Select References on Content-Based Instruction and Related Topics
 compiled by Fredricka L. Stoller, Spring 2002

Back to Home Page

Adamson, H. D. (1993). Academic competence: Theory and classroom practice. Preparing ESL students for content courses. New York: Longman. 

Alvermann, D. (1994).  Trade books versus textbooks:  Making connections across content areas.  In  L. Mandel Morrow, J. K. Smith, & L. C. Wilkinson (Eds.),  Integrated language arts:  Controversy to consensus (pp. 51-69).  Boston, MA: Allyn and Bacon.

Andrade, M. S., & Makaafi, J. H. (2001).  Guidelines for establishing adjunct courses at the university level.  TESOL Journal, 10(2/3), 33-39.

Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71-94.

Atkinson, D., & Ramanthan, V. (1995).  Cultures of writing: An ethnographic comparison of L1 and L2 university writing/language programs.  TESOL Quarterly, 29(3), 539-568.

Ballman, T. L. (1997).  Enhancing beginning language courses through content-enriched instruction.  Foreign Language Annals, 30(2), 173-186.

Bassano, S., & Christison, M. A.  (1995).  Community spirit: A practical guide to collaborative language learning.  San Francisco, CA: Alta Book Center.

Bellanca, J. (1990).  The cooperative think tank: Graphic organizers to teach thinking in the cooperative classroom.  Palatine, IL: IRI/Skylight Training.

Bellanca, J. (1992).  The cooperative think tank II: Graphic organizers to teach thinking in the cooperative classroom.  Palatine, IL: IRI/Skylight Training.

Benesch, S. (Ed.).  (1988). Ending remediation: Linking ESL and content in higher education.  Alexandria, VA: TESOL.

Benesch, S. (1996).  Needs analysis and curriculum development in EAP: An example of a critical approach. TESOL Quarterly, 30(4), 723-738. 

Berneir, A.  (1997).  The challenge of language and history terminology from the student optic.  In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 95-103).  White Plains, NY: Longman.

Bishop, C. K. (1997).  Under the lens: A look at the American media.  Ann Arbor, MI: University of Michigan Press. 

Bournot-Trites, M., & Reeder, K. (2001).  Interdependence revisited: Mathematics achievement in an intensified French immersion program.  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 27-43

Brinton, D. M. (1997). The challenges of administering content-based programs. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 340-346).  White Plains, NY: Longman.

Brinton, D. M. (2001).  A theme-based literature course:  Focus on the City of Angels.  In J. Murphy & P.  Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 281-308).  Ann Arbor, MI:  University of Michigan Press.

Brinton, D., Goodwin, J., & Ranks, L. (1994).  Helping language minority students to read and write analytically: The journey into, through and beyond.  In F. Peitzman & G. Gadda (Eds.), With different eyes:  Insights into teaching language minority students across the disciplines (pp. 57-88). New York: Longman.

Brinton, D. M., & Master, P. (Eds.).  (1997). New ways in content-based instruction. Alexandria, VA: TESOL. 

Brinton, D., Snow, M. A., & Wesche, M. (1989). Content-based second language instruction. New York: Newbury House.

Brumbaugh, P. (1994).  Human body: A third grade theme.  In S. A. Walmsley, Children exploring their world: Theme teaching in elementary school (pp. 153-172). Portsmouth, NH: Heinemann. 

Bunch, G. C., Abram, P. L., Lotan, R. A., & Valdes, G. (2001).  Beyond sheltered instruction: Rethinking conditions for academic language development.  TESOL Journal, 10(2/3), 28-33. 

Burger, S., & Chrétien, M. (2001).  The development of oral production in content-based second language courses at the University of Ottawa.  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 84-102.

Burger, S., Wesche, M., & Migneron, M.  (1997).  “Late, late immersion”: Discipline-based second language teaching at the University of Ottawa.  In R. K. Johnson & M. Swain (Eds.), Immersion education: International perspectives (pp. 65-84).  New York: Cambridge University Press.

Burkart, G. S., & Sheppard, K. (1994).  Content-ESL across the USA. Volume III: A training packet.  Washington, D.C.: CAL.

Burnett, E. H., & Berg, P. C. (1988).  Reading instruction in the schools:  Improving students' critical thinking skills.  Reading Instruction, 61(5), 208-210.

Bygate, M., Skehan, P., & Swain, M. (Eds.). (2001).  Researching pedagogic tasks:  Second language learning, teaching and testing.  New York:  Longman.

Campbell, D. M., & Harris, L. S. (2001). Collaborative theme building: How teachers write integrated curriculum.  Boston: Allyn & Bacon. 

Cantoni-Harvey, G. (1987).  Content-area language instruction: Approaches and strategies.  Reading, MA: Addison-Wesley.

Capobianco, M.  (1994).  Whales: A fourth and fifth grade theme.    In S. A. Walmsley, Children exploring their world: Theme teaching in elementary school (pp. 189-216). Portsmouth, NH: Heinemann.

Carrasquillo, A. L., & Rodriguez, V. (1996).  Language minority students in the mainstream classroom.  Bristol, PA: Multilingual Matters.

Carriedo, N., & Alonso-Tapia, J. (1995). Comprehension strategy training in content areas. European Journal of Psychology of Education, X(4), 411-431.

Carson, J. G., Taylor, J. A., & Fredella, L. (1997).  The role of content in task-based EAP instruction.  In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 367-370). White Plains, NY: Longman.

Carter, G., & Thomas, H. (1986).  'Dear Brown Eyes': Experiential learning in a project orientated approach.  ELT Journal, 40(3), 196-204.

Cavusgil, S. L. (1995).  The road to healthy living.  Ann Arbor, MI: University of Michigan Press. 

Chadran, J., & Esarey, G. (1997).  Content-based instruction: An Indonesian example.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 222-236).  Washington, D. C.: Georgetown University Press.

Chamot, A. U. (1995).  Learning strategies of elementary foreign-language-immersion students.  In In J. E. Alatis et al. (Eds.), Georgetown University round table on language and linguistics 1995 (pp. 300-310).  Washington, D.C.: Georgetown University Press.

Chamot, A. U., & O'Malley, J. M. (1994).  The CALLA handbook: Implementing the cognitive academic language learning approach.  Reading, MA: Addison-Wesley.

Chapple, L., & Curtis, A. (2000).  Content-based instruction in Hong Kong:  Student responses to film.  System, 28, 419-433.

