Content-Based Instruction (English Language Teacher Development)

DelliCarpini and Alonso's book explores different approaches to teaching content-based instruction (CBI) in the English language classroom.

They provide a comprehensive overview of how to teach CBI in an easy-to-follow guide that language teachers will find very practical for their own contexts.

Topics covered include:

• academic language development challenges and approaches
• interdisciplinary teacher collaboration
• a two-way approach to CBI where content teachers and English language teachers work together and collaboratively develop complementary content-driven and language-driven CBI objectives

Content-Based Instruction is a valuable addition to the literature in our profession.

About the English Language Teacher Development Series

As the English language teaching field continually reinvents itself, the pressure is intense for language teachers to update their knowledge. The English Language Teacher Development Series is a set of short resource books written in an accessible manner for all types of teachers of English. The series offers a theory-to-practice approach, a variety of practical methods, and time for reflections that allow teachers to interact with the materials presented. The books can be used in preservice settings, in-service courses, and by individuals looking for ways to refresh their practice.

Margo DelliCarpini is TESOL Professor and Chair of the Department of Middle and High School Education at Lehman College, City University of New York, USA. Her current research focuses on two-way CBI (content-based instruction) and collaboration between educators of TESOL and STEM (science, technology, engineering, and mathematics).

Orlando B. Alonso is a Mathematics Education Professor and Co-coordinator of the Mathematics Education Program at Lehman College, City University of New York, USA. His research interests include combinatorial geometry, mathematics education, and teacher collaboration between mathematics and TESOL educators.

Thomas S.C. Farrell, PhD, is a professor at Brock University, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.