Australian Journal of Teacher Education
Abstract
The objective of this study was to investigate how integrated content and language instruction, where English is used as the medium of instruction in teaching Mathematics and Science was viewed by the lecturers of the content subjects. The study also examined whether or not it had impacts on the lecturers classroom instructional practices. Cummins’ (1981, 1984) Content Based Instruction approach was used as the framework for the study. This study employed a mixed methods approach combining interview, classroom observation, and a survey questionnaire. Twelve lecturers participated in interviews; twenty responded to a survey questionnaire, and four participated in classroom observations. Findings of the study revealed that most lecturers viewed positively the integrated content and language instruction. This view had impacts on their classroom practices where modifications were made in order to accommodate the implementation of the policy. This study provides information for policy makers, teacher educators, and content teachers to understand how the policy is articulated and how it is implemented in the Indonesian teaching context.
Recommended Citation
Mirizon, S., Wadham, B., & Curtis, D. (2019). Integrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices. Australian Journal of Teacher Education, 44(3). https://doi.org/10.14221/ajte.2018v44n3.3
Included in
Curriculum and Instruction Commons, Language and Literacy Education Commons, Teacher Education and Professional Development Commons