For more than 50 years, the International Association for the Evaluation of Educational Achievement (IEA) has been instrumental in developing an analytical model for understanding the relationships between educational policy (the intended curriculum), classroom and instructional practices (the implemented curriculum), and educational learning…

Argues that, although it is worthwhile to teach literature in its original language, there is merit to teaching foreign language literature in translation. Most college-level language teachers have the language competence to teach literature in English, and if it's not taught in the language department, it may be taught in the English department,…

Teaching foreign-language literature in translation, within the foreign language department, has intellectual and pragmatic justifications. Intellectually, it is a source of joy for language faculty to share target language literature, and it is the thematic components, not language, that offer richest discussion. Practically, students don't have…

Content-based language instruction is an integrated approach to language instruction drawing topics, texts, and tasks from content or subject-matter classes but focusing on the cognitive, academic language skills required to participate effectively in content instruction. It is of growing interest to teachers of both English as a Second Language…

Guidelines are offered for creating content-based, English-language instructional units for a first-year introductory art history course at an international college. The guidelines are meant to help Japanese students at a low level of English proficiency in a course being taught by a native-English-speaking professor. curriculum focused on…

A 1996-97 survey of 1,534 elementary and 1,650 secondary schools across the United States, both public and private, investigated current patterns in foreign language enrollment, languages and programs offered, curriculum design and content, teaching methods, teacher qualifications and training, and response to national reform issues. The study was…

Three studies concerning the teaching of Irish in elementary schools in Ireland are presented and the implications of their findings for Irish instruction are examined. The first study described the range of conditions under which spoken Irish is taught and learned by studying a number of diverse classes, describe the teaching and learning of…

The incorporation of multicultural content in to English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) instruction is discussed. First, the international role of English is examined, and the sociopolitical nature of language is reviewed. Cultural components of language learning are noted in the areas of discourse,…

This handbook is designed for school administrators, teachers, parents, and community groups who are interested in establishing a bilingual education program in their school. Since it is intended to be a practical, step-by-step guide to bilingual education, the handbook emphasizes the process of developing a program, pointing out alternatives…

The proceedings of a seminar on integrating language instruction and academic content instruction include: two presentations surveying the current state of the art in content-based language instruction ("Language and Content Learning: Finding Common Ground," by Bernard Mohan and "Integrating Content and Language Instruction,"…

A 1996-97 national survey of elementary and secondary schools investigated current patterns and shifts in foreign language enrollment, languages and programs offered, teaching methodologies, teacher qualifications and training, and reactions to national reform issues. An introductory section of the survey report offers background information on…

"Cross Currents" is subtitled "an International Journal of Language Teaching and Cross-Cultural Communication." This special theme issue is devoted to the topic of "content-based language teaching" and contains nine the ELT Needs of Japanese University Students"; "Exploring Community in a Content-Based…

A collection of essays contains articles on content-based foreign language courses at three levels (beginning, intermediate, advanced) and on foreign languages across the curriculum, including: "Content-Based Instruction: From Theory to Practice" (Stephen B. Stryker, Betty Lou Leaver); "Content-Based Instruction in a Basic Russian…

A study investigated techniques and practices for teaching second languages (French, German, Spanish) in 25 urban schools in different areas of England. It was found that the overall quality of work in modern languages was very good in 1 school, good in 5, satisfactory in 7, less than satisfactory in 10, and poor in 2. Three of 10 lessons seen…