Table of contents for Learning and teaching languages through content : a counterbalanced approach / Roy Lyster.

Bibliographic record and links to related information available from the Library of Congress catalog.

Note: Contents data are machine generated based on pre-publication provided by the publisher. Contents may have variations from the printed book or be incomplete or contain other coding.


Counter
Table of contents 
Tables and figures ix 
Preface xi 
chapter 1 
Introduction 1 
1 Emphasizing language in content-based instruction 2 
2 Characteristics and contexts of content-based instruction 6 
3 Research on outcomes of immersion education 11 
3.1 First language development and academic achievement 12 
3.2 Social-psychological outcomes 13 
3.3 Second language outcomes 14 
4 Theoretical perspectives 18 
5 Purpose of this book 22 
chapter 2 
Instructional practices at the interface 
of language and content 25 
1 Incidental focus on language 26 
1.1 Linguistic challenges 29 
1.1.1 Verb system 31 
1.1.2 Second-person pronouns 33 
1.1.3 Grammatical gender 36 
2 Decontextualized grammar instruction 38 
3 Form-focused instruction 43 
3.1 Proactive approaches 44 
3.2 Reactive approaches 47 
4 Literacy instruction 50 
4.1 Sequencing instruction in two languages 50 
4.2 Whole language and process writing 51 
4.3 Vocabulary and reading instruction 54 
4.4 Language across the curriculum 56 
5 Summary 57 
.... Learning and teaching languages through content 
chapter 3 
Processing language through content 59 
1 Comprehension 59 
2 Awareness 63 
3 Production 71 
3.1 Content-based tasks 72 
3.2 Form-focused tasks 75 
3.3 Skill acquisition through practice 78 
4 Summary 85 
chapter 4 
Negotiating language through content 87 
1 Whole-class interaction 87 
2 IRF exchanges and teacher questions 89 
3 Negotiated scaffolding and feedback 92 
3.1 Recasting 93 
3.2 Negotiation for meaning 102 
3.3 Negotiation of form 107 
3.3.1 Prompting 109 
3.3.2 Self-repair 116 
3.4 Classroom intervention studies 120 
4 Counterbalanced feedback 122 
chapter 5 
Instructional counterbalance 125 
1 Why instructional counterbalance? 126 
1.1 Support from research on proactive approaches 127 
1.2 Support from research on reactive approaches 129 
2 Engaging with language across the curriculum 133 
3 Conclusion 137 
References 139

Library of Congress Subject Headings for this publication:

Language and languages -- Study and teaching.