Longuageond Content-' aa/b-( Discipline-ond Content-Based Approachesto LanguogeStudy

Merle Krueger, Editor

Frank Ryan, Editor

BothoJ the Center Jor ktnguageStudies, BrownUniversity

D. . Heathand Comltatty Lexingtor.i,N'lassachusettsToronto Ml&-Z F Ghapter I

Resituating Foreig n Lang ua g in the Curriculum

Me Kruegerond FrcnkRyan CentetJot languageStudies, Bt own Untuersi|y

In the over two hundred years since rhe eshblisbmenr ot fie country's firsr modem languagedeparam€nt ar rhe College of william and Mary foreign language curricula at American coll€ges and universities have become righlly linked wirh pr€paring stud€nb to read and interpret liteEry masl€rwork. Today,joining lan- guagestudy and literaturesludy within the sameacademic depanmenr is lagely iaken for granted. "knguage" departmenrs typically struclure rheir requirem€nts for th€ Ilujor, and hence most courses after the fourth or liffi semester,around yql literary history and lheory To be sure, definitions ot rhe canon have chang€d dramatically in responseto evolving crirical merhods and h€ightened sensiaivity to issu€sof gender,Iace, class, and erhnicily.Still, studenr who wish to pursuelan- guagestudy beyond the int€rmediatelevel must generallychoose from courses organizedon the basisofliterary genres,perio&, or criricalapproach€s, regardless of their major or fi€ld of interest.This arrangementassumes thar, beyond the intermediatelevel, literary texts provide the most appropriatesubject marter for developingin all studentsthe communicarivecomperence now widely acceptedas lhe primary goal of languag€instruction. This is a problematicassumplion for severalreasons. As we becomemore and more consciousof the imDortanceo[ foreignlanguaSe compet€nce In dlsclpllnesLhroughout lhe unilersily,we needro ask whetherstudents would prolit mor€ from combining lor€ignlanguag€ srudy with rh€subj€ct matter of thosefields. Al rhesame rime, we needto examinemore closelyrhe didacticimplicarions lor learningany subjectmarrer (including lir€n- ture) in fte m€diumofa secondlanguage and rhe secondlanguagc rhrough orher disciplines.The purposeol tbis book is to summarizewhar knowledgewe haveof theseissues and ! stimularefunher discussionof rhem in rhe furure. Callsfor curricularaltemarives lo rhe lmditional ori€rlarion towardsliterature havebuilt to crescendoin recentyears. Several conrribLuors ro lhis volumesuggesl lhat thereis much to be gainedby openingthe foreigr languagecurriculum to a

kriirxdrintFo,r,tr tnnSx!8$D rr,rCxnrrrlnxr 3 lb -t broader array ot disciplines.tf srudenrscan study a foreign languagerhtough lot greater {1 literary texts and lireraturein a loreign language,can they not alio siudy othir probably ne subjecrsthrough alorcign languageand foreign Ianguagethrough orher subjecrs2 time they c Whar are the ben€lirsand delicirsof such "conlenl ba;d" insr-rucrion?How can sP€akersin I ihis idea be implenenredin univcrsily coursesand study malerials?Inleerarins Behind foreign languagesrudy and arademic discipline., whi(h for reasonsdisiussei dppltcations furth€r on we reler to as "discipline-based"approaches to languagestudy poses cation betw, qu€srionsthat go ro the heartol our professionalenterptise aid c-hallenqeslone functional ir establishednotions about the academicdisciptine in which *" thi seventies al esays.in thii book des.ribe .everal ongoing experimentsin "."Ameri;a; "ng""d. higher l€aming lan Foucauonwnrch sugjafst some lenrative answers. lntellectual Good reasons . undoubledlyexisl tor rh€ tradilionatmarriage ot languageand understandl literarysrudies in modem languagedepaitmenrs. rhe accenton individualiiy and mountrnS (l crealivily in iilerary expressionreveals the potenrialiry,Ilexibilit, and aesihetic nomrc Pr€o h"aut) ol l:!ngua8eusc much moreeftecrivety rhan, say. ihe rvpi< at iusirre.s repon leaders argt The purvicwo[]irerirrre embr:l.c< vi Uallyjll of hunlanexperience and imagi_ part at leas narion, a criti.al anridotelo rhc alienatingelfecrs of arad€micand professional cems and b speiializarion I uflherrnore,a country! hest aurhors are k€enly

