Abstract
In second language education in North America, there has been a movement away from teaching language in isolation toward integrating language and content instruction (Mohan, 1986; Enright & McCloskey, 1989). This umbrella term encompasses instructional and programmatic approaches where students are learning a second language as they learn content through that language. Thus, integrated language and content (ILC) may be found within the context of bilingual as well as monolingual programs, and it may be applied with a primary goal of teaching either language or content. When content is used as a vehicle for language learning and instruction (i.e., language development is the primary goal), a term often used is content-based language learning. In programs where instruction is entirely through a second language, the term immersion is typically used. This review will consider the innovation of ILC in second language education, with primary emphasis on its realization at elementary and secondary levels of education.
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Christian, D., Rhodes, N. (1997). Innovative Second Language Education in North America. In: Tucker, G.R., Corson, D. (eds) Encyclopedia of Language and Education. Encyclopedia of Language and Education, vol 4. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4419-3_16
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DOI: https://doi.org/10.1007/978-94-011-4419-3_16
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