Integrated Language and Content Instruction

Abstract

Integrating language and content instruction, with the purpose of developing multilingual English language speakers, has its roots in North American bilingual and immersion programs, dating back to the middle of the 20th century. Since then, there have been many approaches to integrating content and language instruction for English learners at the secondary level, such as content-based instruction (CBI), content-based language teaching (CBLT), English-medium instruction (EMI), dual language immersion, sheltered instruction, and the increasingly popular content and language integrated learning (CLIL). This chapter provides an overview of the current models for engaging secondary English learners with integrated language and content instruction around the world. It also reviews the literature and highlights research trends in global contexts that are focused on the effectiveness of such programs to produce multilingual English language speakers. A number of challenges emerge at the secondary level as well, including balancing language and content activities and providing appropriate teacher education for using these approaches.