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HalinaChodkiewicz
oflanguageincontent-languageintegratedprocessingisdescribedbymeansof
thetwoparadigmsandthreecategoriesoflanguageineachofthem:(1)language
inlanguageparadigm:content-obligatory,content-compatibleandcontent-
autonomous,and(2)languageasembeddedinthenegotiatedtargetcontent:
content-embedded(linguisticknowledgeindispensableforcommunicating,
establishingsubjectknowledgeandsubjectparadigm),content-useful
(indispensableforperformingataskandestablishingorextendingknowledge),
andcontent-peripheral(generallinksbetweenlanguageandsubjectknowledge)
(Gajo,2007:570).ItisinterestingtonotethatGajo’sframeworkattemptstolink
theissuesofcontent-languageintegrationandthedevelopmentofcommunicative
competence-thekeygoalinforeignlanguageinstruction.
AconsiderableimportancehasbeengainedbyCoyle’s(2007)modelcalled
C4Cs’standingforcontentandcognition,aswellascommunicationandculture
asaspectsofthecontentllanguagelearningprocess.Shealsoconceptualizes
language-contentrelationshipasthreedimensionsinlanguagefunctioning:
(1)languageoflearning-aparticularkindoflanguageusedtoaidcontent
acquisition,(2)languageforlearning-languageasagoaltobeacquiredby
learners,aswellasawayofachievingthegoal(e.g.awareness-raising,strategy
training),(3)languagethroughlearning-activatinglanguagelearningand
thinkingprocessesthroughsocioculturalcontexts.Suchaconceptionofthe
roleoflanguageunderscoresamultidimensionaluseoflanguageinknowledge
acquisitionwhichcharacterizeseducationalsettingswherecontentacquisition
isoneofthemainobjectives.
TeConnectionsModel(Bigelow,RanneyandDahlman,2007)assumes
thatitistheteacherwhoisresponsibleforintegratingcontentwithlanguage
functionsprimarilyintheprocessofreadingandwriting(e.g.withinatheme-
basedunit),aswellasorganizingthetextstructurebymeansofappropriate
strategies.Teteacher’sdecisionsastothechoiceoflanguagefunctionsand
textstructurestoworkonaretobebasedonlearners’problems,errors,ortheir
tendencytoavoidsomelanguageaspects.
Anotherrecentmodeloferedtocopewithlanguageandcontentgoalsisthe
so-calledSIOPModel.Tisisthemodelthatnotonlyaddressestheproblemsof
theimplementationofasubjectareacurriculumbutadditionallyrecommends
theuseofanarrayofclassroomtechniquesprovidingsupportinlearningthe
subject-specificmaterial,amongthemthoseconnectedwiththeuseofgraphic
organizersormultimedia.TeSIOPproponentsalsoemphasizethatworking
withlanguageandcontentgoalsshouldcontributetothedevelopmentofliteracy
skills,aswellastothedevelopmentofarangeofreadingcomprehensionstrategies
helpfulinL2learning,oralpracticeoracademicvocabularyexpansionimportant
forL2learners(Echevarría,VogtandShort,2008).
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