Content-based Language Instruction and Academic Language: A Bibliography

Jill Kerper Mora, Ed.D.
San Diego State University

Ardasheva, Y., Tretter, T. R., & Kinny, M. (2012). English language learners and academic achievement: Revisiting the threshold hypothesis. Language Learning, 62(3), 768-812.

August, D., Artzi, L., & Barr, C. D. (2015). Helping ELLs meet standards in English language arts and science: An intervention focused on academic vocabulary. Reading & Writing Quarterly, 32, 373-396.

Baecher, L., Farnsworth, T., & Ediger, A. (2014). The challenges of planning language objectives in content-based ESL instruction. Language Teaching Research, 18(1), 118-136.

Bailey, A. L., & Carroll, P. E. (2015). Assessment of English language learners in the era of new academic content standards. Review of Research in Education, 39, 253-294.

Ballinger, S., Lyster, R., Sterzuk, A., & Genesee, F. (2017). Context-appropriate crosslinguistic pedagogy. Journal of Immersion and Content-Based Language Education, 5(1), 30-57.

Chamot, A. U., & O’Malley, J. M. (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Learning Approach. Addison-Wesley.

Channa, L. A., & Soomro, N. H. (2015). Content-based instruction: A novel second/foreign language curricular approach. NUML Journal of Critical Inquiry, 13(1), 1-22.

Cross, R. (2016). Language and content “integration”: The affordances of aditional languages as a tool within a single curriculum space. Journal of Curriculum Studies, 48(3), 388-408.

Cumming, A. (2013). Multiple dimensions of academic language and literacy development. Language Learning, 63(1), 130-152.

Cummins, J. (2011). Literacy engagement: Fueling academic growth for English Learners. The Reading Teacher, 65(2), 142-146.

Cummins, J. (2014). Rethinking pedagogical assumptions in Canadian French immersion programs. Journal of Immersion and Content-Based Language Education, 2(1), 3-22.

Cummins, J. (2021). Rethinking the education of multilingual learners: A critical analysis of theoretical concepts. Multilingual Matters.

Daniel, M. C. (2007). Authentic literacy practices for English Language Learners: A balanced curriculum design. Journal of Reading Education, 57(2), 18-25.

Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204.

DiCerbo, P. A., Anstrom, K. A., Baker, L. L., & Rivera, C. (2014). A review of the literature on teaching academic English to English language learners. Review of Educational Research, 84(3), 446-482.

Donnelly, W. B., & Roe, C. J. (2010). Using sentence frames to develop academic vocabulary for English learners. The Reading Teacher, 64(2), 131-136.

Dufour, R., & Kroll, J. F. (1993). Matching words to concepts in two languages: A test of the concept mediation model of bilingual representation. Memory & Cognition, 23(2), 166-180.

Echevarría, J., Vogt, M., & Short, D. J. (2017). Making Content Comprehensible for English Learners: The SIOP Model (5th ed.). Pearson Allyn & Bacon.

Ferris, S. J. (2014). Revoicing: A tool to engage all learners in academic conversations. The Reading Teacher, 67(5), 353-357.

Fisher, D., & Frey, N. (2010). Structuring the talk: Ensuring academic conversations matter. The Clearing House, 84, 15-20.

Galloway, E. P., Uccelli, P., & Aguilar, G. B., Christopher D. (2020). Exploring the cross-linguistic contribution of Spanish and English academic language skills to English text comprehension for middle-grade dual language learners. AERA Open, 6(1), 1-20.

García Mayo, M. P. (2015). The interface between task-based language teaching and content-based instruction. System, 54, 1-3.

García-Vázquez, E., Vázquez, L. A., & López, I. C. (1999). Language proficiency and academic success: Relationships between proficiency in two languages and achievement among Mexican American students. Bilingual Research Journal, 21(4), 395-438.

Garrison, L., & Mora, J. K. (1999). Adapting mathematics instruction for English language learners:  The language-concept connection. In L. H. Ortiz -Franco, Norma G.
De la Cruz, Yolanda (Ed.), Changing the faces of mathematics: Perspectives on Latinos (pp. 35-48). National Council of Teachers of Mathematics.

Geva, E., & Ryan, E. B. (1993). Linguistic and cognitive correlates of academic skills in first and second languages. Language Learning, 43(1), 5-42.

