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A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction

Marguerite Ann Snow, Myriam Met and Fred Genesee
TESOL Quarterly
Vol. 23, No. 2 (Jun., 1989), pp. 201-217
DOI: 10.2307/3587333
Stable URL: http://www.jstor.org/stable/3587333
Page Count: 17
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A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction
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Abstract

This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (a) content-obligatory language (language essential to an understanding of content material) and (b) content-compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settings-the mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also discussed.

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