The use of English to teach content subjects has been a growing trend in many parts of the world. It is labelled in a variety of ways, such as content-based learning, content and language integrated learning, immersion education, theme-based language teaching, and bilingual education, but it is referred to in this paper as English-medium…

The multiple academic and social advantages of a dual language education are well known; yet there is little practical guidance for Catholic school leaders who are taking on this whole school change. This paper explores the necessary steps for Catholic school leaders to develop equitable dual language schools. Guided by the Gospel principles of…

In the last 20 years dual language education programs have increased in number and expanded in range. Whereas once they were predominantly focused at the elementary level, they now span from pre-K through to high school. This book examines the key attributes of successful dual language programs, as well as the challenges and opportunities involved…

Immersion education, a variant of content-based instruction, is characterised by the dual curriculum goals of content and language learning. The content and language learning goals become increasingly complex and challenging at the late immersion level. One way to help students achieve these goals is by planning content and language learning…

This article looks at the characteristics of Content-Based Instruction (CBI) and Content and Language Integrated Learning (CLIL) in order to examine their similarities and differences. The analysis shows that CBI/CLIL programmes share the same essential properties and are not pedagogically different from each other. In fact, the use of an L2 as…

The 23rd EUROCALL conference was held in Cyprus from the 24th to the 27th of August 2016. The theme of the conference this year was "CALL Communities and Culture." It offered a unique opportunity to hear from real-world CALL practitioners on how they practice CALL in their communities, and how the CALL culture has developed in local and…

This volume of bilingual program curriculum guides enunciates the basic framework of the program, dealing with the rationale, philosophy, and general goals and objectives. Recommendations for implementation, integration, and evaluation are also included. The rationale concentrates on the educational options offered through study of foreign…

This study examines out-of-school use of Irish and motivation to learn Irish among final year post-primary students from three different instructional backgrounds: mainstream students studying ordinary and higher level Irish as a subject only and immersion students. Information on motivation and use is linked to student proficiency in Irish.…

A teacher's manual was developed for an elementary level science course in Spanish as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. The five units cover the basic concepts of the weather, colors, animals, plants, and the five senses. Each unit includes vocabulary,…

A discussion of French foreign language instruction in the elementary schools (FLES) in the United States looks at the rationale behind and proliferation of FLES programs and the diversity of program models, including exploratory, traditional second language, and immersion. (MSE)

The purpose of this manual, which accompanies a video program, is to provide general background information for foreign language teachers who are, or soon will be, teaching in total, partial, or two-way immersion classrooms. Part of a series of video programs, this manual highlights special considerations in the planning process that impact the…

Two-way language development programs are full-time programs that use two languages, one of which is English, for the purpose of instruction. Ideally, these programs are composed of elementary or secondary students half of whom are native speakers of English and the other half of whom are native speakers of the other language of instruction.…

Proposes a conceptual framework for integrating second language and content instruction, in which language and content teachers work collaboratively to determine language-teaching objectives. This framework is applied in English as a Second Language, language immersion, elementary school foreign language, and mainstream classes. (Author/CB)

A teacher's manual was developed for an elementary level mathematics course in Spanish as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. Teaching procedures, conceptual objectives, vocabulary, and structures are included. Activities are designed to teach either…

A teacher's manual was developed for an elementary level mathematics course in French as part of an immersion program for English speaking children. The Level A manual is designed for kindergarten and grade 1 pupils. Teaching procedures, conceptual and language objectives, vocabulary, structures, and learning activities are included. Activities…