Christie, F. (Ed.). (1991).  Literacy for a changing world.  Victoria, Australia: Australian Council for Educational Research.

Christie, F. (1992).  Literacy in Australia. In W. Grabe et al., (Eds.), Annual Review of Applied Linguistics, 12.  Literacy (pp. 142-155).  New York: Cambridge University Press.

Clarke, J. H. (1990).  Patterns of thinking: Integrating learning skills in content teaching.  Boston: Allyn and Bacon.

Clayton, M. K. (1997).  Tips for transitions. Responsive Classroom, 9(3), 4-5.

Clegg, J. (1996).  (Ed.).  Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum.  Clevedon, UK: Multilingual Matters. 

Cloud, N., Genesee, F., & Hamayan, E.  (2000a). Dual language instruction:  A handbook for enriched education.  Boston: Heinle & Heinle.

Cloud, N., Genesee, F., & Hamayan, E.  (2000b). Teaching content.  In Dual language instruction:  A handbook for enriched education (pp. 113-138).  Boston: Heinle & Heinle.

Collerson, J. (Ed.). (1988). Writing for life. Rozelle, NSW: Primary English Teaching Association (distributed through Heinemann).

Corin, A. (1997).  A course to convert Czech proficiency to proficiency in Croatian and Serbian.    In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 78-104).  Washington, D. C.: Georgetown University Press.

Crandall, J. A. (Ed.) (1987). ESL through content-area instruction. Englewood Cliffs, NJ: Prentice Hall Regents. 

Crandall, J. A. (1993). Content-based instruction.  In W. Grabe et al. (Eds.), Annual Review of Applied Linguistics, 13. Issues in second language teaching and learning (pp. 111-126). New York: Cambridge University Press. 

Crandall, J. A., & Kaufman, D. (Eds.). (forthcoming).  Content-based instruction in tertiary settings.  Alexandria, VA: TESOL.

Csikszentmihalyi, M. (1997). Finding flow: The psychology of engagement with everyday life.  New York:  HarperCollins.

Davison, C., & Williams, A. (2001).  Integrating language and content:  Unresolved issues. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream:  Teaching learning and identity (pp. 51-70).  New York:  Longman. 

Day, R. R. (1994).  Selecting a passage for the EFL reading class.  English Teaching Forum, 32(1), 20-23, 38.

De Courcy, M. (2002).  Learners’ experiences of immersion education:  Case studies of French and Chinese.  Clevedon, UK: Multilingual Matters.

Delk, C. L. (1997).  Discovering American culture.  Ann Arbor, MI: University of Michigan Press.

Direzione Generale Istruzione Professionale.  (1992).  Proposte di Moduli Didattici Inglese:  Progetto '92.  Rome, Italy:  Ministero della Pubblica Istruzione (Ministry of Public Instruction). 

Donato, R., Tucker, G. R., Wudthayagorn, J., & Igarashi, K.  (2000).  Converging evidence:  Attitudes, achievements, and instruction in the later years of FLES.  Foreign Language Annals, 33, 377-393. 

Drake, S. M. (1993).  Planning integrated curriculum: The call to adventure.  Alexandria, VA: Association for Supervision and Curriculum Development.

Duff, P. A. (1996).  Different languages, different practices: Socialization of discourse    competence in dual-language school classrooms in Hungary.  In K. M. Bailey & D. Nunan (Eds.), Voices from the language classroom:  Qualitative research in second language education (pp. 407-433).  New York: Cambridge University Press.

Duff, P. A. (2001).  Language literacy, content, and (pop) culture: Challenges for ESL students in mainstream courses.  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 103-132.

Dupuy, B. C. (2000).  Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes?   Foreign Language Annals, 33, 205-223. 

Early, M. (1989).  Using key visuals to aid ESL students' comprehension of content classroom texts.  Reading Canada Lecture, 7(4), 202-212.

Early, M. (2001).  Language and content in social practice: A case study.  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 156-179.

Echevarria, J., & Graves, A.  (1998).  Sheltered content instruction: Teaching English-language learners with diverse abilities.  Boston: Allyn and Bacon.

Echevarria, J., Vogt, M. E., & Short, D. J. (2000).  Making content comprehensible for English language learners: The SIOP model.  Needham Heights, MA:  Allyn and Bacon.

Eggins, S. (1994). An introduction to systemic functional linguistics.  London: Pinter Publishers.

Enright, D. S., & McCloskey, M. (1988). Integrating English. Reading, MA: Addison-Wesley.

Esposito, M., Marshall, K., & Stoller, F. L. (1997).  Poster sessions by experts.  In   In D. Brinton & P. Master (Eds.), New ways in content based instruction (pp. 115-118).  Alexandria, VA: TESOL.

Evans, R. (1996).  Content-based language teaching: Geography for ESL students.  In. J. Clegg (Ed.), Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum (pp. 179-197).  Clevedon, UK: Multilingual Matters.

Fabian, D., Gaddy, M. E., & Wertime, M. (1994).  Fish hatchery: A first grade theme.  In S. A. Walmsley, Children exploring their world: Theme teaching in elementary school (pp. 103-126). Portsmouth, NH:  Heinemann. 

Faltis, C. J. (1993).  Joinfostering: Adapting teaching strategies for the multilingual classroom. New York: Merrill.

Fathman, A., & Kessler, C. (1993).  Cooperative language learning in school contexts. In W. Grabe, et al. (Eds.), Annual Review of Applied Linguistics, 13. Issues in second language teaching and learning (pp. 127-140).  New York: Cambridge University Press.

Ferragatti, M.L., & Carminati, E. (1984).  Airport:  An Italian version.  Modern English Teacher, 2(4), 15-17.

Ferris, D., & Tagg, T. (1996a).  Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications.  TESOL Quarterly, 30(2), 297-320.

Ferris, D., & Tagg, T.  (1996b).  Academic oral communication needs of EAP learners: What subject-matter instructors really require. TESOL Quarterly, 30(1), 31-58.

Fichera, V. M., & Straight, H. S. (1997a).  Introduction.  In V. M. Fichera & H. S. Straight (Eds.), Using languages across the curriculum: Translation perspectives X (pp. 1-8).  Center for Research in Translation: SUNY at Binghamton. 

Fichera, V. M., & Straight, H. S. (Eds.). (1997b). Using languages across the curriculum: Translation perspectives X.  Center for Research in Translation: SUNY at Binghamton. 

