Content-Centered Learning in the U.S.

Abstract

Although estimates of the number of language minority students in U.S. schools vary, there is consensus that the numbers are increasing dramatically. In 1980, there were 24 million language minority individuals living in the United States, including nearly 8 million school-age children and 2.6 million children under age five, one or both of whose parents spoke a language other than English at home (Waggoner 1992). Of the school age children, an estimated 3–5 million had limited English proficiency. Between 1980 and 1990, according to the U.S. Census, the Asian-American population more than doubled and the Hispanic-American population increased by more than 50 percent. Many major metro-politan school districts report a student population speaking more than 60 or 70 different languages, and in one of these, Los Angeles, more than 50 percent of the school age population is language minority.

Teaching “Cross-cultural Communication” through Content Based Instruction: Curriculum Design and Learning Outcome from EFL Learners’ Perspectives

“…In terms of linguistic gains, students reported their improvement in different language skills, although in different strength respectively. Thus, the effectiveness of this CBI course is in line with previous studies in which CBI fosters academic growth while also develops language proficiency (Crandall, 1993;Short, 1997;Stoller, 2004).…”

Examining the Perceptions of English Instructors Regarding the Incorporation of Global Citizenship Education into ELT

“…Addressing global issues is implemented by making discussions and using reading texts about global issues. Similar to this finding, Hosack teaching, particularly in connection with teaching global issues 1997, 2000Crandal, 1993;Gürsoy, 2010;Met, 1991;Prodromou, 1992;Serrano, 2008;Swenson & Cline, 1993).It is expected that students will not only develop language skills but also develop awareness, skills and positive attitudes towards these problems with this kind of approach .…”

“…Hosack (2011) suggests that global issues should be addressed in ELT courses as a way of teaching for global citizenship. In this context, many researchers argue that one of the best ways to address global issues in class is content-based/theme-based instruction (Cates 1997(Cates , 2000Crandal, 1993;Gursoy, 2010;Met, 1991;Prodromou, 1992;Serrano, 2008;Swenson & Cline, 1993). Content based instruction refers to a language teaching approach in which teaching is organized around themes and topics, instead of grammar, functions or situations.…”

Volume 13 Issue 7b Complete Issue

“…In order to make the ESL classes more relevant to school, ESL teachers developed lessons around subject area themes (e.g., the solar system) (Crandall, 1993). This approach was known as content-based language instruction.…”