Using language objectives to integrate language and content instruction: A case history of planning and implementation challenges. (cover story)

Using language objectives to integrate language and content instruction: A case history of planning and implementation challenges. (cover story)

• Hoare, Philip Dept. of English, Hong Kong Institute of Education
• Kong, Stella Dept. of English, Hong Kong Institute of Education
• Bell, Jill Faculty of Education, York University, Toronto, Canada

Language and Education, 22(3), 187-205, 2008

Routledge

2008

• M 教師與教師教育
  • MA 教師之專業教育
• G 課程與教學:個別教學範疇
  • GB 英文

Case Studies Language Teachers Teacher Education Language Usage Curriculum Development Foreign Countries English (Second Language) Language Proficiency Second Language Learning Second Language Instruction Teaching Methods Secondary School Teachers Course Descriptions Program Development Hong Kong

• Hong Kong

• 1997.7 onwards

• 專上教育

This paper provides a case study of the use of language objectives within a newly developed English language teacher education programme in Hong Kong. The programme development team decided to adopt a content-based language teaching approach to support students' second language development through content learning. The teacher education programme (the content) prepares Chinese-speaking students to become secondary level English teachers. Because of students' level of English language proficiency upon entry, the programme must provide substantial support for students' English language development in addition to their learning of subject content knowledge and ELT pedagogy. There is also a government-stipulated proficiency level for all qualified English language teachers, which essentially becomes the language syllabus for the programme. The language objectives serve as a medium for mapping the language syllabus on the content curriculum. There are reasons to believe that the approach adopted has been successful in supporting students' language and content learning. This paper describes the programme development and implementation process and the problems and constraints met. The paper also shares the lessons learnt from the curriculum development and implementation process.
[Copyright of Language and Education is the property of Routledge. Full article may be available at the publisher's website:
http://dx.doi.org/10.2167/le771.0]

• 英文

期刊論文

• 09500782

• 10.2167/le771.0

https://bibliography.lib.eduhk.hk/tc/bibs/bc0cd47d

2010-09-27