Content-based ESL instruction: Long-term effects and outcomes

By Bailin Song. 2006

107 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/d74c6593db11bfccae2479add010ca2d54c69cfc

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. J. Greig
2. Dolores Perin
3. Chi Baik
4. Steve Graham
5. K. Harris
6. Jennifer K Gilbert

In Language and Linguistics

1. J. Greig
2. Dolores Perin
3. Chi Baik

In Literature and Literary Theory

1. J. Greig
2. Dolores Perin
3. Chi Baik
4. Steve Graham

Citations in the corpus

• Facilitating Student Learning Through Contextualization (2011, background): “The contextualization of English as a second language (e.g., Song, 2006) and content area instruction (e.g., Reisman & Wineburg, 2008) was beyond the scope of this review.”
• Improving the academic outcomes of undergraduate ESL students: the case for discipline‐based academic skills programs (2009, methodology): “These include: increased interest and motivation; development of study skills; and ‘the elimination of the artificial separation between language and content courses’ (Song, 2006, p. 422).”