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Technology And Tasks For Bridging The Language-Content Gap: Teacher-Researcher Collaboration In A Third-Year Spanish Writing Course, Jesse Soule Gleason
Graduate Theses and Dissertations
Many scholars have noted the disjunction between language instruction at the lower- and upper levels of FL study (Byrnes, 2002; Kraemer, 2008; Lord, 2014; Maxim, 2005; Schultz, 2000; Swaffar & Arens, 2005). Whereas lower-division courses tend to focus primarily on learning grammatical patterns and the "four skills," upper-level courses focus mainly on content. This language-content gap is problematic for learners, who often arrive to upper-level courses unprepared for the types of learning that occur there. By providing students a bridge between lower-level and upper-level courses, third-year FL courses carry a heavy responsibility: They must integrate the language-focus familiar to students at ...