In this study, we present an educational board game designed to promote both mathematics and Chinese language learning. We use text-mining techniques to analyze dialog by 40 students, in six groups playing a board game in a dual language immersion context. Our findings provide evidence to support past claims and arguments that play and…

Language teaching has long been associated with teaching in a country or countries where a target language is spoken, but this approach is inadequate. In the contemporary world, language teaching has a responsibility to prepare learners for interaction with people of other cultural backgrounds, teaching them skills and attitudes as well as…

This article focuses on reasons for using foreign language experience programs (FLEX) with middle school students. Specific sections provide a description of an interdisciplinary FLEX program and discuss the goals, objectives, and roots of exploratory programs; uses of the exploratory approach; a multidimensional curriculum; and a "grass…

Makes a counterpoint to a previous article that makes a case for using the exploratory approach to teaching second languages in middle schools. The article advocates a well-organized and sequential language program at the middle school level that includes interdisciplinary ties, content-based instruction, and a strong linguistic and cultural…

Points out that the prelingually deaf, whose first language is American Sign, need to learn English as a second language (ESL). The teaching methods of ESL have been successful when applied to deaf education, and there is a need for improved coorporation between teachers of the deaf and ESL teachers. (Author/SED)

Describes projects using an Applied Foreign Language Component approach to incorporate foreign language study and enrichment in multidisciplinary studies, including practical guidelines for implementing such programs, forming faculty alliances, modifying courses, recruiting students, and expanding library holdings. (10 references) (Author/CB)

Portion of a paper given at the seminar sponsored by the South East Asian Ministers of Education Organization in Bangkok, Thailand, in May 1970. (DS)

Interdisciplinary foreign language and literature courses can be taught within the framework of a traditional course by using texts from related disciplines and providing socio-historical context for the literary text. Courses can be team taught by staff within an individual department or by staff from various departments. (Author/SW)

Discusses three obstacles to interdisciplinary cooperation in education: (1) compartmentalization of teachers and teaching, (2) reluctance of educators to tackle the problem, and (3) difficulties in intraschool and intrasystem communication. Recommends collecting, expanding, and sharing curricular components to achieve the goal. (PMJ)

Focuses on the connections goal of the national standards for foreign language learning--that is, on the integration of interdisciplinary content and language skills. Proposes a developmental model for content-oriented instruction that moves students from familiar to unfamiliar academic and cultural content while taking into account their language…