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Recent increased interest in content-based language instruction is due to new developments in second language acquisition theory, and to the need to provide equal educational opportunities to the growing number of immigrant children. Facets of second language learning that need to be developed in content-based instruction include specialized vocabulary, language functions for academic communication, language structures and discourse features associated with different disciplines, and classroom language skills. This language development component distinguishes content-based from traditional language instruction. An integrated approach to content-based instruction derives learning objectives from the academic content, language content, and ongoing assessment of the student's language skills. To foster communication, much content-based language instruction should be activity-centered. Interest in integrating mathematics content and English language instruction is relatively new and offers some pedagogical challenges for limited-English-speakers. At the elementary level, attention must be given to concepts, computation, applications, and problem-solving. A series of four class activities for grades 1-4 are designed to promote communicative language exchange in classroom settings while fostering mathematics learning. A brief bibliography is appended. (MSE)

Recent increased interest in content-based language instruction is due to new developments in second language acquisition theory, and to the need to provide equal educational opportunities to the growing number of immigrant children. Facets of second language learning that need to be developed in content-based instruction include specialized vocabulary, language functions for academic communication, language structures and discourse features associated with different disciplines, and classroom language skills. This language development component distinguishes content-based from traditional language instruction. An integrated approach to content-based instruction derives learning objectives from the academic content, language content, and ongoing assessment of the student's language skills. To foster communication, much content-based language instruction should be activity-centered. Interest in integrating mathematics content and English language instruction is relatively new and offers some pedagogical challenges for limited-English-speakers. At the elementary level, attention must be given to concepts, computation, applications, and problem-solving. A series of four class activities for grades 1-4 are designed to promote communicative language exchange in classroom settings while fostering mathematics learning. A brief bibliography is appended. (MSE)

As an instructional practice in second and foreign language education, content-based instruction is not a fully revolutionary paradigm, but a spin-off approach which derives from the evolution of Communicative Language Teaching. Sharing with CLT the same fundamental principles, CBI bases its idiosyncrasy on promoting the use of subject matter for second/foreign language teaching purposes. This article aims at exploring the nature and scope of the content-based methodological framework -the whats-, the theoretical foundations that support it--the whys--, and the different prototype models for application in compliance with parameters such as institutional requirements, educational level, and the particular nature and object of instruction--the hows. Additionally, it will also undertake a review of a copious number of references selected from the existing literature, mostly contributed by researchers and experienced practitioners in the field--the whos.

Content-based language instruction is an integrated approach to language instruction drawing topics, texts, and tasks from content or subject-matter classes but focusing on the cognitive, academic language skills required to participate effectively in content instruction. It is of growing interest to teachers of both English as a Second Language and other second languages. It has been used in courses of English for academic and special purposes, vocational English, programs for foreign teaching assistants, partial or total language immersion, academic courses, and two-way bilingual programs, and at all instructional levels. Another approach is for content teachers to adapt instruction to differential language proficiency levels in the class. Attributes of content-based instruction include: instructional objectives drawn from language, academic content, and cognitive skills; schema knowledge developed in the language of instruction; inclusion of content-obligatory and content-compatible languages; paired and small-group work; wide range of materials; multiple media and presentation techniques; experiential and discovery learning; and use of writing for both cognitive and evaluative purposes. Content-based instruction often begins with collaboration of a language and a content teacher. Additional work is needed in teacher education, student assessment, program evaluation, and instructional material development. (MSE)

1Myths of the New World

By Daniel Garrison Brinton

The Myths of the New World's full title describes it as.. " a treatise on the Symbolism and Mythology of the Red Race of America", an attempt to analyse and correlate scientifically, the mythology of the American Indians. Note: Brinton advocated theories of scientific racism that were pervasive at that time. (Summary adapted from Wikipedia)

2Old Friends And New Fancies

By Sybil G. Brinton

Generally acknowledged to be the first sequel to the work of Jane Austen, Old Friends and New Fancies incorporates characters from each of Austen's six major novels into one unified story, as well as those of Brinton's own invention. The novel generally focuses on various parings of lovers and the challenges that their unions create. - Summary by Wikipedia

3American Hero-Myths: A Study in the Native Religions of the Western Continent

By Daniel Garrison Brinton

This work was done to begin to draw distinction between myth and reality in the Native American hero lore. It comes at a time when not much on the subject was determined, or possibly even considered worthy of further study. This may be the first deep dive into the cultural beliefs of the first Americans. The Native Americans. - Summary by afutterer