Filson, A. (1996).  Environmental studies for ESL students: School skills, literacy and language.  In. J. Clegg (Ed.), Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum (pp. 156-178).  Clevedon, UK: Multilingual Matters.

Finger, J., & Beaudry, D.  (1994).  Architecture of Kinderhook, New York: A third and fourth grade theme.   In S. A. Walmsley, Children exploring their world: Theme teaching in elementary school (pp. 173-187). Portsmouth, NH: Heinemann.

Flowerdew, J. (Ed.).  (1994).  Academic listening: Research perspectives.  New York: Cambridge University Press.

Flowerdew, J., & Miller, L. (1995).  On the notion of culture in L2 lectures.  TESOL Quarterly, 29(2), 345-373.

Fried-Booth, D.L. (1982).  Project work with advanced classes.  ELT Journal, 36(2), 98-103.

Fried-Booth, D.L. (1986).  Project work.  New York: Oxford University Press.

Gaer, S., & McClintick, L. (1995).  Project driven curriculum.  Paper presented at the annual TESOL Convention, Long Beach, CA. 

Gaffield-Vile, N. (1996).  Content-based second language instruction at the tertiary level.  ELT Journal, 50(2), 108-114.

Gamberg, R., Kwak, W., Hutchings, M., Altheim, J., & Edwards, G. (1988).  Learning and loving it: Theme studies in the classroom.  Portsmouth, NH: Heinemann.

Gardner, P. S. (1998).  Out-looks and in-sights:  A content-based unit on gender stereotyping.  College ESL, 8(1), 70-82.

Gass, S. M., & Lefkowitz, N. (1995).  Varieties of English.  Ann Arbor, MI: University of Michigan Press. 

Gee, Y. (1997).  ESL and content teachers: Working effectively in adjunct courses.  In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 324-330).  White Plains, NY: Longman.

Goldstein, L., & Liu, N. F.  (1994).  An integrated approach to the design of an immersion program.  TESOL Quarterly, 28(4), 705-725.

Gonzales-Berry, E. (1996).  Bridging the gap:  A content-based approach. ADFL Bulletin, 27(2), 35-38.

Goodwin, J. M. (2001).  EAP support for matriculated university students.  In J. Murphy & P.  Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 259-280).  Ann Arbor, MI:  University of Michigan Press.

Grabe, W., & Stoller, F. L. (1997).  Content-based instruction: Research foundations. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 5-21).  White Plains, NY: Longman.

Guthrie, J. T., & Alao, S. (1997).  Designing contexts to increase motivations for reading.  Educational Psychologist, 32(2), 95-105.

Guthrie, J. T., & McCann, A. D. (1997).  Characteristics of classrooms that promote motivations and strategies for learning.  In J. T. Guthrie & A. Wigfield (Eds.), Reading engagement: Motivating readers through integrated instruction (pp. 128-148).  Newark, DE: International Reading Association.

Hafernik, J. J., & Messerschmidt, D., & Vandrick, S. (1996). What are IEPs really doing about content?  Journal of Intensive English Studies, 10, 31-47.

Haines, S. (1989).  Projects for the EFL classroom:  Resource material for teachers.  Walton-on-Thames Surrey, UK: Nelson.

Hamm, M., & Adams, D. (1992).  The collaborative dimensions of learning.  Norwood, NJ: Ablex.

Harklau, L. (1994).  ESL versus mainstream classes: Contrasting L2 learning environments.  TESOL Quarterly, 28(2), 241-272.

Hauptman, P. C., Wesche, M. B., & Ready, D.  (1988).  Second-language acquisition through subject-matter learning:  A follow-up study at the University of Ottawa.  Language Learning, 38(3), 433-467.

Heimlich, J. E., & Pittelman, S. D. (1986).  Semantic mapping: Classroom applications.  Newark, DE: International Reading Association.

Helling, S. (1997).  Earthbound.  Ann Arbor, MI: University of Michigan Press. 

Helms, M., & Haynes, P. J.  (1990).  When bad groups are good: An appraisal of learning from group projects.  Journal of Education for Business, 66(1), 5-8.

Henderson, E. S., & Nathenson, M .B. (Eds.).  (1984).  Independent learning in higher education.  Englewood Cliffs, NJ: Educational Technology Publications.

Henry, J. (1994).  Teaching through projects.  London: Kogan Page Limited.

Henry, J.  (1990).  The human side of project work. In D. Eastcott, B. Farmer, & B. Lantz (Eds.), Aspects of educational and training technology volume XXIII: Making learning systems work.  New York: Nichols Publishing. 

High, J. (1993).  Second language learning through cooperative learning.  San Juan Capistrano, CA: Kagan Cooperative Learning.

Hoecherl-Alden, G. (2000).  Turning professional:  Content-based communication and the evolution of a cross-cultural language curriculum.  Foreign Language Annals, 33, 614-621.

Hoffman, J. V. (1992).  Critical reading/thinking across the curriculum: Using I-charts to support learning.  Language Arts, 69, 121-127.

Hogan, K., & Pressley, M. (Eds.) (1997).  Scaffolding student learning: Instructional approaches & issues.  Cambridge, MA: Brookline Books.

Holt, D. D. (Ed.). (1993).  Cooperative learning: A response to linguistic and cultural diversity.  Washington, D. C.: Center for Applied Linguistics.

Hooper, H. (1996).  Mainstream science with a majority of ESL learners: Integrating language and content.  In. J. Clegg (Ed.), Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum (pp. 217-236).  Clevedon, UK: Multilingual Matters.

Horowitz, D.M. (1986).  What professors actually require: Academic tasks for the ESL classroom. TESOL Quarterly, 20(3), 445-363.

Hudelson, S. (1991).  EFL teaching and children: A topic-based approach.  English Teaching Forum, XXIX(4), 2-5. 

Hyerle, D. (1996).  Visual tools for constructing knowledge.  Alexandria, VA: Association for Supervision and Curriculum Development.

Iancu, M. (1993).  Adapting the adjunct model: A case study. TESOL Journal, 4(2), 20-24.

 James, M. (2001).  Reexamining notions of the L2 syllabus.  TESL Canada Journal/Revue TESL du Canada, 19(1), 80-87.

Jameson, J. H. (1998a).  Enriching content classes for secondary ESOL students: Study guide.  McHenry, IL: Delta Systems.

