Designing content-language integrated learning materials for late immersion students

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Immersion education, a variant of content-based instruction, is characterised by the dual curriculum goals of content and language learning. The content and language learning goals become increasingly complex and challenging at the late immersion level. One way to help students achieve these goals is by planning content and language learning objectives that guide the design of content-language integrated learning materials. This article reports how content teachers and an ESL teacher educator in Hong Kong collaborated to design materials to support late immersion students' integrated content-language learning. The learning materials were designed by reference to a pedagogical framework that uses knowledge structures and text structures to link content and language learning objectives. The author presents sample learning materials and explains their design. Student achievements in using the history materials in a collaborative action research project, as well as the students' and the teacher's views of the materials, demonstrate some effectiveness of the design. Challenges to the content-language integration design are discussed. Copyright © 2014 TESOL International Association.
Original languageEnglish
Pages (from-to)302-331
JournalTESOL Journal
Volume6
Issue number2
Early online dateJul 2014
DOIs
Publication statusPublished - 2015

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language
learning
student
learning objective
teacher
action research
Hong Kong
research project
educator
instruction
curriculum
planning
history
knowledge
education

Bibliographical note

Kong, S. (2015). Designing content-language integrated learning materials for late immersion students. TESOL Journal, 6(2), 302-331.