The Foresee Approach to Content-Based ESL Instruction.

Autor/inn/en	Kidd, Richard; Marquardson, Brenda
Titel	The Foresee Approach to Content-Based ESL Instruction.
Quelle	(1994), (39 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Classroom Techniques; Cognitive Processes; English (Second Language); Foreign Countries; Learning Strategies; Lesson Plans; Linguistic Theory; Models; Second Language Instruction; Teaching Methods + Suchen Sie Ihr Suchwort? Klassenführung; Cognitive process; Kognitiver Prozess; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lesson planning; Unterrichtsplanung; Linguistische Theorie; Analogiemodell; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This paper describes the Foresee Approach, a recently developed model for integrating content, language, and learning strategies instruction in the English-as-a-Second-Language (ESL) or part ESL classroom. The Foresee model is an extension of Chamot and O'Malley's Cognitive Academic Language Learning Approach (CALLA), resembling the latter in comprising both theoretical and practical components. The Foresee theoretical model guides the formulation of instructional objectives in the three categories above, while the Foresee application process provides a general formula for designing integrated lessons to accomplish these desired objectives. These two complementary aspects of the model are explained in as much detail as space permits, with emphasis on the general application process. To assist teachers in implementing their approach in their classrooms, the greater part of the paper is devoted to a description of five specific instructional techniques, called Foresee lesson techniques, that teachers can utilize with relative ease to plan the procedures sections of effective Foresee lessons. Although illustrative examples are drawn from elementary-level sources, the approach is applicable to other levels as well. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC