Integrated science-and-literacy programs have proven to positively affect both language proficiency and science knowledge. Because making connections is important in both text comprehension and understanding the disciplinary core ideas taught in science, it seems worthwhile to explore the potential of integrating text structure instruction in…

Integrated language arts and science & technology (ILS&T) instruction can make learning more meaningful and improve student learning outcomes for both subjects. Although the literature has stressed that such integrated instruction presents pedagogical challenges for elementary school teachers, little is yet known about the specific…

Despite the expectation that all students should achieve high academic standards, content area instruction and English for speakers of other languages instruction for English language learners (ELLs) have traditionally been conceptualized as separate domains, resulting in educational inequities for ELLs. This is because effective instruction to…

English Language Learners (ELLs) in the U.S. have recently received growing attention in educational research because of their struggle in academic performance, especially after the launch of the Common Core State Standards (CCSS) and assessments in 2009. Unfortunately, ELL students are required to take these standardized tests in English language…

In a typically monolingual state, those students who do possess a second language are poised to better integrate themselves into the international business community, yet, possessing (for example) a Spanish degree does not indicate proficiency. Unless students have been exposed to a variety of subjects relating to law, health care, business, and…

This article describes a series of inquiry-based lessons that provide English language learners (ELLs) with opportunities to experience science and engineering practices with conceptual understanding as well as to develop their language proficiency in elementary classrooms. The four-lesson sequence models how various types of instructional…

This article presents an approach to literary texts that develops students' language proficiency, content knowledge, and analytical skills through the interweaving of three content areas--literary analysis, stylistics, and culture--at the beginning, intermediate, and advanced levels of the foreign language curriculum. Consistent with…

The authors examined the impact of 2 subsequent, longitudinal interdisciplinary interventions for 58 Hispanic English language learners (ELLs): (a) Grade 5 science with English language/reading embedded (i.e., science intervention) and (b) K-3 English language/reading with science embedded (i.e., language/reading intervention). Results revealed…

State tests, which assess reading comprehension, ask students to make inferences and connections beyond the text. The problem of practice in which this study is situated is that students are having difficulty making meaningful connections and developing inferences in relation to the material that is read aloud together in class or assigned for…

Content and Language Integrated Learning has received a strong tailwind in European educational and language policies. It is on the verge of becoming a mainstream phenomenon. However, an overly speedy implementation of "CLIL for all" might bear a number of risks for all groups of stakeholders. The purpose of this book is to link the…

An experimental study was conducted to investigate the effectiveness of using an integrative approach to improve EFL students' communicative skill. This was done by comparing the oral performance of the subjects who were taught grammar, listening, reading and speaking integratively to that of the subjects who were taught the same skills…

This study investigates the relationship between first language (Arabic) proficiency and second language (English) performance in the writing skills of Jordanian bilingual second secondary school students. Despite the linguistic distance between English and Arabic, it is postulated that Arabic writing skills can be transferred positively to the…

This second edition of "Key Data on Teaching Languages at School in Europe" contains 44 indicators in five chapters entitled "Context," "Organisation," "Participation," "Teachers" and "Teaching Processes." It has been produced in collaboration with Eurostat and belongs to the "Key…

This study examined whether linking classes with a common syllabus would have a positive impact on students' English progress and attitudes toward language learning. Participants were Japanese college students studying English as a Second Language. Their program required three English classes taken concurrently per week over one academic year. The…