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تسجيل

Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning FINDINGS Application of KAL in the Assignments Integrating Content and Language in CBI: Path 2

المؤلف:  Martha H. Bigelow Susan E. Ranney

المصدر:  Applied Linguistics and Language Teacher Education

الجزء والصفحة:  P191-C11

2026-08-29

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Pre-Service ESL Teachers’ Knowledge about Language and its Transfer to Lesson Planning

FINDINGS

Application of KAL in the Assignments

Integrating Content and Language in CBI: Path 2

The thematic unit assignment, completed for the pedagogy course, followed Path 2, beginning with content and then optionally integrating a language focus. (Optional because not all content-based lessons will have a linguistic focus.) We chose to compare the grammar lessons to the thematic unit to ascertain any difference in successful integration according to path chosen. This was an interesting comparison to us because the two assignments were carried out at the beginning and end of the program, respectively, and by design asked participants to follow different planning processes. We expected to see many excellent examples of integrating language and content. We were surprised, however, to find that three of 13 units analyzed, although they included instruction related generally to the language modalities, did not include any form-related objectives, thus no examples of integration. Yet, when participants chose to include language objectives in their unit (Path 2), the success with which they integrated them was comparable (within 7 percentage points) to the grammar lesson following Path 1, with these main differences: a.) Path 2 lessons were more successful at including tasks that required that the form be used in a natural uncontrived way (77% versus 50%), b.) Path 2 lessons were more successful at fitting the form into the overall curriculum that would be based on content (89% versus 75%), and c.) Path 2 lessons were weaker on whether the language objectives were assessed in a way that also included content (80% versus 90%).