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

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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).  ďLate, late immersionĒ: 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).  Learnersí 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: Trainerís 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.

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