CONTENT-BASED AND IMMERSION MODELS FOR SECOND AND FOREIGN LANGUAGE TEACHING

Jun 22nd, 2015
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INTRODUCTION: CONTENT DEFINED as:•Grammar-translation – the grammatical structures of the target language •Audiolingual method – content consisted of grammatical structures, vocabulary, or sound patterns presented in dialogue form.• Communicative Approach – the communicative purposes for which speakers use second/foreign language.

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CONTENT-BASED AND IMMERSION MODELS FOR SECOND AND FOREIGN LANGUAGE TEACHINGINTRODUCTIONCONTENT DEFINED as:Grammar-translation the grammatical structures of the target languageAudiolingual method content consisted of grammatical structures, vocabulary, or sound patterns presented in dialogue form.Communicative Approach the communicative purposes for which speakers use second/foreign language. [Thus, in a class following a notional/functional orientation, the content of a unit might be invitations, and individual lessons might cover question types, polite versus informal invitation forms, and ways to accept or decline invitations]CONTENT- BASED INSTRUCTIONContent- is the use of subject matter for second/foreign language teaching purposes. This approach is in keeping with the English for Specific Purposes [ESP] tradition.Content-based second language instruction generally has strong English for Academic Purposes [EAP] orientation, in which the main instructional goal is to prepare second language students for types of academic tasks they will encounter in school, college or university.Content-based models can be found in both the foreign and second language settings. They can be implemented to teach foreign languages to English-speaking children at the elementary school level in immersion programs or applied to secondary and postsecondary settings. Models of content-based instructions differ in implementation due to such factors as educational setting

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