4 Chaprcr1 60/64 uge throuSh for greaterlluency teacherslearned to acceprlh€ norion thar deir srudenrswould I stqdy other probably never b€ laken for nalive speakerso[ the rarg€r language;at rhe same her subjec6? time they came ro expec! them ro be able to negoriaremeaning wirh native )n? How can sp€ak€rsin the lar8etlanguage. ? lnt.graling Behindrhis shifr in perspecrivelay a renewedemphasis upon lh€ real-world n5 discussed applicationsof foreignlanguages, rheir usevalue as a meansofgenuine communi, study, poses carionbetween people of diflerenr linguisricand cuhural communiri€s,and their tllenges long funcrionalimporlance in $e corporale,govemm€n!, and academicworlds. In rhe rnSaged.The sevenliesand eighties, educarorsincr€asingly invoked pragmaricpurpos€s for rican higher leamin8languages, rather rhan such broadjusrilications as lheir importanceas an inrellectualexercise, as exposure lo a foreign cuhure, as paths r; inrernarional anguageand understanding.or as a pillar of a humanisriceducarion. The VieroamWar and /iduality and mountlng rradedeficirs brought home rhe point rharAmerica's polilical and eco, nd aestheric nomic predominanceafter World War II waswaninq. GovernDrenrand business iinessreport. leadersarguerl thar rhe naron! erodnrgcompeurivines" couU bc arrnbur(Jrr 3 and imagi part al leastto the poor languageskills o[ irs cirizens.Spuned on by th€secon- professional cernsand by slumpingenrollmenrs in languageclasses, educalors launched inlia- tivesro improv€language instrucrion in schoolsand universities.Increasingly, lhe Their works abilily to speakone or more loreign languageswas routed as an imponant asser € invaluable for occuparionaland professionalsuccess. eciation for World events--and the presenlationof theseevents in lhe ma55media-con- f place in a dnue !o foslerth€ conviction (hat our societymust developgreater international sry for lrue awarenessin order ro competeefl€crively in fie globalmarketplace and rhe world &e study of politicalarena. In this environmenr,loreign languages ar€ viewedmore and more iuage educa- as imponanr,even essenlialskills tor professionalsin many fields. ..Communi- discuss,and cative" approachesrecognize and promorelanguage in use. Addirional effons : behind lhe include programsto expand the srudy of so-called"less commonly taughr lan- rage depart- guages," as well as the reinsritution and righrening of foreign languag€ rcquire- mentsat manycolleges and universiaies.A substandalamounr ofscholarshiD and b€en advo- r€searchha been devored lo developtngclassroom m€lhodologtes, r.rihing ills leamers materials,and lechnologicalinnovalions rhar expos€l€amers ro a rich environ, speakers in ment of aulhenriclanguage and crealemore opporruniri€sfor praclcing genuine ' has sewed communicadonin the second languag€.Research sludies havebeen desiqned ro uction fmm derermineuhrch rnsrrucrional lechniques, envrronmenls, and nulerials eff;crvely I and gram- promotesecond language acquisition as nreasuredby proticiencyskills in real- world communication tasks (s€e Fre€d l99l). From caretul analysisot th€ In Enguage staggetln8lyromplex phenomenon ol Ianguag€ilselt. languageerlucarors have rhodologies drawn imponanrconclusions lor lhe significanaeofconrexl and (heheavy impacr of irreSular which cukurdl social.and inLerpebonalse ingsexen upon a.iutr tanguageuiage I by critical (Kramschand Mcconnell-ciner 1992).A deeperunderslanding of rhe role of lale of lan- conrextuallactors has prompled rhem ro considcrmore carefully un rhey hav€ l99r:195), in rhe pastwhal conrexls,circumstances, and s€tringsrheir srudenGare likely to face and what linguisric skills rhey are likely ro need tr order ro tunciion cI grammar ettectivelyand appropriarely in thoseconrext5. omprehend From Lh€postulare rhal insrruclion should promoreconuuunicarivc compe_ n exchange tencefor rnuliple real-world siruarions,involvinS a variery of inrerlocutomand

