>TESOL quarterly, 1989-06, Vol.23 (2), p.201-217</ispartof><rights>Copyright 1989 Teachers of English to Speakers of Other Languages, Inc.</rights><rights>1989 TESOL International Association</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-a4324-34ac26f46208bb2a7b604a52b820fdd20eef73def027268d29547f736e526663</citedby></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/3587333$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/3587333$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,777,781,800,27850,27905,27906,57998,58231</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ393792$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>SNOW, MARGUERITE ANN</creatorcontrib><creatorcontrib>MET, MYRIAM</creatorcontrib><creatorcontrib>GENESEE, FRED</creatorcontrib><title>A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction</title><title>TESOL quarterly</title><description>This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (a) content-obligatory language (language essential to an understanding of content material) and (b) content-compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settings-the mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also discussed.</description><subject>Academic learning</subject><subject>Conceptual frameworks</subject><subject>Content Area Teaching</subject><subject>Course Content</subject><subject>Educational Objectives</subject><subject>Elementary Education</subject><subject>English (Second Language)</subject><subject>FLES</subject><subject>Immersion Programs</subject><subject>Instructional Development</subject><subject>Interdisciplinary Approach</subject><subject>Language</subject><subject>Language acquisition</subject><subject>Language immersion programs</subject><subject>Language skills</subject><subject>Language teachers</subject><subject>Nonnative languages</subject><subject>Second Language Instruction</subject><subject>Second language learning</subject><subject>World language instruction</subject><issn>0039-8322</issn><issn>1545-7249</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>1989</creationdate><recordtype>article</recordtype><sourceid>K30</sourceid><recordid>eNp90N9r2zAQB3AzNljWjv0DexBsbE9u5dNPP5aQtClhpTRQ2ItQ7HPm1JFSSabrfz8Hhw4K29OB7nPfE5dlnwp6Boyqcya0Yoy9ySaF4CJXwMu32YRSVuaaAbzPPsS4pZQqrfkkay_I1LsK96m3HZkHu8MnHx5I4wNJv5AsXMJNsKn1jviGLK3b9HaDxLr6MJjQJdI6coeVd_X53AdsN-4vW7iYQl8dxk-zd43tIn481pNsNZ-tplf58uZyMb1Y5pYz4DnjtgLZcAlUr9dg1VpSbgWsNdCmroEiNorV2FBQIHUNpeBqeJEoQErJTrJvY-w--MceYzK7NlbYddah76PRQlCmimKAX17Bre-DG75mCiiLEkBoPajvo6qCjzFgY_ah3dnwbApqDvc2x3sP8vMoMbTVi5pds5KpEoZ2Praf2g6f_5ViVrO724IKPvivo9_G5MN_th5j25jw9wuz4cFIxZQw9z8ujbqW9_Of06VR7A-7KqH6</recordid><startdate>198906</startdate><enddate>198906</enddate><creator>SNOW, MARGUERITE ANN</creator><creator>MET, MYRIAM</creator><creator>GENESEE, FRED</creator><general>Blackwell Publishing Ltd</general><general>TESOL</general><scope>BSCLL</scope><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>JQCIK</scope><scope>K30</scope><scope>PAAUG</scope><scope>PAWHS</scope><scope>PAWZZ</scope><scope>PAXOH</scope><scope>PBHAV</scope><scope>PBQSW</scope><scope>PBYQZ</scope><scope>PCIWU</scope><scope>PCMID</scope><scope>PCZJX</scope><scope>PDGRG</scope><scope>PDWWI</scope><scope>PETMR</scope><scope>PFVGT</scope><scope>PGXDX</scope><scope>PIHIL</scope><scope>PISVA</scope><scope>PJCTQ</scope><scope>PJTMS</scope><scope>PLCHJ</scope><scope>PMHAD</scope><scope>PNQDJ</scope><scope>POUND</scope><scope>PPLAD</scope><scope>PQAPC</scope><scope>PQCAN</scope><scope>PQCMW</scope><scope>PQEME</scope><scope>PQHKH</scope><scope>PQMID</scope><scope>PQNCT</scope><scope>PQNET</scope><scope>PQSCT</scope><scope>PQSET</scope><scope>PSVJG</scope><scope>PVMQY</scope><scope>PZGFC</scope><scope>7T9</scope></search><sort><creationdate>198906</creationdate><title>A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction</title><author>SNOW, MARGUERITE ANN ; MET, MYRIAM ; GENESEE, FRED</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-a4324-34ac26f46208bb2a7b604a52b820fdd20eef73def027268d29547f736e526663</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>1989</creationdate><topic>Academic learning</topic><topic>Conceptual frameworks</topic><topic>Content Area Teaching</topic><topic>Course Content</topic><topic>Educational Objectives</topic><topic>Elementary Education</topic><topic>English (Second Language)</topic><topic>FLES</topic><topic>Immersion Programs</topic><topic>Instructional Development</topic><topic>Interdisciplinary Approach</topic><topic>Language</topic><topic>Language acquisition</topic><topic>Language immersion programs</topic><topic>Language skills</topic><topic>Language teachers</topic><topic>Nonnative languages</topic><topic>Second Language Instruction</topic><topic>Second language learning</topic><topic>World language instruction</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>SNOW, MARGUERITE ANN</creatorcontrib><creatorcontrib>MET, MYRIAM</creatorcontrib><creatorcontrib>GENESEE, FRED</creatorcontrib><collection>Istex</collection><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Periodicals Index Online Segment 