When a focus on language is simply not enough

When a focus on language is simply not enough: A few thoughts on the importance and accompanying challenges of letting meaning lead the way in the foreign language classroom

Laurent Cammarata, University of Alberta

Today, many scholars in the field argue that foreign language (FL) education could, and therefore should, play a more significant role in learners’ lives as the discipline is particularly well suited to support the development of learners’ intellectual sensitivity and awareness of their place, role, and responsibilities within their world. The same scholars argue that, for this to happen, the use of meaning-oriented curricular and instructional approaches such as content-based instruction (CBI) must be adopted because they are well adapted to promote a dual commitment to learners’ cognitive and linguistic development.  Research in the field indicates that engaging in such a curricular reform is not an easy task though.  Indeed, there are many challenges that must be overcome for implementation to be effective among which is the need for FL teachers to possess specific knowledge and skills.  This presentation will 1) underscore some of the pedagogical challenges that pave the way, 2) describe the nature of the knowledge base required for teachers to successfully implement the approach, and 3) describe a curricular planning scaffold designed to help FL teachers develop a deeper understanding of what is at stake when planning well-integrated curricula.