R6irndu,Slu,Lr8r Lrtr'!8,1J,r rr. r r, rLxird 5 ' ,llb - contexls,_the step is a short one to the corollary of ..discipline,based..(or "content-based")language teaching and leaming.lf in an interiependentwotld based' our graduatesai€ more and more likely to requiresecond language ,biliri€s in handi( their professionalcareers, should rhey not leam and practice-coimmunicating the u: through their second languageas much as possibleon the topics and in thi ubiquj vocabularydiscourse srrategies, end settingsapptopriate to rheirihosen speciali_ provkr zallons?Pairing languageswith olher dis(iplines holds rhe promise of_raisinq student morivation ro begin languagesrudy and ro conrinue longer For som! the in lcamer( the inlellectualchallenge is reasonenough to commit the |-im€and ellort lf. on necessaryto achieveproticiency, ,hile oihers havestrong personal reasons, such as a desireto communicarewirh friendsor rela(ivesin thJhnguage.But thesewill alwaysbe a smallminority. The frrospectof somedaytraveling ibroad to where €duca thc Ianguage is spoken also offer< meagre incenrive tor"invesrinq several -However. semcsterr'work, even if rhe nrospe(t is relattvelyclose at hand. loreip individualqwho undersrandrhar knowledge ot anothertanguage wi be usetulin thati rhcir.orcuparion( and valuablein rh€h trofessionalcareeis ire likely ro sho* much slronger commitment to sray on task. The ellorr devoled ro attainins Suag{ genuinetarili(y in rhe lang age will seemmore raorrhwhileit viewedas ai integralpart of their prolessionaleduration. after In the past,_modein . languagescholats have someiimes feli like prophetsin a skills linguislic wasreland,imploring their univeistrycolleagues and socieiy;t hrge to langt recognizethe inrellectualsubsrance o[ languagestudy and irs key imponanie in ebilil liberal educarion and ciirical rhinking. Foi a iomplei set of hGiorical, potitical, musl economic, social, and ideological reasons alluded to earlier, rhe rnessage has pornr begun lo win convens in ihe university in govemmenr,and in busineis and and indusrry (This is not to say.of coutse,that the barrleis over;see, lor exarnole.rhe la"C, rather sobering assessm€ntof corporateexecutives'atritudes in Fixman 1990.) tion Tbe "globalvillage" has become a clich€for an incrasingly interdependentworld, where an ethnoceniric focus in €ducation is hop€lesly obsolete. professorsin the 8ua8 humanities. the soclal sciences,the narural scie;ces, and professional schools now ahat apprcciatethe parcchialismot universityscholars who lick any foreign language pro|lc'ency racu'ry rhroughout the universitynow promole the study o[ foreign Ianguageswith unprecedenledconviction. tn severalol rhe exoerimentalni_ gtams discussedin this volume rhe impetus for expandinglang;ages acrosethe cufticulum hascome lrom scholatsand teachersoutside m;de;hnguage depax_ trcu',ments.Nor only areimportant texb and other marerialsotten not t;nsiated. but Cla, evpnthe best lran(lations, where they do exisr,can convey only incomDletelvlhe and lull range ot connotationsot the original. Critical in;iqhlr inro rhe hiirow. the political insriturions,social srnrcrur€s, arrisric rraditions. eionomic behavior_i'n in, short, the culture----ofa socierytemain closedro thosewirhout a sound knowl- qu€ edgeot its language.Whar crcdencewould we give. lor example.lo a Bulgarian asl TV journalists report from rhe New Hampshireprimary, ii she didnt -speak th€ English\rell? lnfluential faculty administratots,and policy plannersundetsiand rbat we can no longerapply a dtllerentsrandard to oui own iitizens. lntemation_ Frl alDarionol Ameri(anhigher edu(ation requires that allstudenr< acquire genuine prc l,{ Inrergnr.lngurge comperencv, not justsludents ofliterarure or linquistics. scl