Jameson, J. H. (1998b).  Enriching content classes for secondary ESOL students: Trainer’s manual.  McHenry, IL: Delta Systems.

Jankowicz, A. D. (1991).  Business research projects for students.  New York: Chapman & Hall.

Johns, A. M. (1981).  Necessary English: A faculty survey.  TESOL Quarterly, 15(1), 51-57.

Johns, A. M. (1997).  Text, role, and context: Developing academic literacies.  New York: Cambridge University Press.

Johnson, D. W., & Johnson, R. T. (1988).  Critical thinking through structured controversy.  Educational Leadership, 45, 58-64.

Johnson, R. K., & Swain, M. (Eds.). (1997).  Immersion education: International perspectives.  New York: Cambridge University Press.

Jones, B.F., Palincsar, A. S., Ogle, D. S., & Carr, E. G. (Eds.).  (1987).  Strategic teaching and learning: Cognitive instruction in the content areas.  Alexandria, VA: Association for Supervision and Curriculum Development.

Jordan, R. R. (1997).  English for academic purposes: A guide and resource book for teachers.  New York: Cambridge University Press.

Jupp, C. (1996).  Supporting small ESL groups in a mainstream primary school.  In. J. Clegg (Ed.), Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum (pp. 40-64).  Clevedon, UK: Multilingual Matters.  (Include in bib???)

Jurasek, R. (1993).  Foreign languages across the curriculum: A case history form Earlham College and a generic rationale.  In M. Krueger, & F. Ryan (Eds.), Language and content: Discipline and content-based approaches to language study (pp. 85-102). Lexington, MA: D.C. Heath. 

Kagan, S. (1994).  Cooperative learning.  San Juan Capistrano, CA: Kagan Cooperative Learning.

Kasper, L. F. (1994).  Improved reading performance for ESL students through academic course pairing.  Journal of Reading, 37(5), 376-384.

Kasper, L. F. (1997).  The impact of content-based instructional programs on the academic progress of ESL students.  English for Specific Purposes, 16(4) 309-320.

Kasper, L. F. (Ed.) (2000).  Content-based college ESL instruction.  Mahwah, NJ:  Lawrence Erlbaum.

Kauffman, D. (1994). Content-ESL across the USA. Volume II: A Practical Guide.  Washington, D.C.: CAL.

Kerans, M. E. (2001).  Simulating the give-and-take of academic lectures. TESOL Journal, 10(2/3), 13-17.

Kidd, R., & Marquardson, B. (1993).  A sourcebook for integrating ESL and content instruction using the Foresee Approach.  Winnipeg, Manitoba: Manitoba Education and Training.

Kidd, R., & Marquardson, B. (1994).  Secondary sourcebook for integrating ESL and content instruction using the Foresee Approach.  Winnipeg, Manitoba: Manitoba Education and Training.

Kidd, R., & Marquardson, B. (1997).  The Foresee approach to integrated ESL instruction.  TESL Canada Journal, 15(1), 1-21.

Klahn, N.  (1997).  Teaching for communicative and cultural competence: Spanish through contemporary Mexican topics.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 203-221).  Washington, D. C.: Georgetown University Press.

Klee, C. A., & Tedick, D. J. (1997).  The undergraduate foreign language immersion program in Spanish at the University of Minnesota.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 141-173).  Washington, D. C.: Georgetown University Press.

Krueger, M., & Ryan, F. (Eds.) (1993a). Language and content: Discipline and content-based approaches to language study. Lexington, MA: D.C. Heath.

Krueger, M., & Ryan, F. (1993b).  Resituating foreign languages in the curriculum.  In M. Krueger & F. Ryan (Eds.), Language and content: Discipline and content-based approaches to language study (pp. 3-24). Lexington, MA: D.C. Heath.

Kucer, S. B., Silva, C., & Delgado-Larocco, E. L. (1995).  Curricular conversations: Themes in multilingual and monolingual classrooms.  York, ME: Stenhouse.

Larsen-Freeman, D. (2000).  Techniques and principles in language teaching (2nd ed.).  New York: Oxford University Press.

Leaver, B. L. (1997).  Content-based instruction in a basic Russian program.    In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 30-55).  Washington, D. C.: Georgetown University Press.

Legutke, M. (1984).  Project Airport: Part 1. Modern English Teacher, 11(4), 10-14.

Legutke, M. (1985).  Project Airport: Part 2. Modern English Teacher, 12(1), 28-31.

Legutke, M., & Thiel, W.  (1983).  Airport:  Ein project fur der Englischunterricht in klasse 6.  Hessisches Institut fur Bildungsplanung und Schulentwicklung (HIBS), Abt. IE, Bodenstedstrasse 7, D 6200 Wiesbaden.

Legutke, M., & Thomas, H. (1991).  Process and experience in the language classroom. New York: Longman. 

Leki, I. (1995).  Coping strategies of ESL students in writing tasks across the curriculum.  TESOL Quarterly, 29(2), 235-260.

Leki, I., & Carson, J. G. (1994).  Students' perceptions of EAP writing instruction and writing needs across the disciplines.  TESOL Quarterly, 28(1), 81-101.

Leki, I., & Carson, J. (1997).  "Completely different worlds": EAP and the writing experiences of ESL students in university courses.  TESOL Quarterly, 31(1), 39-69.

Leung, C. (2001).  Evaluation of content-language learning in the mainstream classroom.  In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream:  Teaching learning and identity (pp. 177-198).  New York: Longman. 

MacFarlane, A. (2001).  Are brief contact experiences and classroom language learning complementary?  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 64-83.

Mach, T., & Stoller, F. L. (1997).  Synthesizing content on a continuum.  In D. Brinton & P. Master (Eds.), New ways in content based instruction (pp. 61-63).  Alexandria, VA: TESOL.

Mach, T.,  Stoller, F. L., & Tardy, C. (1997).    A gambit-driven debate.  In D. Brinton & P. Master (Eds.), New ways in content based instruction (pp. 64-68).  Alexandria, VA: TESOL.

Mandel Glazer, S. (1994).  The use of literature in the integrated language arts.  In  L. Mandel Morrow, J. K. Smith, & L. C. Wilkinson (Eds.),  Integrated language arts: Controversy to consensus (pp. 33-50).  Boston, MA: Allyn and Bacon.

Mandel Morrow, L., Smith, J. K., & Wilkinson, L. C.  (Eds.). (1994).  Integrated language arts: Controversy to consensus.  Boston, MA: Allyn and Bacon.

