Focus on Content-Based Language Teaching highlights important research and evidence-based instructional practices that can overcome these challenges. Extracts from classroom data provide real-life examples of teachers and students interacting with each other in different approaches to content-based language teaching, showing how theory relates to practice.

The book includes:

• Spotlight Studies, highlighting important research on learning and teaching.
• Classroom Snapshots, featuring descriptions of teachers and students engaged in different approaches to learning and teaching.
• Activities which encourage comparison and reflection, helping you to relate research and theory on content-based language teaching to your own teaching context.

This book is part of the Oxford Key Concepts for the Language Classroom series, focusing on key topics for teaching English as a second or foreign language. These research-led instructional guides link the theories of second language acquisition and pedagogy with classroom practice, helping you to reflect on what needs to happen in the language classroom.

Author Patsy M. Lightbown is Distinguished Professor Emerita of Applied Linguistics at Concordia University, Montreal. She is co-author of the award-winning How Languages are Learned, now in its fourth edition.

• "educational and comprehensive... this is a timely book, appearing just when the need is felt for more clarification regarding the various approaches encompassed by CBLT and for more detailed definitions with respect to its unique features and differences."
  - System
• "... readers [who are not familiar with CBLT approaches] will be delighted to come across Focus on Content-Based Language Teaching, written by Patsy M. Lightbown, renowned co-author of the well-known Second Language Acquisition textbook, How Languages are Learned... Overall, this 164-page book provides a clear and concise overview of CBLT and its implementation in different settings for both language majority and language minority students, as well as a comprehensive review of classroom-based research on CBLT with both young learners and adolescent learners."
  - RELC Journal