Some error occured while loading the Quick View. Please close the Quick View and try reloading the page.
The definition of English language classroom is changing. When students have the opportunity to learn content and language at the same time, disciplinary boundaries overlap. Teachers are rethinking how they design courses, plan lessons, assess students, and collaborate with colleagues to support student learning and facilitate their own professional growth.
In this volume, contributors describe practical examples of integrating language and content in classrooms in Italy, the Netherlands, Yemen, Turkey, Taiwan, Russia, the United States, and South Africa. Teachers help students achieve their goals—learning English for specific purposes such as advertising, fashion design, and philosophy; teaching adult learners by integrating English skills with health literacy, conflict resolution, and social justice; serving emerging bilingual students in learning grade-level academic material or valuable job skills.
The book is divided into four sections that help readers navigate the sometimes chaotic intersection of language and content:
- Why Do Teachers Design Courses to Integrate Language and Content?
- How Do Teachers Integrate Language and Content?
- How Do Teachers Evaluate Language and Content Learning?
- How Do Teachers Collaborate to Integrate Language and Content?
Maria Dantas-Whitney is Professor of ESOL and Bilingual Education at Western Oregon University. She has been a Fulbright scholar in Mexico and Panama and has directed professional development programs for K-12 teachers of ELLs in Oregon. She has served as president of Oregon TESOL and ORATE (Oregon Association for Teacher Educators). She is the recipient of the AERA Outstanding Dissertation Award in Second Language Research and the TESOL/College Board Award for Teacher as Classroom Researcher. Her publications and presentations focus on linguistically and culturally responsive pedagogy in teacher education, critical reflective practice, and classroom ethnography.
Sarah Rilling is an associate professor in the Department of English at Kent State University where she teaches courses in applied linguistics and administers teaching English as a second/additional language programs. Her research focuses on inquiry and action in language teaching and nativization processes in modern language contact.
Lilia Savova is the MA TESOL program coordinator at the Indiana University of Pennsylvania. She is also past chair of the TESOL Teacher Education Interest Section and one of the founders of the TESOL Graduate Student Forum (GSF), which is a one-day mini-conference preceding the TESOL Convention. Under her guidance, IUP students have hosted the GSF for three years.Her scholarly work includes the publication of ESOL student and teacher materials, ESOL books and articles, presentations at national and international fora, and invited lectures. She was guest editor of the TESOL Journal's special issue on teacher education. Her research and pedagogical interests are shaped by her extensive international ESOL experience.