Manning, M., Manning, G., & Long, R. (1994).  Theme immersion: Inquiry-based curriculum in elementary and middle schools.  Portsmouth, NH: Heinemann.

Manning, M., Manning, G., & Long, R. (1997).  The theme immersion compendium for social studies teaching.  Portsmouth, NH: Heinemann.

Martin, J. (1993). Genre and literacy--Modeling context in educational linguistics. In W. Grabe et al. (Eds.), Annual Review of Applied Linguistics, 13. Issues in second language teaching and learning (141-172). New York: Cambridge University Press. 

Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Blunck, M., Crawford, B., Kelly, B., & Meyer, K. M. (1994).  Enacting project-based science: Experiences of four middle grade teachers.  The Elementary School Journal, 94(5), 517-538.

McBride, M. E. (1995).  The Italian restaurant project: Lessons of restructuring.  Educational Leadership, 52(8), 64-66.

McCutcheon, M. (2000).  Descriptionary: A thematic dictionary (2nd ed.).  New York:  Checkmark Books.

McGroarty, M. (1989).  The benefits of cooperative learning arrangements in second 
language instruction. NABE Journal, 13, 127-143.

McKean, R.  (1996).  A sheltered history course for ESL students.  In. J. Clegg (Ed.), Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum (pp. 136-155).  Clevedon, UK: Multilingual Matters.

McKenna, E. (1987).  Preparing students to enter discourse communities in the U.S. English for Specific Purposes, 6, 187-202.

McKenna, M. C., & Robinson, R. D.  (1997).  Teaching through text: A content literacy approach to content area reading (2nd ed.).  New York: Longman.

 McLaughlin, M., & Vogt, M. E. (Eds.).  (2000).  Creativity and innovation in content area teaching.  Norwood, MA: Christopher-Gordon.

McNall, C.  (1994).  Indian land: A second grade theme.   In S. A. Walmsley, Children exploring their world; Theme teaching in elementary school (pp. 127-152). Portsmouth, NH: Heinemann. 

Meinbach, A. M., Rothlein, L., & Fredericks, A. D. (1995).  The complete guide to thematic units:  Creating the integrated curriculum.  Norwood, MA: Christopher-Gordon.

Meinbach, A. M., Fredericks, A. D., & Rothlein, L. (2000).  The complete guide to thematic units:  Creating the integrated curriculum (2nd ed.).  Norwood, MA: Christopher-Gordon.

Mendelsohn, D. (2001).  Canadian language and culture: A course for nine academic credits. In J. Murphy & P.  Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 309-327).  Ann Arbor, MI:  University of Michigan Press.

Met, M. (1993). Second language learning in magnet school contexts. In W. Grabe et al. (Eds.), Annual Review of Applied Linguistics, 13. Issues in second language teaching and learning (pp. 71-85). New York: Cambridge University Press.

Met, M. (1998).  Curriculum decision-making in content-based language teaching.  In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education (pp. 35-63).  Philadelphia, PA:  Multilingual Matters.

Miller, W. H. (1995).  Alternative assessment techniques for reading and writing.  West Nyack, NY: Center for Applied Research in Education.

Mohan, B. (1986). Language and Content. Reading, MA: Addison-Wesley.

Mohan, B. (1990). LEP students and the integration of language and content: Knowledge structures and tasks. In C. Simich-Dudgeon (Ed.), Proceedings of the first research symposium on limited English proficient students' issues (pp. 113-160). Washington, DC: Office of Bilingual Education & Minority Language Affairs.

Mohan, B. (2001).  The second language as a medium of learning. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream:  Teaching learning and identity (pp. 107-126).  New York:  Longman. 

Mohan, B., & Beckett, G. H. (2001).  A functional approach to research on content-based language learning: Recasts in causal explanations.  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 133-155.

Mohan, B., Leung, C., & Davison, C. (2001).  English as a second language in the mainstream:  Teaching learning and identity.  New York:  Longman. 

Moss, J. F. (1994).  Using literature in the middle grades: A thematic approach.  Norwood, MA: Christopher-Gordon.

Murphy, J., & Stoller, F. L. (2001).  Sustained-content language teaching: An emerging definition. TESOL Journal, 10(2/3), 3-5.

Musumeci, D. (1993a). Content language learning: Symbiosis in the academe. In J. E. Alatis (Ed.), Georgetown University round table on languages and linguistics 1992: Language, communication, and social meaning (pp. 147-157). Washington, DC: Georgetown University Press.

Musumeci, D. (1993b).  Second language reading and content area instruction: The role of second language reading in the development of communicative and subject matter competence.  In  M. Krueger & F. Ryan (Eds.),  Language and content: Discipline and content-based approaches to language study (pp. 169-180).  Lexington, MA: D.C. Heath.

Musumeci, D. (1996).  Teacher-learner negotiation in content-based instruction: Communication at cross-purposes?  Applied Linguistics, 17(3), 286-325.

Nagy, W. E.  (1988).  Teaching vocabulary to improve reading comprehension. Urbana, IL: NCTE.

Numrich, C. (2001).  Theme-based instruction: Fieldwork in a small Connecticut town.  In J. Murphy & P.  Byrd (Eds.), Understanding the courses we teach:  Local perspectives on English language teaching (pp. 390-408).  Ann Arbor, MI:  University of Michigan Press.

O'Malley, J. M., & Chamot, A. U. (1990). Learning strategies in second language acquisition. New York: Cambridge University Press.

Ostler, S. (1980).  A survey of academic needs for advanced ESL.  TESOL Quarterly, 14(4), 489-502.

Pally, M. (Ed.)  (2000).  Sustained content teaching in academic ESL/EFL:  A practical approach.  Boston: Houghton Mifflin.

Palmer, R. G., & Stewart, R. A. (1997).  Nonfiction trade books in content-area instruction: Realities and potential.  Journal of Adolescent & Adult literacy, 40(8), 630-641.

Papandreou, A. P. (1994).  An application of the projects approach to EFL.  English Teaching Forum, 32(3), 41-42.

Pappas, C. C.  (1997).  Reading instruction in an integrated language perspective: Collaborative interaction in classroom curriculum genres.  In S. A. Stahl & D. A. Hayes (Eds.), Instructional models in reading (pp. 283-310).  Mahwah, NJ: Lawrence Erlbaum.

