A Conceptual Framework for the Integration of Language and Content in Second/Foreign Language Instruction

TLDR

The article proposes a conceptual framework for integrating language and content instruction in second‑ and foreign‑language classrooms. The framework involves collaborative planning between language and content teachers to set objectives based on content‑obligatory and content‑compatible language, illustrated across mainstream, ESL, immersion, and FLES settings. The study discusses general implications for integrating language and content teaching.

Abstract

This article proposes a conceptual framework for the integration of language and content teaching in second and foreign language classrooms. In this model, language and content teachers work collaboratively to determine language-teaching objectives. These objectives derive from two considerations: (a) content-obligatory language (language essential to an understanding of content material) and (b) content-compatible language (language that can be taught naturally within the context of a particular subject matter and that students require additional practice with). The conceptual framework is illustrated in four instructional settings—the mainstream class, the ESL class, the foreign language immersion class, and the FLES (Foreign Language in the Elementary School) class. General implications for the integration of language and content teaching are also discussed.