Nancy C. Rhodes

Innovative Second Language Education in North America

In second language education in North America, there has been a movement away from teaching language in isolation toward integrating language and content instruction (Mohan, 1986; Enright & McCloskey, 1989). This umbrella term encompasses instructional and programmatic approaches where students are learning a second language as they learn content through that language. Thus, integrated language and content (ILC) may be found within the context of bilingual as well as monolingual programs, and it may be applied with a primary goal of teaching either language or content. When content is used as a vehicle for language learning and instruction (i.e., language development is the primary goal), a term often used is content-based language learning. In programs where instruction is entirely through a second language, the term immersion is typically used. This review will consider the innovation of ILC in second language education, with primary emphasis on its realization at elementary and secondary levels of education.

Foreign Languages: Instruments, Techniques,and Standards

Publisher Summary The purpose of this chapter is to provide a brief overview of foreign language assessment in elementary and secondary schools. Besides this, it discusses a variety of current assessment practices, and provides samples of alternative and standardized instruments in use in schools today. It begins by presenting a historical overview. The goals of foreign language instruction and the consequent teaching methodologies have reflected historical events and evolutionary stages in the fields of education and linguistics. Foreign language assessment practices at the elementary and secondary levels have mirrored the evolving philosophies and practices in the field throughout this century. As new approaches to teaching foreign languages have become accepted practice, assessment of student learning in the classroom has reflected that change. The traditional approaches to assessment that had been commonly used, however, have never been abandoned. Yet, this coexistence of traditional and alternative assessment practices presents a challenge to the classroom teacher. The chapter also presents an overview various standardized examinations. The final section of the chapter discusses the impact of foreign language standards on instruction and assessment and suggests directions for the future.