Pappas, C. C., Kiefer, B. Z., Levstik, L. S. (1995).  An integrated language perspective in the elementary school: Theory into action (2nd ed.).  White Plains, NY: Longman.

Parkinson, J. (2000).  Acquiring scientific literacy through content and genre:  A theme-based language course for science students.  English for Specific Purposes, 19, 369-387.

Parks, S., & Black, H. (1990).  Organizing thinking: Graphic organizers.  Book II.  Pacific Grove, CA: Critical Thinking Press and Software.

Paulson, J. K. (1994).  Westward movement: A fifth grade theme.  In S. A. Walmsley, Children exploring their world; Theme teaching in elementary school (pp. 217-242). Portsmouth, NH: Heinemann.

Peregoy, S. F., & Boyle, O. F. (1997).  Reading, writing, & learning in ESL: A resource book for K-12 teachers (2nd ed.).  New York: Longman.

Pica, T. (1995).  Teaching language and teaching language teachers: The expanding roles and expectations of language teachers in communicative, content-based classrooms. In J. E. Alatis et al. (Eds.), Georgetown University round table on language and linguistics 1995 (pp. 378-397).  Washington, D.C.: Georgetown University Press.

Pica, T. (2000). Tradition and transition in English language teaching methodology.  System, 28, 1-18.

Pittleman, S. D., Heimlich, J. E., Berglund, R. L., & French, M. P.  (1991).  Semantic feature analysis: Classroom applications.  Newark, DE: International Reading Association.

Prior, P. (1995).  Redefining the task: An ethnographic examination of writing and response in graduate seminars.  In D. Belcher & G. Braine (Eds.), Academic writing in a second language: Essays on research and pedagogy (pp. 47-82).  Norwood, NJ: Ablex.

Powell, B., & Ponder, R. (2001).  Sourcebooks in a sustained-content curriculum. TESOL Journal, 10(2/3), 18-22.

Raffini, J. P. (1996).  150 ways to increase intrinsic motivation in the classroom. Boston: Allyn and Bacon.

Rand, M. K. (1994).  Using thematic instruction to organize an integrated language arts classroom.  In L. Mandel Morrow, J. K. Smith, & L. C. Wilkinson (Eds.), Integrated language arts: Controversy to consensus (pp. 177-192).  Boston, MA: Allyn and Bacon.

Raphan, D., & Moser, J. (1993/1994).  Linking language and content: ESL and art history.  TESOL Journal, 3(2), 17-21.

Rathburn, A. K.  (1997).  Taking center stage: Drama in America.  Ann Arbor, MI: University of Michigan Press.

Reppen, R. (1994/1995).  A genre-based approach to content writing instruction. TESOL Journal, 4( 2), 32-35. 

Reppen, R., & Donley, K. (2001).  Using corpus tools to highlight academic vocabulary in SCLT. TESOL Journal, 10(2/3), 7-12.

Rhodes, L. K., & Shanklin, N. (1993). Windows into literacy: Assessing learners K-8.  Portsmouth, NH:  Heinemann.

Richard-Amato, P. A., & Snow, M. A. (Eds.). (1992).  The multicultural classroom: Readings for content-area teachers.  White Plains, NY: Longman. 

Richards, J. C., & Rodgers, T. S. (2001).  Approaches and methods in language teaching (2nd ed.).  New York: Cambridge University Press.

Roberts, P. L. (1993).  A green dinosaur day: A guide for developing thematic units in literature-based instruction, K-6.  Boston: Allyn and Bacon.

Rochester City School District [Travers, J. et al]. (2000). The Rainmaker Project: Literary themes, threads, texts, & tasks. Rochester, NY: Author.

Ronesi, L. (2001).  Training undergraduates to support ESL classmates:  The English language fellows program. TESOL Journal, 10(2/3), 23-27.

Rosen, N. G., & Sasser, L.  (1997).  Sheltered English: Modifying content delivery for second language learners.  In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 35-45).  White Plains, NY: Longman.

Rosenthal, J. (1995).  Teaching science to language minority students.  Bristol, PA: Multilingual Matters.

Rothlein, L, Fredericks, A. D., & Meinbach, A. M. (1996).  More thematic units for creating the integrated curriculum.  Norwood, MA: Christopher-Gordon.

Ryding, K., & Stowasser, B. (1997).  Text development for content-based instruction in Arabic.    In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 107-118).  Washington, D. C.: Georgetown University Press.

Sagliano, M., & Greenfield, K. (1998).  A collaborative model of content-based EFL instruction in the liberal arts.  TESOL Journal, 7(3), 23-28.

Santa, C. M., & Alvermann, D.E. (Eds.).  (1991). Science learning: Processes and applications.  Newark, DE: International Reading Association.

Savoie, J. M., & Hughes, A. S. (1994).  Problem-based learning as classroom solution.  Educational Leadership, 52(3), 54-57.

Schneider, K., & McCollum, S. (1991). It’s academic: An integrated skills content-based approach to language learning.  New York: Maxwell Macmillan.

Seal, B. (1997). Academic encounters: Reading, study skills, and writing.  New York:  Cambridge University Press.

Shaw, P. A. (1997).  With one stone: Models of instruction and their curricular implications in an advanced content-based foreign language program.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 261-282).  Washington, D. C.: Georgetown University Press.

Sheppard, K. (1994). Content-ESL across the USA.  Volume I:  A technical report.  Washington, D.C.: CAL.

Sheppard, K., & Stoller, F.L. (1995).  Guidelines for the integration of student projects in ESP classrooms. English Teaching Forum, 33(2), 10-15.

Short, D. J. (1991). How to integrate language and content instruction: A training manual (2nd ed). Washington, DC: CAL.

Short, D. J. (1993).  Assessing integrated language and content instruction.  TESOL Quarterly, 27(4), 627-656.

Short, D. J. (1994). Expanding middle school horizons: Integrating language, culture, and social studies. TESOL Quarterly, 28(3), 581-608.

Short, D. J., & Echevarria, J. (1999).  The sheltered instruction observation protocol:  A tool for teachers-research collaboration and professional development.  Santa Cruz, CA:  Center for Research on Education, Diversity & Excellence, University of California, Santa Cruz.

Short, D. J., Mahrer, C. A., Elfin, A. M., Liten-Tejada, R. A., & Montone, C. L. (1994).  Protest and the American revolution:  An integrated language, social studies, and culture unit for middle school American history. Washington, D. C.: Center for Applied Linguistics and the National Center for Research on Cultural Diversity and Second Language Learning.

