Content-based education programmes, in which a second/foreign language (L2) is used as the medium of instruction when teaching non-language content subjects, aim at both content and L2 learning. With such dual goal in mind, and with the rapid expansion of the programmes to contexts where students might have only basic L2 proficiency, there have…

This paper outlines and details historical L2 curriculum development for segments of China's State education system over a ten-year period beginning with the start of the Sino -- Foreign joint programs classes in 2011. A two-year post assessment from 2015-2017. Tracking students continuing test results for both the CET (College English Test)…

The Content and Language Integrated Learning (CLIL) approach has been broadly adopted and extensively researched at different educational levels across European contexts. It is also becoming popular in Asian settings due to its dual focus on developing both language skills and content knowledge. It aims to empower learners with high mobility and…

This instructional paper examines the lack of L2 English skills demonstrated by Chinese post-secondary education students and the results of empiric testing to determine what key language functions were missing from a student's tool box when exiting their primary education phase.The identification of these skills and ability gaps allowed for…

This study investigates how genre can be used as an organisational principle to interweave teaching and assessment in the L2 school context. Relying on data from interviews and lesson observations gathered from two Secondary 1 (that is, Grade 7) Hong Kong classrooms, the study sought to discover how teachers implemented genre-based teaching and…

Discusses the scope and potential of an advanced course where the whole syllabus is built around the theme of French cooking. Shows how this central theme can be linked to French history, literature, geography, art and society. (MES)

Argues that the ESL profession has been teaching cultural literacy for some time. Suggests what ESL can add to discussions of teaching cultural literacy. (NH)

The content and objectives of the Pacesetter Spanish course, developed by the College Board, are compared with those of the "National Standards for Foreign Language Learning: Preparing for the Twenty-First Century," published in 1996 and are generally adopted by the foreign language teaching community. The comparison begins with the…

Discusses status of literature in university and secondary school curricula, the degree of student interest in the study of literature, and research activity and teacher training in literary methodology. Believes disparity exists between expectations of the university curriculum and the role of literature in other areas. Gives suggestions to…

Defends the incorporation of renowned French women writers into the French literature curriculum and suggests an implementation proposal for high school or college courses. A sample guide for ideas and techniques to stimulate thought, questions, and interpretations is also suggested. (Author/CB)

The Common Curriculum Framework for International Languages, Six-Year Program (Grade 7 to Grade 12), including this Alberta version of it, was developed through the cooperative efforts of the provinces of Alberta, Manitoba, and Saskatchewan. This framework provides a 6-year program for foreign language courses from middle school through high…

Investigation of the extent to which the 20 most populous states had secondary school programs featuring foreign language for business covered state policies, curriculum guides, teachers, and courses. Results, which indicated that few states offer foreign language for business at the secondary level, are presented for each state. (CB)

The questions addressed concern: (1) the connection between language and culture; (2) the need for a systematic analysis of general methodology in language teaching; and (3) problems related to instructional materials, including content, teaching materials, authentic documents, and the relation between traditional concepts of culture and daily…

The objectives and course content for French 3200, a secondary level course intended for the second or third year of four- and six-credit language course sequences in Newfoundland high schools, are outlined. Its primary objectives relate to the skill development in the four language skill areas (listening, speaking, reading, and writing),…

The objectives and course description of a one-credit high school French course intended for the first year of Newfoundland senior high schools are presented. Its major objectives relate to development of language skills in four areas (listening, speaking, reading, and writing), attitudinal development, and cultural understanding. The major…