On the Integration of Language and Content Instruction
On the Integration of Language and Content Instruction
复制标题
论语言与内容教学的整合
DOI：
10.1017/s026719050000132x
复制
发表时间：
1989
影响因子：
3.7
通讯作者：
G. Spanos
中科院分区：
文献类型：
--
作者：
G. Spanos
20世纪80年代是应用语言学研究者和实践者参与语言与内容教学整合的活跃年代。除了出版了五本关于这一主题的激励文本（Mohan 1986年，Cantoni-Harvey 1987年，Crandall 1987年，Enright和McCloskey 1988年，Brinton， Snow和Wesche 1989年）之外，各级学校越来越关注课程开发，材料开发，教师培训，评估和评估，第二语言和外语教育者以及数学，科学领域的教育者。社会科学已经认识到语言发展与获得特定内容的知识和技能之间的关系。
The 1980s were dynamic years for applied linguistic researchers and practitioners involved in the integration of language and content instruction. In addition to the publication of five stimulating texts devoted to the subject (Mohan 1986, Cantoni-Harvey 1987, Crandall 1987, Enright and McCloskey 1988, and Brinton, Snow, and Wesche 1989), there was increasing attention at all school levels to curriculum development, materials development, teacher training, evaluation, and assessment, Second and foreign language educators as well educators in the fields of mathematics, science, and social science have become cognizant of the relationship between language development and the acquisition of content-specific knowledge and skills.