Content and Language Integrated Instruction in Foreign Language Education: Articulating Core Practices for Content-Based Instruction

• In Event: Learning to Swim on a Sidewalk? Practice-Based Education for Teachers of Language Learners

Abstract

Objectives
Content-based instruction (CBI) in the foreign language classroom is a “complex, multifaceted, and intensely challenging" instructional endeavor (Author, XXXX). To be more effective, we argue, foreign language (FL) teacher preparation must begin to identify and better understand the core practices of CBI that can be deconstructed, analyzed, and rehearsed by pre-service teachers. To this end, the purpose of this report is to provide an overview of core instructional practices that support the implementation of CBI that have been identified to date. Data used to craft this report include:
1) findings from a recent study that explored enabling factors related to the implementation of CBI (see below)
2) findings from a review of the research on integrating the teaching of content and language at the K–12 level from the past 10 years, and
3) Knowledge acquired throughout more than a decade of professional development work with CBI teachers.
Theoretical Framework
Content-based instruction (CBI), a curricular and instructional approach that views language as the vehicle for learning content rather than the focus or object of instruction per se, has gained much momentum over the past two decades particularly in North America, Europe, and Asia. The relative lack of CBI programs can be attributed to the intensive nature of CBI implementation (Author, XXXX, XXXX). Given the complexity of CBI, it is essential that its core practices be clearly articulated as part of the larger dialogue on practice-based approaches to teacher preparation (e.g., Ball & Forzani, 2009; Ball, Sleep, Boerst, & Bass, 2009).
Modes of Inquiry
In this report, we sought to answer the following question:
What are the core practices for CBI that can be identified from research and practice in CBI? The synthesis of core practices was crafted from varied data, which include:
1) A study conducted by the coauthors to identify key aspects of teacher practice and knowledge in CBI implementation
2) Findings from a literature review that examined and synthesized the research on CBI at the K–12 level within varied instructional contexts with an emphasis on research from the past 10 years, and
3) Knowledge acquired throughout more than a decade of professional development work with K-16 foreign language teachers in a federally funded PD program for CBI.
Methods/Data Sources
Data sources varied depending on the source described above.
1) In the study, data were collected from an expedition unit (typically a one to three month-long instructional module) and included curricular materials, questionnaires completed by the teachers, interviews with key stakeholders, and classroom observations.
2) The literature review served as a data point in that synthesizes key findings in the previous research on CBI in the FL classroom, including the research on pedagogical practices for CBI (Author, XXXX).
3) Anecdotal evidence from participants in an intensive summer PD workshop for CBI will be summarized.
Findings and Significance
The report will articulate and substantiate the core practices for CBI in FL teacher preparation.

Authors

• Francis J. Troyan, The Ohio State University

• Laurent Cammarata, University of Alberta