33</collection><collection>Periodicals Index Online</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - West</collection><collection>Primary Sources Access (Plan D) - International</collection><collection>Primary Sources Access & Build (Plan A) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Midwest</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Northeast</collection><collection>Primary Sources Access (Plan D) - Southeast</collection><collection>Primary Sources Access (Plan D) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Southeast</collection><collection>Primary Sources Access (Plan D) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - UK / I</collection><collection>Primary Sources Access (Plan D) - Canada</collection><collection>Primary Sources Access (Plan D) - EMEALA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - North Central</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - International</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - International</collection><collection>Primary Sources Access (Plan D) - West</collection><collection>Periodicals Index Online Segments 1-50</collection><collection>Primary Sources Access (Plan D) - APAC</collection><collection>Primary Sources Access (Plan D) - Midwest</collection><collection>Primary Sources Access (Plan D) - MEA</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - Canada</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - EMEALA</collection><collection>Primary Sources Access & Build (Plan A) - APAC</collection><collection>Primary Sources Access & Build (Plan A) - Canada</collection><collection>Primary Sources Access & Build (Plan A) - West</collection><collection>Primary Sources Access & Build (Plan A) - EMEALA</collection><collection>Primary Sources Access (Plan D) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - Midwest</collection><collection>Primary Sources Access & Build (Plan A) - North Central</collection><collection>Primary Sources Access & Build (Plan A) - Northeast</collection><collection>Primary Sources Access & Build (Plan A) - South Central</collection><collection>Primary Sources Access & Build (Plan A) - Southeast</collection><collection>Primary Sources Access (Plan D) - UK / I</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - APAC</collection><collection>Primary Sources Access—Foundation Edition (Plan E) - MEA</collection><collection>Linguistics and Language Behavior Abstracts (LLBA)</collection><jtitle>TESOL quarterly</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>SNOW, MARGUERITE ANN</au><au>MET, MYRIAM</au><au>GENESEE, FRED</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ393792</ericid><atitle>A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction</atitle><jtitle>TESOL quarterly</jtitle><date>1989-06</date><risdate>1989</risdate><volume>23</volume><issue>2</issue><spage>201</spage><epage>217</epage><pages>201-217</pages><issn>0039-8322</issn><eissn>1545-7249</eissn><coden>TESQA3</coden><abstract>This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (a) content-obligatory language (language essential to an understanding of content material) and (b) content-compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settings-the mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also discussed.</abstract><cop>Oxford, UK</cop><pub>Blackwell Publishing Ltd</pub><doi>10.2307/3587333</doi><tpages>17</tpages></addata></record> |
| fulltext | fulltext |
| identifier | ISSN: 0039-8322 |
| ispartof | TESOL quarterly, 1989-06, Vol.23 (2), p.201-217 |
| issn | 0039-8322 1545-7249 |
| language | eng |
| recordid | cdi_proquest_miscellaneous_85503711 |
| source | Periodicals Index Online; Jstor Complete Legacy |
| subjects | Academic learning Conceptual frameworks Content Area Teaching Course Content Educational Objectives Elementary Education English (Second Language) FLES Immersion Programs Instructional Development Interdisciplinary Approach Language Language acquisition Language immersion programs Language skills Language teachers Nonnative languages Second Language Instruction Second language learning World language instruction |
| title | A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction |
| url | https://sfx.bib-bvb.de/sfx_tum?ctx_ver=Z39.88-2004&ctx_enc=info:ofi/enc:UTF-8&ctx_tim=2025-01-21T06%3A59%3A39IST&url_ver=Z39.88-2004&url_ctx_fmt=infofi/fmt:kev:mtx:ctx&rfr_id=info:sid/primo.exlibrisgroup.com:primo3-Article-jstor_proqu&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.genre=article&rft.atitle=A%20Conceptual%20Framework%20for%20the%20Integration%20of%20Language%20and%20Content%20in%20Second/Foreign%20Language%20Instruction&rft.jtitle=TESOL%20quarterly&rft.au=SNOW,%20MARGUERITE%20ANN&rft.date=1989-06&rft.volume=23&rft.issue=2&rft.spage=201&rft.epage=217&rft.pages=201-217&rft.issn=0039-8322&rft.eissn=1545-7249&rft.coden=TESQA3&rft_id=info:doi/10.2307/3587333&rft_dat=%3Cjstor_proqu%3E3587333%3C/jstor_proqu%3E%3Curl%3E%3C/url%3E&disable_directlink=true&sfx.directlink=off&sfx.report_link=0&rft_id=info:oai/&rft_pqid=1291922588&rft_id=info:pmid/&rft_ericid=EJ393792&rft_jstor_id=3587333&rfr_iscdi=true |