A SixT ' s Approach to Content-Based Instruction
A SixT ' s Approach to Content-Based Instruction
复制标题
SixT 基于内容的教学方法
DOI：
--
复制
发表时间：
2005
期刊：
影响因子：
--
通讯作者：
Fredricka L. Stoller
中科院分区：
文献类型：
--
作者：
Fredricka L. Stoller
许多教学环境中的专业人士正在开发基于内容的教学（CBI）方法，这些方法强调将语言和内容教学结合起来对第二语言（L2）学生的多重好处。然而，这些方法各不相同，代表了不同的教学背景，对内容和语言整合的不同观点，以及对内容、语言和学习策略的不同假设。尽管在理论和实践方向上存在差异，但这些CBI方法一致地将语言视为学习内容的媒介，将内容视为学习语言的资源。此外，他们支持在课堂上有目的和有意义的语言使用，同时假设学术语言和社会语言之间的区别。大多数方法还假定预先选定的、预先确定的内容，在机构课程指南或现有课程设置中加以规定。
Professionals in many instructional settings are developing approaches to content-based instruction (CBI) which emphasize the multiple benefits of integrating language and content instruction for second language (L2) students. The approaches vary, however, representing diverse contexts for instruction, different perspectives on the integration of content and language, and differing assumptions about content, language, and learning strategies. Despite differences in theoretical and practical orientations, these approaches to CBI uniformly view language as a medium for learning content, and content as a resource for learning language. In addition, they endorse purposeful and meaningful language use in the classroom, while assuming a distinction between academic and social language. Most approaches also assume pre-selected, predetermined content, specified in institutional curriculum guidelines or existing course offerings.