An Overview of Content-Based Language Instruction.

This discussion of second language instruction through subject-area content reviews trends and literature in the field. Content-based language instruction is defined and distinguished from other forms of language instruction. Three major types of college-level content-based language instruction are described: sheltered instruction, taught by a content-area specialist, in which students are segregated from native speakers of the target language; adjunct courses, combining participation in a sheltered class with participation in a non-sheltered content-area class; and theme-based instruction, the most common, in which the curriculum is developed using different topics or themes. Design of the content-based instructional module is outlined, noting and discussing these elements or characteristics: use of language skills just at or above students' current linguistic level; interesting and non-trivial content; content face validity for some valued discourse community; potential for sequencing instruction; potential to stimulate and lead to a variety of treatments and concatenated learning tasks; high attraction; potential for input from a variety of sources; potential to stimulate critical analysis; allowance for possibility of cognitive dissonance among inputs; and teacher-developed where feasible. Examples of college-level content-based language programs are noted. The feasibility of content-based language instruction in high schools is explored briefly. Contains 7 references. (MSE)