This article provides a useful review of content-based language instruction from the USA and Canada where a language other than the learner’s first language is used not only to learn that language but also to learn new content knowledge. These programmes include what is called one-way immersion (OWI) which focuses on language majority students i.e. anglophones to become fluent in say French, and two-way immersion contexts (TWI) which focus on both minority and majority language learners. The article considers learning outcomes, classroom language, and demands on the teacher in an increasingly diverse world. It is useful for anyone considering broadening from language learning per se into interdisciplinary learning (IDL) in CfE.
This review of the extant research literature focuses on research about content-basedlanguage instruction (CBI) programmes in K-12 foreign/second language education inthe USA. The review emphasises studies on one-way language immersion (OWI) andtwo-way language immersion (TWI) programmes, which are school-based andsubject matter-driven. OWI primarily targets majority-language students and TWI acombined student population of minority- and majority-language learners. Referenceto the few studies on non-immersion CBI programmes in the USA is also included.This article presents a review of the research in relationship to four broad themes:student outcomes, classroom language use and development, the hidden curriculum,and teacher preparation and practice. The research review is followed by a discussionof the research methodologies and theoretical frameworks used in these studies andconcluding sections that set suggestions for paths for future inquiry in four areas:student diversity, the role of English in classrooms, teacher development, andachievement research.
Tedick, D. J., & Wesely, P. M. (2015). A review of research on content-based foreign / second language education in US k-12 contexts. Language, Culture and Curriculum, 28(1), 25-40.