Descriptor
Source
| TESOL Quarterly | 7 |
Author
| Cohen, Andrew D. | 1 |
| Duff, Patricia A. | 1 |
| Freeman, Rebecca D. | 1 |
| Goldstein, Laurence | 1 |
| Liu, Ngar-Fun | 1 |
| Milk, Robert D. | 1 |
| Snow, Marguerite Ann | 1 |
| Stevens, Florence | 1 |
| Swain, Merrill | 1 |
Publication Type
| Journal Articles | 6 |
| Reports - Descriptive | 4 |
| Guides - Classroom - Teacher | 1 |
| Reports - Research | 1 |
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| Practitioners | 1 |
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Peer reviewedSnow, Marguerite Ann; And Others – TESOL Quarterly, 1989
Proposes a conceptual framework for integrating second language and content instruction, in which language and content teachers work collaboratively to determine language-teaching objectives. This framework is applied in English as a Second Language, language immersion, elementary school foreign language, and mainstream classes. (Author/CB)
Descriptors: Course Content, Educational Objectives, Elementary Education, English (Second Language)
Peer reviewedMilk, Robert D. – TESOL Quarterly, 1990
Describes a teacher training course designed to meet the differing language proficiency needs of bilingual and English-as-a-Second-Language teachers, as well as the needs of teachers learning to implement content-based strategies for teaching language. (15 references) (GLR)
Descriptors: Bilingual Teachers, English (Second Language), Immersion Programs, Language Proficiency
Peer reviewedStevens, Florence – TESOL Quarterly, 1983
Teaching methods based on activity-centered learning applicable to ESL, French, and immersion programs are examined. Examples are given of activities fostering learning both in the classroom and on excursions, along with the psycholinguistic principles on which they are based. (MSE)
Descriptors: Class Activities, Communicative Competence (Languages), English (Second Language), Experiential Learning
Peer reviewedCohen, Andrew D.; Swain, Merrill – TESOL Quarterly, 1976
It has been shown that students in North America can learn both a foreign language and subject matter taught in that language at the same time successfully. The immersion model is first examined for the majority group child, then considered for several target groups. (SCC)
Descriptors: Bilingual Education, Bilingualism, Elementary Education, English (Second Language)
Peer reviewedGoldstein, Laurence; Liu, Ngar-Fun – TESOL Quarterly, 1994
Describes an English immersion "Bridge Program" for Hong Kong children that aims to provide a bridge between primary schooling in Chinese and secondary schooling in English. Also discussed are the role of communicative language teaching in content subject teaching, theoretical assumptions of Canadian immersion programs and the Bridge…
Descriptors: Articulation (Education), Chinese, Elementary Secondary Education, English (Second Language)
Peer reviewedDuff, Patricia A. – TESOL Quarterly, 1995
This study examined transformations in educational discourse in the context of history lessons at a Hungarian secondary school with an English immersion program. It provides a contextualized analysis of classroom discourse practices by examining some of the sociocultural, linguistic, and academic knowledge structures that are integral to and…
Descriptors: Classroom Communication, Discourse Analysis, Educational Change, English (Second Language)
Peer reviewedFreeman, Rebecca D. – TESOL Quarterly, 1996
Describes how Oyster Bilingual School's (Washington, DC) two-way Spanish-English language plan functions in its sociopolitical context. It is noted that this plan is part of a larger identity plan aiming to promote social change by socializing children differently from the way they are socialized in mainstream US educational discourse. (46…
Descriptors: Bilingualism, Case Studies, Change Strategies, Context Effect
