Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind Through Content‐Based Instruction

Kennedy, Teresa J.

doi:10.1111/j.1944-9720.2006.tb02900.x

Cited by 32 publications

(46 citation statements)

References 37 publications

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“…Dufva and Voeten (1999) found that one way to promote foreign language learning is to diagnose native language deficiencies early. Kennedy (2006) found evidence to support a transfer hypothesis, which is a student's native language reading comprehension, has a strong effect on his/her reading comprehension in foreign language.…”

Section: Intellectual Disability and Learning A Second Languagementioning

confidence: 69%

The Effect of Affection on English Language Learning of Children with Intellectual Disability Based on Total Physical Response Method of Language Teaching

Mohammadian

Dolatabadi

2016

International Journal of English Language and Literature Studie

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Teaching English as a foreign language to mentally retarded persons is much more complicated than normal EFL Contribution/ OriginalityThis study is one of very few studies that investigate an effective way for teaching a foreign language to children with intellectual disability. It uses new estimation methodology that giving extra affection to children with intellectual disability can be used to facilitate learning a foreign language.

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Section: Intellectual Disability and Learning A Second Languagementioning

confidence: 69%

The Effect of Affection on English Language Learning of Children with Intellectual Disability Based on Total Physical Response Method of Language Teaching

Mohammadian

Dolatabadi

2016

International Journal of English Language and Literature Studie

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“…Students who read and discuss multiple sources related to a single topic are thus exposed to a recycling of relevant academic vocabulary in various contexts, making it more likely that vocabulary will be learned and remembered (Snow, 2016). Cognitive science research describes vocabulary acquisition by explaining that a word is successfully learned when it is stored in long-term memory and accessible for use when necessary (Kennedy, 2006). Kennedy (2006) advocates for a CBI curriculum, suggesting that effective long-term vocabulary storage is more likely to occur when students are able to participate in activities that promote learner engagement by using CT skills.…”

Section: Vocabulary Acquisitionmentioning

confidence: 99%

“…Cognitive science research describes vocabulary acquisition by explaining that a word is successfully learned when it is stored in long-term memory and accessible for use when necessary (Kennedy, 2006). Kennedy (2006) advocates for a CBI curriculum, suggesting that effective long-term vocabulary storage is more likely to occur when students are able to participate in activities that promote learner engagement by using CT skills. Nation and Webb (2011) explain why an ESL/CBI link presents an optimal opportunity for learning vocabulary.…”

Section: Vocabulary Acquisitionmentioning

confidence: 99%

Experimenting With Academic ESL: An ESL/Sociology Link

August¹

2018

ELT

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To improve academic ESL, a community college has been experimenting with linking an ESL class to a Sociology class. The primary goal was to use the methodology of Content Based Instruction to develop a curriculum that would promote academic vocabulary acquisition, critical thinking, and authentic communication in a sheltered environment. The paradigm of Action Research was used as a framework to reflect on the strengths of the program and to identify activities that engaged the students and contributed to improved language skills. Supplementary assignments of a Young Adult novel and provocative movies, used across both the ESL and Sociology class, helped students to apply abstract concepts to familiar situations. The structure of the link produced an effective learning community and a support system for the students. We suggest that linking ESL to a content course might be preferable to other options for developmental ESL students entering college.

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“…Met's continuum has been used to describe the range of settings that CBI, CLIL or CBLT (content-based language teaching) entail (Lyster & Ballinger, 2011, p. 280). This encompassing view has impacted on several countries due to the fact that its broadening scope has attracted an international interest (Banegas, 2011;Bebenroth & Redfield, 2004;Stoller, 2004, p. 293) in implementing content-language integration projects such as GLOBE (Kennedy, 2006) at all educational levels.…”

Section: Cbi-clil As a Continuum Of Modelsmentioning

confidence: 99%

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

Banegas

2012

SSLLT

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In the last decade, there has been a major interest in content-based instruction (CBI) and content and language integrated learning (CLIL). These are similar approaches which integrate content and foreign/second language learning through various methodologies and models as a result of different implementations around the world. In this paper, I first offer a sociocultural view of CBI-CLIL. Secondly, I define language and content as vital components in CBI-CLIL. Thirdly, I review the origins of CBI and the continuum perspective, and CLIL definitions and models featured in the literature. Fourth, I summarise current aspects around research in programme evaluation. Last, I review the benefits and challenges of this innovative approach so as to encourage critically context-responsive endeavours.

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Language Learning and Its Impact on the Brain: Connecting Language Learning with the Mind Through Content‐Based Instruction

Cited by 32 publications

References 37 publications

The Effect of Affection on English Language Learning of Children with Intellectual Disability Based on Total Physical Response Method of Language Teaching

The Effect of Affection on English Language Learning of Children with Intellectual Disability Based on Total Physical Response Method of Language Teaching

Experimenting With Academic ESL: An ESL/Sociology Link

Integrating content and language in English language teaching in secondary education: Models, benefits, and challenges

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