"Includes an epilogue of new developments in CBI since 1989".

Each chapter ends with Conclusions, Questions to Consider, and Suggestions for Further Reading.

Includes bibliographical references (p. 271-279) and index.

"The Michigan Classics Edition of Content-Based Second Language Instruction includes a new preface, a glossary of key terms, an updated bibliography, and an epilogue highlighting the major developments in the field since 1989.

Content-Based Second Language Instruction provides well-grounded criteria for decision making when designing and implementing a content-based curriculum and offers suggestions concerning how best to implement a content-based program.

This text can serve as a resource guide to those involved in developing and implementing content-based courses - i.e., teachers, teacher trainers, curriculum/materials developers, and program administrators. Valuable guidelines for selecting and designing content-based courses, placing and evaluating students, and developing appropriate materials around the subject matter content are presented. Content-Based Second Language Instruction is also a course text for teacher training, program planning, and curriculum design. Although its focus is on second language learners at the postsecondary levels, the book will also be of interest to teachers at the elementary and secondary levels, as well as those planning courses in a foreign language setting." (Book Cover)

CONTENTS

Ch. 1. Putting Content-Based Second Language Instruction in Context
Definition and Overview
A Rationale for Content-Based Language Teaching
Language Learning through Language Use: Some Historical Antecedents
The 1960s-1980s: The Roots of Content-Based Language Teaching

Ch. 2. Three Content-Based Teaching Models at the University Level
Theme-Based Language Instruction
Sheltered Content Instruction
Adjunct Language Instruction
A Comparison of Features Implications

Ch. 3. Theme-Based Instruction in the ESL and EFL Contexts
Theme-Based Models in the ESL Context
The American Language Center Evening Series Courses
The Intensive Language Course at the Free University of Berlin

Ch. 4. The University of Ottawa: Sheltered Instruction
Program Description
Student Population
Coordination and Staffing
Logistics
Methodology
Text Selection and Adaptation
The Role of the Language Teacher
Program Evaluation

Ch. 5. The UCLA Freshman Summer Program: Adjunct Language Instruction
Program Description
Student Population
Coordination and Staffing
Logistics
Methodology
Text Selection and Adaptation
The Role of the ESL Instructors
Program Evaluation

Ch. 6. Practical Considerations in the Implementation of Content-Based Programs
Administrative Issues
Program Design
Student Population
Staff Development
Program Evaluation
A Case Study: The Social Science English Language Center in Beijing, People's Republic of China
What Have We Learned from the SSELC Program in the PRC?

Ch. 7. Suggestions for Content-Based Materials Development and Adaptation
Selecting Materials
Supplementing with Language-Teaching Materials
Adapting and Developing Materials
Sample Content-Based Materials
Sample Skill Activities from a Variety of Content Areas

Ch. 8. Issues in Content-Based Evaluation
Language and Content
Evaluating Content Knowledge
Evaluating Language Knowledge and Skills
Purposes and Types of Procedures
Short-Term and Long-Term Evaluation Goals
Important Considerations in Evaluation
Participants in the Evaluation Process
Sample Achievement / Evaluation Schemes
Sample Test Materials

Ch. 9. Why Content-Based Instruction?
Adapting Content-Based Models

Appendix A

Appendix B

Appendix C

References

Epilogue
Background and Rationale
Research
Program Development: New CBI Formats
Final Reflections
References

Glossary of Key Terms

Updated Bibliography on Content-Based Instruction - 1989 to the Present

Index