Short, D. J., & Montone, C. L. (1996).  Integrating language and culture in the social studies: Teacher training packet.  Washington, D. C.: Center for Applied Linguistics.

Short, D. J., Montone, C. L., Frekot, S., & Elfin, A. M. (1996).  Conflicts in world cultures:  An integrated language, social studies, and culture unit for middle school world studies.  Washington, D. C.: Center for Applied Linguistics and the National Center for Research on Cultural Diversity and Second Language Learning.

Silva, C., & Kucer, S. B. (1997).  Expanding curricular conversations through unification, diversity, and access.  Language Arts, 74, 26-32.

Slavin, R. E. (1995).  Cooperative learning (2nd ed.).  Boston, MA: Allyn and Bacon.

Snow, M. A. (1991). Content-based instruction: A method with many faces. In J. E. Alatis (Ed.), Linguistics and language pedagogy:  The state of the art.  Georgetown University Round Table on Languages and Linguistics, 1991 (pp. 461-470).  Washington, D.C.:  Georgetown University Press.

Snow, M.A. (1993).   Discipline-based foreign language teaching:  Implications from ESL/EFL.  In M. Krueger & F. Ryan (Eds.), Language and Content: Discipline- and content-based approaches to language study (pp. 37-56).  Lexington, MA; D. C. Heath and Co.

Snow, M.A. (1997).  Teaching academic literacy skills: Discipline faculty take responsibility. In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 290-304).  White Plains, NY: Longman.

Snow, M .A. (1998).  Trends and issues in content-based instruction.  In W. Grabe et al. (Eds.), Annual Review of Applied Linguistics, 18 (pp. 243-267).  New York: Cambridge University Press.

Snow, M. A. (Ed.). (1992).  Project LEAP: Learning-English-for-Academic-Purposes. Training Manual-Year One.  Los Angeles: California State University Los Angeles.

Snow, M. A. (Ed.). (1993).  Project LEAP: Learning-English-for-Academic-Purposes. Training Manual-Year Two.  Los Angeles: California State University Los Angeles.

Snow, M. A. (Ed.). (1994).  Project LEAP: Learning-English-for-Academic-Purposes. Training Manual-Year Three.  Los Angeles: California State University Los Angeles. 

Snow, M. A. (2001).  Content-based and immersion models for second and foreign language teaching.  In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (3rd ed., pp. 303-318).  Boston: Heinle & Heinle.

Snow, M. A., & Brinton, D. (1988).  Content-based language instruction: Investigating the effectiveness of the adjunct model.  TESOL Quarterly, 22, 553-574.

Snow, M. A., & Brinton, D. (1997). The content-based classroom: Perspectives on integrating language and content.  White Plains, NY: Longman. 

Snow, M. A., & Kamhi-Stein, L. D. (Ed.). (1996).  Teaching academic literacy skills: Strategies for content faculty.  Los Angeles, California State University Los Angeles.

Snow, M. A., Met, M., & Genesee, F. (1989). A conceptual framework for the integration of language and content in second/foreign language instruction. TESOL Quarterly, 23(2), 201-217.

Sorani, D., & Tamponi, A. R. (1992).  A cognitive approach to content-based instruction.  English Teaching Forum, 30(2), 6-9.

Southern Poverty Law Center.  (1989).   Free at last: A history of the civil rights movement and those who died in the struggle.  Montgomery, AL: Teaching Tolerance.

Spanos, G. (1990). On the integration of language and content instruction. In R.B. Kaplan et al., (Eds.), Annual Review of Applied Linguistics, 10 (pp. 227-240). New York: Cambridge University Press. 

Srole, C. (1997).  Pedagogical responses from content faculty: Teaching content and language in history.  In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 104-116).  White Plains, NY: Longman. 

Stahl, R. J. (1994).  Cooperative learning in social studies: A handbook for teachers. Menlo Park, CA:  Addison-Wesley.

Stempleski, S. (1993).  Linking the classroom to the world: The environment and EFL.  English Teaching Forum, 31(4), 2-11.

Stephens, E. C., & Brown, J. E. (2000). A handbook of content literacy strategies: 75 practical reading and writing ideas.  Norwood, MA:  Christopher-Gordon.

Sternfeld, S. R. (1997).  Caterpillars into butterflies: Content-based instruction in a first-year Italian course.    In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 56-77).  Washington, D. C.: Georgetown University Press.

Stoller, F. L. (1997).  Project work: A means to promote language and content.  English Teaching Forum, 35(4), 2-9, 37.

Stoller, F. L. (1999). Time for change: A hybrid curriculum for EAP programs.  TESOL Journal, 8(1), 9-13,

Stoller, F. L. (in press).  Promoting the acquisition of knowledge in a content-based course.  In J. A. Crandall & D. Kaufman (Eds.), Content-based instruction in tertiary settings: Case studies in TESOL.  Alexandria, VA: TESOL.

Stoller, F. L., & Grabe, W. (1997).  A six-Ts approach to content-based instruction.  In M. A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 78-94).  White Plains, NY: Longman.

Stoller, F. L., White, M., & Wong, P. (1998).  Motivating reluctant students in an EAP program.  In J. Richards (Ed.), Teaching in action: Case studies from second language classrooms (pp.  150-154).  Alexandria, VA: TESOL.

Stone, C. A. (1993).  What is missing in the metaphor of scaffolding?  In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learning: Sociocultural dynamic in children's development (pp. 169-183).  New York: Oxford University Press.

Straight, H. S. (Ed.).  (1994).  Languages Across the Curriculum: Translation Perspectives VII.  Center for Research in Translation: SUNY at Binghamton.

Straight, H. S. (1997).  Language-based content instruction.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 239-260).  Washington, D. C.: Georgetown University Press.

Stryker, S. B.  (1997).  The Mexico experiment at the Foreign Service Institute.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 177-202).  Washington, D. C.: Georgetown University Press.

Stryker, S. B., & Leaver, B. L. (1997a).  Content-based instruction: From theory to practice.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 2-28).  Washington, D. C.: Georgetown University Press.

Stryker, S. B., & Leaver, B. L. (Eds.). (1997b).  Content-based instruction in foreign language education: Models and methods.  Washington, D. C.: Georgetown University Press.

