Silvia Pessoa (PhD candidate, Carnegie Mellon University) is a visiting lecturer of Spanish and English at Carnegie Mellon University, Doha, Qatar.
Content-Based Instruction in the Foreign Language Classroom: A Discourse Perspective
Article first published online: 31 DEC 2008
© 2007 American Council on the Teaching of Foreign Languages
Foreign Language Annals
Volume 40, Issue 1, pages 102–121, March 2007
How to Cite
Pessoa, S., Hendry, H., Donato, R., Tucker, G. R. and Lee, H. (2007), Content-Based Instruction in the Foreign Language Classroom: A Discourse Perspective. Foreign Language Annals, 40: 102–121. doi: 10.1111/j.1944-9720.2007.tb02856.x
- Issue published online: 31 DEC 2008
- Article first published online: 31 DEC 2008
- classroom discourse;
- content-based instruction;
- teaching language and content
Abstract: Although a substantial amount of professional literature argues for the potential benefits of content-based instruction, limited research exists on how this type of instruction actually is appropriated, understood, and carried out in practice by foreign language teachers. This study examines the role of two sixth grade Spanish teachers' discursive practices in content-based instruction, the goals of instruction, and the students' proficiency. Through classroom observations, discourse analysis, teacher interviews, and student writing assessments, this study shows the significance of teacher talk in engaging students in learning both language and content, an overarching goal of content-based instruction. Several implications for instruction in content-based instruction programs and the professional development of teachers emerge from this study.