6 ChaotetI 0116-6 ' (or "Foreign languagesacross lhe curriculum" Programsand other 'discipline- vorld based' for€ign lanSuageinitiatives offet a n€w solurion !o PednPs th€ two biSSesI €s in handicapsNorth Americanlanguage leachers [ace, namely, convincing students of ating the usefulness of for€ign languages in a society where EnSlish seems virrually n the ubrquitou5,and provrdingmeaninsfLll contexls for using their languaSeskills By :ciali' pro\4ding new oppo(unilie5 to apply languageknowltdge to learning subject [sing rnarer pfdirecl relevancelo their degree,thes€ initiatives demonstrate to studenls rhe importanceofa secondlanSuage within the universityas a whole and beyond ellort lf, orl the other hand,languages are neverused in any coursesolher lhan litera- ture, this sendsa clearsignal thal lhey r€allyhave no other imPorlant use ln his I e will rec€nt ass€ssm€ntof undergraduatelanguage instruclion in American hiSher €ducalion, Richard Lambert argues thal inlegratinglanguages throughout the )veral curriculunr represcnl5one o[ the most Promisingways to devclop a use-oriented at foreign langua8esysren. "lI stodentsleam in lheir undergradualecollege thal all ful in rhat !s worth learninSis availablein English,lheyare likely to continue with lhis misconceptior,rthro\rghout their lives." (1990: 24) The availabilityot toreign l.rD- rnrng guagecomponents in courscsflom other disciplinesPromises not only lo noli- vate studentslo begin languagestudy initially,but alsolo continue to Practiceil alter completing their formal languagestudy per s€ and thereby to relain their sina skills. By crearingas many assignmentoptions as possibleinvolving non_English r8€to languages,students should be stimulated eventually to apply lheir language abllities oo their own iniliative- LsnSuage study in American hiSher education itical, musr ailr| nol only io producegraaluales proficient in a loreignlanguage at a sinSle e bas point in time, but Sradualeswho 8€nuin€lyuse the languagein their professional i and and plrsonal liv€s Studenlsmus! l€am to seekoul lh€ir own opponunilies for e, the languageuse while still in school;only ih€n are lhey likely ro do so after Sradua- 990.) tion anil lhus to retainor €venexPand their skillsbeyond lheir formal education. forld, Of course,lhere is nothing radicallynew aboul the notion rhat a secondlan- Lnthe guagecan b€ leamedthrough fie sludy of anotherdiscipline and lhe content of that disciplin€ in tum through the medium of a second language Christian guage monks of the EuropeanMiddle A8€s srudiedtalin and ancienl Greek reli8ious texts in order to learn theselanguages as well as comprehendand arulyze the ,'retgn pro- messagesof thesetexts. The formal pairingot modemlanguages and lireraturesin ;s the academicdepartments in Americafollowed the Prussianuniversily r€formsinsti- apart- rured by Wilhelm von Humboldt in the early nineteenlhcentury (Peck 1987). t, but classicalphiloloSy and lh€ hermeneuticsof ancien!texts Providedthe Precedent ly the and the methodologytor the study of "livin8" lanSuages.Although lhis became Lstory rhe norm, teachingadditional acadsmic subjects in loreiSnlan8uages continued r-in in orher serrings.Th€ influenlial French languagepedagogue Gouin asked the questionin 1880: Why sbould not the lessonon physicsor hislory be employed (cited 9rian as the th€me of a lessonin Germanor Frenchl" in Kelly: 289) Already iD speak rhe eighteen& cenlury secondaryschools had be€n establish€din Europe in stand which a foreignlanguage was the exclusivemedium o[ instruction.The renowned FranzdsischesG]ruasirin in Berlin, founded in the nineteenth cenlury set a precedentfollowed by the Sovie!Union, which by 1963had instiruredthirty-rwo schools where the entire curriculum was uught in rhe toreign language(iri.i.:

ResirudrirSFd,.r8n Lan8rag.5 ir rlc Crrri.xikDr 7 M16-7 ..dual 290). The Hungarian govemmenr has recently launched expetimental larguige se, language"schools- After one year o[ intensiveinslruction in a forcign language, A funher pc studentslake socialscience and naruralscience courses in that languagefor four ttrg€t lcngu more years (seeSnow this vol me). Bilingual schools have a long tradirion ln the languag communities wh€rc two languagesare widely spoken-Belgium, Alsace-Lorraine, and acader Russia,and East€mEurope. The configurationof subjectstaught in more than palted cour one languageruns the gamut from the entire curriculum to lsolatedcourses for poses cours the languageminority pupils only The Frcnch irnmersionprograms ln Canada, pliMrt degr which today enroll over 250.000students, have attracted keen intei$t (Genesee Just as 1987;swain 1988, l99l; Swain and t?pkin 1982), as have Canadianellorrs to varies ftom apply immersionat the universitylevel (Brinronet al. 1989;Edwards er al. l9B4; objectlves\ Sternfeld 1988;Wesche l9B5). Substaniialbilingual educattonprograms at the attach moi( elementaryand secondarylevels have sprung up recently in other countriesas other mod{ well (Unit€d Kingdom, cemlany Switzerland,the Ubited States) to serve the hematolog) children of immigrantsand guesrworkers. Study abroad,linally rcpresens yrr concamed another well-establishedexample of discipline-besedlan8uage leaming. Foreign pathologtt snrdy programs commonly oller parricipantsopportuniries ro attend regular quaq€; thal university coursesin many dillerentdisc'plines. It is generallyassumed they will 5p"nirh to improve their languag€skills while at the sametime absorbing(at least in pan) leamers'al the conrento[ the course,a hyporhesislargely unt€st€d. The pasr rwo decadeshave produceda proliferarion o[ elTortsro lntegrate beyondthc languagestudy more systematicallyinto the undergraduatecuniculum. The cdll a gr€atdea lor chang€ has come both from language professionals and froh colleagues in *htl€ an ? orher fi€lds (Straightt99l: Metcalfthis volume). t nguagefaculry have restruc- catt lvork tured existing courses and developed new ones to incorpor{e topics not often systcnr9,al taught in traditionallangdage courses. Some departments have redeftned the con, Hispahtcc tent of all their olleringsto reflectbettet the communicationtasks rheir student! lne lr ar€ likely actuallyto encounterand ro improvearticuladon between their courses holds that (Chaput this volum€). Others have added new ollerings tailored fot professional and tmpr content areassuch as business,engineering, and m€diclne. Christine Ub€r Grcssa ie*trch o and GeoffreyM. Voght (1990; l99l) have docuni€htedthe astonishinqnumbet lfldecd ar and varidy of "languagelor specialpurposes' (tSP) couBes which have been epptoach. offeredat higher educationlnstitutions since the early seventies.ptlwte founda- rnateiial i' tions and governnentaltunding agencieshave in tecent yearsunderwritten prc- hatedal \ gramsat severalcolleges and univeisiriesthat encourageinterdisciplinary experi- grcatet str menG involving forcign languagesthroughout the undeBmduate curriculum. nessiirhi( .forcign An array o[ course models has emerged from these language ectoss read ahd the curriculum' programs.Outside language departmenis, iniiiativei rangeftorn "input hJ introducing into the syllabusspecilic classrcom dctlvitles or homework essiqn, thtough ments involving one or moie foreign languagesro establishinga whole serieiol fodn (Rr, cours€sin a social scienceconducted entirely in a second language.Anothet tentionll arrangementdesignates thrt one discussionsection of a multi-sectioncourse con- tng thec' duct some or all of its work in the foreigntanguage. These courses are typically ' ln tl' taught by tacultyoubide the languagedepartments who havegood commando[d obJecti\,€ non-English language.t nguage[acuh]1 in tum, sometimes teach courses in strict di( other disciplineswhere they haveexp€rtise. They may take responsibilityfor the valid Poi

