Integrating Language and Content Instruction: A Systematic Review Across Program Models for Multilingual Learners

• In Event: Sheraton Roundtable Session Two
  In Roundtable Session: Exploring Content and Language Perspectives in Bilingual Education (Table 4)

Abstract

Simultaneously learning language and content (i.e., engaging in content-based instruction) is the focus of primary and secondary schooling for multilingual learners. Programs worldwide including immersion (dual language bilingual education), Content and Language Integrated Learning (CLIL), English medium of instruction (EMI) classes, and sheltered instruction in English as a second/additional language (ESL/EAL) programs are specific program models with content-language integration. To understand teacher knowledge and practices for content-language integration and to unite research across contexts, we conducted a qualitative systematic review of peer-reviewed empirical journal articles from 2000-2022. Initial findings indicate that content continues to be prioritized over language, and there is uneven use of dialogic teaching and explicit language/literacy strategy instruction. Findings have implications for professional learning and teacher development.

Authors

• Lisa Domke, Georgia State University
  Presenting Author

• Maria Auxiliadora Cerrato, Georgia State University
  Presenting Author