Article

Content-focused classrooms and learning English: How teachers collaborate

Citation

Creese A (2010) Content-focused classrooms and learning English: How teachers collaborate. Theory into Practice, 49 (2), pp. 99-105. https://doi.org/10.1080/00405841003626494

Abstract
This article looks at the possibilities of content-based instruction in mainstream English secondary schools. It considers the continuum from a language to content focus in classrooms where teachers collaborate. English as an additional language (EAL) and subject curriculum teachers work together to support young people while they simultaneously study the national curriculum and learn English. The article argues that although teachers in the partnerships consider the relationship between language and content for their students, the lack of an EAL or language curriculum presents few opportunities for language learning or language awareness. With the balance clearly in favor of content, there are negative knock-on effects for the EAL teacher and English Language Learners (ELLs).

Journal
Theory into Practice: Volume 49, Issue 2

StatusPublished
FundersUniversity of Birmingham
Publication date31/12/2010
Publication date online15/04/2010
URLhttp://hdl.handle.net/1893/27880
ISSN0040-5841