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A Qualitative Case Study of the Effect of Incorporating Content-Based Instruction into Foreign-Language Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Qualitative Case Study of the Effect of Incorporating Content-Based Instruction into Foreign-Language Education./
Author:	Hrib, Daphne E.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	139 p.
Notes:	Source: Dissertations Abstracts International, Volume: 79-04, Section: A.
Contained By:	Dissertations Abstracts International79-04A.
Subject:	Foreign language education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10623430
ISBN:	9780355229363

A Qualitative Case Study of the Effect of Incorporating Content-Based Instruction into Foreign-Language Education.
Hrib, Daphne E.

A Qualitative Case Study of the Effect of Incorporating Content-Based Instruction into Foreign-Language Education. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 139 p.

Source: Dissertations Abstracts International, Volume: 79-04, Section: A.

Thesis (D.Ed.)--Capella University, 2017.

This item must not be sold to any third party vendors.

Content-based instruction is an instructional approach extensively used in educational programs for foreign-language instruction across the United States. It has been accepted widely in the entire areas of second-language instruction, which also includes English as a second language. The focus of this study is on the implementation of CBI for languages other than English. In this study, the processes used by Georgia teachers, wherein they combine foreign language and CBI experiences at the high-school level are examined. The teachers' understanding of the relationship between the implementation of the process and the consequent student's achievement is also investigated. This study is a qualitative research, wherein the comparative case study approach was used, inclusive of observations and interviews, to determine how language instruction paired with CBI impacts on foreign-language learning as perceived by the teachers in the field. The sample population consisted of foreign-language teachers who were teaching in the same county at the given time and had experience in employing various CBI strategies. Data were collected about the teacher perspectives in relation to content based instruction as questioned with interviews, observation, and a review of the lesson plans of the teacher participant group; the transcriptions, observation notes and lesson plan documents were coded and reviewed. Coding was conducted by the researcher using the NVivo 11 program beginning with open codes that were used to create themes. Open codes were provided by NVivo word clouds and then analysed in word search queries and relationship mapping. The findings suggest that teachers understand CBI in general; they understand how to employ this instructional method in their foreign-language classrooms. The teachers shared what they knew about content based instruction by defining the term and providing examples of the use of CBI to as well as sharing the ways they collaborated to find its best uses; however, teachers did not collect data specifically on the impact that CBI activities have on language acquisition.

ISBN: 9780355229363Subjects--Topical Terms:

3172512
Foreign language education.
Subjects--Index Terms:

Content based instruction

A Qualitative Case Study of the Effect of Incorporating Content-Based Instruction into Foreign-Language Education.
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