Stryker, S. B., & Leaver, B. L. (1997c).  Content-based instruction: Some lessons and implications.  In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 285-312).  Washington, D. C.: Georgetown University Press.

Sudermann, D., & Cisar, M. (1992). Foreign languages across the curriculum: A critical appraisal. Modern Language Journal, 76, 295-308.

Swain, M. (1988).  Manipulating and complementing content teaching to maximize second language learning.  TESL Canada Journal, 6(1), 68-83.

Swain, M. (1991).  French immersion and its offshoots: Getting two for one.  In B. Freed (Ed.), Foreign Language Acquisition Research and the Classroom (pp. 91-103).  Lexington, MA: D. C. Heath.

Swain, M. (1998).  Focus on form through conscious reflection.  In C. Doughty & J. Williams (Eds.), Focus on form in classroom second language acquisition (pp. 64-81).  New York: Cambridge University Press.

Swain, M. (2001).  Integrating language and content teaching through collaborative tasks.  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 44-63.

Swain, M., & Lapkin, S. (1989). Canadian immersion and adult second language teaching: What's the connection? Modern Language Journal, 73, 150-159.

Swales, J. M., Barks, D., Ostermann, A. C., & Simpson, R. C. (2001). Between critique and accommodation: Reflections on an EAP course for Masters of Architecture students. English for Specific Purposes, 20, 439-458.

Tang, G. M. (1992). The effects of graphic representation of knowledge structures on ESL reading comprehension. Studies in Second Language Acquisition, 14,177-195.

Tang, G. M. (Winter 1992/1993). Teaching content knowledge and ESOL in multicultural classrooms. TESOL Journal, 2(2), 8-12.

Tang, G. (2001).  Knowledge framework and classroom action.  In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream:  Teaching learning and identity (pp. 127-137).  New York:  Longman. 

Tchudi, S. (Ed.). (1993). The astonishing curriculum: Integrating science and humanities through language. Urbana, IL: NCTE.

Tchudi, S., & Lafer, S. (1996).  The interdisciplinary teacher's handbook: Integrated teaching across the curriculum.  Portsmouth, NH: Heinemann.

Teachers of English to Speakers of Other Langauges.  (1997).  ESL standards for Pre-K-12 students. Alexandria, VA:  Author.

Teemant, A., Bernhardt, E., & Rodríguez-Muñoz, M. (1996).  Collaborating with content-area teachers: What we need to share.  TESOL Journal, 5(4), 16-20. 

Tickle, A. L. (1995).  Ecology and the environment: A look at ecosystems of the world.  Ann Arbor, MI: University of Michigan Press. 

Tough, A. (1979).  The adult’s learning projects: A fresh approach to theory and practice in adult learning (2nd ed.).  Toronto, Ontario, Canada: Ontario Institute for Studies in Education.

Tricamo, J., & Snow, A. (1995).  Improving university instruction for language minority students: Strategies from Project LEAP [Videotape].  (Available from Project LEAP, Learning Resource Center, California State University, Los Angeles.) 

Tucker, G. R., & Crandall, J. A. (1989). The integration of language and content instruction for language minority and language majority students. In J. E. Alatis (Ed.), Language teaching, testing, and technology: Lessons from the past with a view toward the future (pp. 39-50). Washington, DC: Georgetown University Press. 

Turnbill, M. (1999).  Multidimensional project-based teaching in French second language (FSL):  A process-product case study.  The Modern Language Journal, 83, 548-568. 

Turnbull, M., Lapkin, S., & Hart, D.  (2001).  Grade 3 immersion students’ performance in literacy and mathematics: Province-wide results from Ontario.  The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1), 9-26.

Vidal-Abarca, E., & Gilabert, R. (1995).  Teaching strategies to create visual representations of key ideas in content area text materials: A long-term intervention inserted in school curriculum.  European Journal of Psychology of Education, X(4), 433-447. 

Van Patten, J. R., Chao, C. I., & Reigeluth, C. M.  (1986).  A review  of strategies for sequencing and synthesizing information.  Review of Educational Research, 56, 437-472.

Vines, L. (1997).  Content-based instruction in French for journalism students at Ohio University.   In S. B. Stryker & B. L. Leaver (Eds.), Content-based instruction in foreign language education: Models and methods (pp. 119-140).  Washington, D. C.: Georgetown University Press.

Walmsley, B. B., & Camp, A. M. (1994).  Insects: A kindergarten theme.  In S. A. Walmsley, Children exploring their world: Theme teaching in elementary school (pp. 87-101). Portsmouth, NH: Heinemann.

Walmsley, S. A. (1994). Children exploring their world: Theme teaching in elementary school. Portsmouth, NH: Heinemann.

Ward, G. (1988).  I've got a project on....  New South Wales, Australia: Primary English Teaching Association.

Weaver, C., Chaston, J., & Peterson, S. (1993). Theme exploration: A voyage of discovery.  New York: Scholastic.

Wesche, M. (1993).  Discipline-based approaches to language study: Research issues and outcomes. In M. Krueger & F. Ryan (Eds.), Language and Content:  Discipline- and content-based approaches to language study (pp. 57-82).  Lexington, MA: D. C. Heath.

Wesche, M. B.  (Ed.)  (2001).  Special issue:  French immersion and content-based language teaching in Canada/Immersion et apprentissage axe sur le contenu au Canada. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 58(1). 

Wesche, M. B., & Skehan, P. (2002). Communicative, task-based, and content-based language instruction. In R. B. Kaplan (Ed.), The Oxford handbook of applied linguistics (pp. 207-228).  New York: Oxford University Press.

Westbrook, L., & Bergquist-Moody, S. (1996).  A whole-language approach to mainstreaming.   In. J. Clegg (Ed.), Mainstreaming ESL: Case studies in integrating ESL students into the mainstream curriculum (pp. 65-93).  Clevedon, UK: Multilingual Matters. 

Wilcox, R. T. (1988). Teaching thinking while exploring educational controversies.  Clearing House, 62(4), 161-164.

Willcox-Schnabl, T. (1994).  Egyptian mummies: A sixth grade theme.  In S. A. Walmsley, Children exploring their world: Theme teaching in elementary school (pp. 243-270). Portsmouth, NH: Heinemann.

Williams, J., & Reynolds, T. D. (1993).  Courting controversy: How to build interdisciplinary units.  Educational Leadership, 50(7), 13-15.

Back to Home Page