8 chapt.tl c,0/b4 "dual languageseoion jn a course team-raught with colleagues from orher depanmenrs. 8uage, A fu(her possibiliryan adjuncl model, involvesleaching a separatecourse in the or four targer languagewhich is paired wih a course from anorher discipline. ln rhis case, llon m the languagecourse deals wilh fie challen8esposed by rhe specializeddiscou$€ and arademic usks (from takiry lecrure notes ro writint term papers)of e than rhe paircdcourse. Finally, language facuhy may also designlanguage for specialpur sesfor posescourses, either as srandalone offerings or inlegratedinro an inrerdiscf anada! plinarydegree program. Jusr as rhe degreeof inlerdtsciplinaryand inrerdeparrmentalcoopemlion vanes lrom model lo model. so, roo, does lhe relativermpoflance ol 1984; lanSuage objectivesyersus nuller objectives.In some casesirlsrrucrors will likeiy at lh€ -subject alrachmore significanceto learningthe contenl of the paireddiscipline, while riesas i; other modelslanguage improvemenr will weiSh heavier Ar llle c;nclusion of a hemarologycourse in Spanish,for example,rhe professorpresurnably will be more 1t5 yer concernedwith lhe srudents'knowledge of rhe generarion,anaroml physiology, oreign pathologyand lh€rapeuticsof blood, lharl with rheir improvemenr egular in rhe lan, Suage;that will be a welcomebonus. Conversely, a courselabeled .Conversarional :y will Spanishfor Heahh Care Providers"will doublless seek above all to imorove I Pad) leamers'abililyro communicalewith Spanish-speakingpariens. Ar rhesame'rime. however,one mighr reasonablyexpect significant dividends in eSrate both courses beyondlhe primaryoblecltves. Even a nalivespeaker of SpanEhwould likely gain rc call a greatd€al of knowledgeofSpanish medical discourse in de h€marologyc;u;se, m5 in while ao-accomplishedlanguage irurrucror would probably provide fie healrh 5IrUC- care workers considerable inlomution abour rhe heahh care often n€eds. deliv€rv systen5,and cuhuml altiludesrowards docrors and nurseswhich Drevailin the e con- Hispaniccommunirlr nen|5 fundamenul . . The premiseol discipline basedapproaches ro languagesrudy holclslhal sludenrscan successfullyleam rhe conrenrol an sional academicdisctDline and rmprove their loreign languageprotlciency ar rhe ;ross€ same rime. Extensive tes€archon C.anadnnbiIngual imm€rslon programsrndicares rmber rhal leam(rs can rndeedaccomplkh both godl5 simuhaneousllaproponenrs ol disciphne-bas.J been approachesreason lhar crearingopportuniri€s ro apply secondlanguage unda- skills to materialin students'own areao[ interestwill motivate l pro- them more forcefullythan marenalwhich may be o[ lillle or no interesl ro rhenr {Pen- Researchsuggesis rhar greater.subjeclar€a €xpenise, background knowledge, and meracognitiveaware- nesswhich l€amersbring ro malerial in rheir own tieldsenhanc€ lheir abilirv !o read and comprehendsecond language rexr5 {Cancll lg8c). from SrephenKrash;n! "inpur hyporhesis,'which mainrainsrhat languageis ;sign- acquiredmosl eflecrively through rich compr€hensibleinput wirh rhe consciouslocus iesof on ,rr.rr"g., nor form (Knshen 1981;I985i 1989),provides a furrher theorericalbasis for rie con tention rhal secondlanguage proficiency can improve by concenrratingon leam, ing the conr€nrofan acadenicdiscipline lhrough ically rharlanguage. In lhis conn€crionir is vilal ro nore rbal the disrinirion I of a berweenlanguage objecrivesand rhe objeclivesof lhe linked discipliD€nol es in be misconsrrueJas"a stricr dichoromy of languagevs. content. parricia Cimput rr the makesan extrenrelv vrlid pointIn her prpcruhen chcsrares how crutralrr s rharwe rnakeexptrcir

R.5il.drn8Fo,zrSn laht&6es nr dr Crtr.icrlnn 9 e0lb*( the contentgoals in our languagecours€s. This holds equallytrue for inrerdisci- objecti. plinary programslinking loreign languageqtudy to lhe srudy o[ otherdisciplines. and th. To lail ro do so rreatesthe risk of againbeing p€rceived as teachersol skillawith. suited I out intelleclualsubstance. In our view learntngthe subjectmalter olany field of reilcal , inqulry cannotbe separatedfrcm leaming irs dlstinctivediscoutse, i.e. the coin- a Foiei plex waysit useslanguage to expres,sand communicateila conceptsand lde,s. ln college, the hlpotheticalhematology course mentioned above, leamlng thi contentot thts lmprov branch of medicalscience implies ipsolado learninl iG specializeddiscourse; thelr nr knowledgeot rhe subjectot hemarologyic iotned inextricablywirh knowledgeot acaden its terminology,irs modesof argument,its st crureso[ acceprableevidence and discuss proot Nor can the specializeddiscourse ofa parllculardiscipline ln one language simply be translatedinto a correspondingdisco rse in anothei language.Foia EFt/E: studen(of Russianhisrory for example,tmly to comprehendthe discourseof and m Russianhislorians, it is not enoughto readthem in translationor to know general called conversarionrlRussian: he musrbecom€ familiar wi(h thespecialized distourse of EFIlE: Russianhistoriography Discipline-based approaches to languagestudy recoghize this distinctionand the cental role o[ foreign languageeducators in developing olscoursecompetence. berso{ Scholarsexperienced in discipline-basedapptoach€s wam, howev€r,thar there come{ is nothing autonutic about the arnount of languagelearning achieved in various discipl interdisciplinarymodels. Much will depend on course objectives,instructional EFI/F techniqu€s,and the languageactivities involved- As H. c. WiddowsoncautioG itl this ga this volume, even among coutses whete language objectives predominate, otrt- opted comes may vary immensely A language for sp€cial purpos€s course with a narrowly deftned purpose may not help leamers gain much g€neral competenc€to in put communicatein other contexts_What level of languageproliciency is prerequisite "form- to fruitful participationin a course where complex subject mattei is taught structr througha loreignlanguage? What adjustmentsand dccommodationsmusi coutse instuctors make for the linguistic limirations o[ the studedts?A closelyrelated makes qu.slion concernsrhe selection,prepararion, and adaprarlonof appropriatemate- demic rials.and the type and dimculry ol assignm€nts.These and orhe; meihodotoqical wtdet questionsraise deeper issues about rhe natureo[ languaEeleaminq In theseiiter- based disciplinarycounes As severalaurhors in this volume-emohasir-e.*e must not classrr confinethe languagcobjecrives to rhe expansionof vocabuliry and rhe reinforce. to thl ment of syrtartic forms: beyond rhar studenrsmust gain trrniliaiity wilh the seque' characteristicgenres, rhetorical patterns,and the specializeddiscourse of their ordin. field.Janet Swa{Iar ourlines a pedagogyot contenr-brsedpro$ams rharrhrough a sequenceof carefullyconstructed tasks aims to developin the leamercognative stiategieslor analyzingand interpretingthe rhetoric,logic, and imentionalityof dvil texls. Finally,it is also crucial to insure that cours€slhrouqhout the entire lan- guagecuniculum be arrangedand structuredso as to build srudenblinquisric The I and cognitiveabilities systematically and coherenrly. .Publil Only recently have foreign languagescholats directed much attenrion to discipline,based(or contenr-based)toreign language srudl and ir is obviousrhar thereis much yei to discoverabout how to maximizerhe acquisition Drocess. The und€ assortmcntoI di\ iplillebased progrem< requires rhat rve claiify our in.rrurrional auth(