González, V., & Soltero, S. (2011). Alternative multidimensional models explaining and improving academic achievement in Latino students. Bilingual Research Journal, 34(3), 263-278.

Jardak, A., & Byers-Heinlein, K. (2019). Labels or concepts? The development of semantic networks in bilingual two-year-olds. Child Development, 90(2), 212-229.

Jung, K. G., & Brown, J. C. (2016). Examining the effectiveness of an academic language planning organizer as a tool for planning science academic language instruction and supports. Journal of Science Teacher Education, 27, 847-872.

Krashen, S. (2011). Academic proficiency (language and content) and the role of strategies. TESOL Journal, 2(4), 381-393.

Lorenzo, F., & Rodríguez, L. (2014). Onset and expansion of L2 cognitive academic language proficiency in bilingual settings: CALP in CLIL. System, 47, 64-72.

Lubliner, S., & Hiebert, E. (2011). An analysis of English-Spanish cognates as a source of general academic language. Bilingual Research Journal, 34(2011), 76-93.

Lucero, A. (2014). Teachers’ use of linguistic scaffolding to support the academic language development of first-grade emergent bilingual students. Journal of Early Childhood Literacy, 14(4), 534-561.

Lyster, R., & Ballinger, S. (2011). Content-based language teaching: Convergent concerns across divergent contexts. Language Teaching Research, 15(3), 279-288.

Meneses, A. C., Uccelli, P., Sentelices, M. V., Ruiz, M., Acevedo, D., & Figueroa, J. (2017). Academic language as a predictor of reading comprehension in monolingual Spanish-speaking readers: Evidence from Chilean early adolescents. Reading Research Quarterly, 53(2), 223-247. https://doi.org/10.1002/rrq.192

Met, M. (1994). Teaching content through a second language. In F. Genesee (Ed.), Educating second language children: The whole child (pp. 159-182). Cambridge University Press.

Met, M. (2006). Integrating language and content in novice and intermediate level language classes. Hispania, 89(3), 588-589.

Odlin, T. (2005). Crosslinguistic influence and conceptual transfer: What are the concepts? Annual Review of Applied Linguistics, 25, 3-25.

Pavlenko, A. (2000). New approaches to concepts in bilingual memory. Bilingualism: Language and Cognition, 3, 1-36.

Relyea, J. E., Kim, J. S., Rich, P., & Fitzgerald, J. (2024). Effects of Tier 1 content literacy intervention on early-grade English learners’ reading and writing: Exploring the mediating roles of domain-specific vocabulary and oral language proficiency. Journal of Educational Psychology, 116(7), 1172-1195.

Schleppegrell, M. (2012). Academic language in teaching and learning: Introduction to the Special Issue. The Elementary School Journal, (March),, 409-418.

Schleppegrell, M. J. (2013). The role of metalanguage in supporting academic language development. Language Learning, 63(1), 153-170.

Short, D. J., Fidelman, C. G., & Louguit, M. (2012). Developing academic language in English language learners through sheltered instruction. TESOL Quarterly, 46(2), 334-361.

Spenader, A. J. W., Pamela M., & Glynn, C. (2020). When culture is content: Applications for content-based instruction in the world language classroom. Language Teaching Research, 24(4), 476-495.

Swain, M. (2001). Integrating language and content teaching through collaborative tasks. Canadian Modern Language Review, 58(1), 44-63.

Turkan, S., De Oliveira, L. C., Lee, O., & Phelps, G. (2014). Proposing a knowledge base for teaching academic content to English language learners: Disciplinary linguistic knowledge. Teachers College Record, 116(March), 1-30.

Wolf, M. K., Bailey, A. L., Ballard, L., Wang, Y., & Pogossian, A. (2023). Unpacking the language demands in academic content and English language proficiency standards for English learners. International Multilingual Research Journal, 17(1), 68-85.

Wolf, M. K., & Faulkner-Bond, M. (2016). Validating English language proficiency assessment uses for English learners: Acadmic language proficiency and content assessment performance. Educational Measurement: Issues and Practice, 35(2), 6-18.

Wong Fillmore, L. (2014). English language learners at the crossroads of educational reform. TESOL Quarterly, 48(3), 624-632.

Yi Lo, Y. (2015). A glimpse into the effectiveness of L2-content cross-curricular collaboration in content-based instruction programmes. International Journal of Bilingual Education and Bilingualism, 18(4), 443-462.