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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 settingsthe 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.

This article describes the adjunct model of language instruction, in which English/ESL courses are linked with content courses to integrate better the reading, writing, and study skills required for academic success in the university setting. Following a rationale for the adjunct model and a description of its key features as employed in the Freshman Summer Program (FSP) at the University of California, Los Angeles (UCLA), the findings of two studies carried out at UCLA are presented: (a) former students' evaluation of the program and (b) follow‐up interviews with selected ESL students and results of a simulated examination comparing the FSP follow‐up students and non‐FSP ESL students.

In the last two decades, content-based instruction (CBI) has grown by leaps and bounds; it appears across educational levels and under various guises. In foreign language education, immersion education and “content-enriched” Foreign Language in the Elementary School (FLES) are popular examples. Sheltered classes and thematic curricula are two variations commonly found in ESL settings. The degree of language and content integration which underlies these various program types is perhaps best captured by means of a continuum.

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The global demand for English has broad implications for teacher preparation in lingua franca settings. Given that up to 80 percent of all English teachers globally are nonnative speakers of English, the quality of their professional preparation and their degree of language proficiency are key issues. This review surveys research on nonnative English-speaking teachers related to teacher preparation, including issues of pedagogy and language varieties. To illustrate actual training issues, two cases of teacher preparation experiences in Egypt and Uzbekistan are presented. The Egypt case describes the development of standards for English teachers and how they may provide a road map for professional preparation and improved English language skills. The Uzbek case provides examples of ways in which the teacher preparation program targeted needs perceived by both the trainers and the local teachers. This review also sets out goals for teacher preparation in lingua franca settings such as assisting participants to view themselves as intercultural speakers and integrating methodologies that are valued in the local context. Suggestions for future research include consideration of how teacher educators might address the issue of Inner Circle and Outer Circle varieties of English and how teachers' cultural knowledge can be addressed within teacher preparation curricula.

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