lO chdr,t(t 00/b" b cl- objectives-both languageobjecriv€s and rhe objectivesof the allied discipline_ and rhar we examln€which models,reaching lechnrques, and mare als a'rebesr sured for rcachingrhem Much of rhe groundwork rn ihis regard_both of a rheo of retcat and merhodotogicalnarure_has been laid by our colleaguesin EnglishAs (or a Foreign s€cond)knguage SrudenrsIn EFLTESLclasses ir Nonh Aireri,an ln collegesand unlver>itieshave readily idenlrtiablelanguage needs; rhey require ris improvedEnglish skrlls in orderro petlornrwell in unrversiryclas>es alonestde rheirnariw EnglishspeakinS counlerpans Specrtirally. rhey nied ro cornpref,end acad€mic of leclurcsln a valely of lrelds,to lakeaccurale notes, to paniciparein iid discussionsections, lo read subshntial anrounrso[ academicrnaierial. 'and ro wrireexaminaltons. reporrr. and lerm papcrsTo help rhemacquire lhL.e 5krll, crt-/E>Lproless'onr15 have I,joneered cour.e model:,irlstrucLional lechnroues. oI and materialslhrl rakeinLd accounr lhese speLtlic cunrexls and uu,ro,.rl S,_ :al called conrenr-basedinjrruLrion. (CBt) has garnectwrde ,.."j,uni" u*ons of EFt/ESLp'ofessionals and becomerhe obje,r ol exrensrueresear.l,. ,natvsrsi evaluarion,and rheoreri(aldebare (B nLoneial. 1989). Foreignlanguage . specrahsrscan leam nruch from lhis experience.the mem- bers ol lhe Cenlerlor LanguaB€Sludles at B,own Univ€rsity[l rhaLthe lirne had com€for a maFr conlerenceon the lopic of Inlegrarrnglrnguog. srudy*,rh orhe; u5 orsclprrnesacross lhe curficulum thar would bring togetherrepresenratives from al EFL,/ESLand orher modernlanguages. t he currenl uJume .olie.rs rhe re.ultsoi ln thisgathering in Providence,Rhode lslanLl. Orrober t8_20, t991. I he orqrnizers "drscipline Lt- opted for.rhe rtrm based"approarhc5 to tanguagesrudy, rarh-er rhan "conte -based,"evm lhough rhe laller rerm ha: gained rarher ,rid. .urr.n.y to in publicaltonson rhe roptc. "Contenr-based instiction implies , .on,o.,rni -lorm-based approach.pr€sumably one concernedprirnarily wirh g,ammaticaj strucrure Even rf one allowed rhal gtammar is essenrialiy"foni. ana nor 'contenr,' we feelrhe temr "conlenl-bas€dmasks rhe decrsiveclemcnr wbith :d makesrhese approaches innovauve. Int€Srating lrnguug. rract ing rrrrt ort.r ;ia- oemrcolscrp|lne5 (rn rctdition to lilerature)openr language inrlructlon lo a much al wider aray of "conlenls,"nor to contenl per se. By conrrast.a "non disciDline based dpproachimphes a syllabusof randor,,tyorioos.ly ."nn..,"a ,opn'iio, ra classtoomdiscusrron rnJ er€r.iies,where no clearrhernc hnk Un".onr.n, roo,. to 3- the nexl. Grarnmarrulcs ot incr€asin8JrltrculLy generally A.,.r.,,," if,. sequenceo[ leisons.and orhcr subjc.l marLerrs generalrn narureand cltarly sub orcrnatero lanSuagcl.drnrng pcr !c

)f -OVERVIEWOF THE VOLUME 'theMarchf99lr5sueofrheAm< canArrlrrr.:rn_flrghrmagazint.AD,t,t.aWLte. published an anr,l( or,EnSti\h-trnguage prog,",," f,i t"p""".* ," n.,ir, Ame ca ln whtctrrr rrtcllcJ lt).cuntrnr ba\.d jlslflrLltuu,.as",.i*"an (xrI||IA new comept 'r.ubtrc It in su,h 5€tlrn8sMinrion ot CBI i[ J I,uLl.aton lor rlregcnrrrt undrrs, or€5rh. wrde.t,eacl,c, ogrrrrr.,n rhr; 114,ro,crrt,as garnerell rowe"i.r. rt,c aLrthor rl overskles iis novehy, [or in aclualjly lhe approach is quire firmlv

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