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Editorial:
Linking Language & Ideas
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In recent years, many researchers have come to the realization that all learning is social
and that concepts are meaningful only when linked to other concepts and ideas. Mohan has
argued that knowledge itself is structured and that learners are able to make rapid
strides if they can recognize basic ways knowledge is organized. But the manner in which
knowledge is exchanged depends on genres, which are conventionally structured ways of
organizing text. A text beginning with "Once upon a time." produces much
different expectations regarding organization, content, and level of language than one
beginning with "The purpose of this study.." The genre conventions through which
knowledge is created help readers generate rapid and accurate expectations, access the new
information, and allow for efficient communication of findings. Several researchers have
argued convincingly that increased awareness of genre can help learners understand the
subject matter itself. This is one reason it is often difficult if not impossible to
divorce language from content.
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The articles in this issue focus on ways of
helping learners recognize the links between language and content through content-based
instruction. Drawing on research in psychology and education, Stoller demonstrates that
thematically organized materials are easier to remember and learn and are more motivating
for students. She provides a detailed example of the integration of language and content
in a project to help students understand U.S. elections. Brinton and Holten provide a
lesson framework for content-based instruction, describing sequenced activities on the
topic of outer space. Mohan and van Naerssen focus on one very important knowledge
structure-cause and effect-to help heighten students' awareness of how cause and effect is
conveyed in texts. Master provides the justification for using models in EST classes with
examples from extended definitions and a description of a mechanism. Our Teacher
Resource page focuses on books related to content-based instruction, which will also
be the theme of the Winter issue.
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The theme of outer space from Brinton and
Holten's article is picked up in our Lighter Side page as well as the insert. At
the time of this writing, the Sojourner is making forays into unchartered territories of
Mars, which promises to generate an explosion of knowledge about the nearest planet. Our
idiom page tests readers' knowledge of the universe, and our insert highlights key moments
in space exploration and shows how spinoffs from the space program have resulted in
commercial products now considered essential to modern life.
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In our new English@ page, Chip Harman
focuses on e-mail and web-based resources which contain a wealth of information on the
topics related to our lead articles. Our Civic Education page supplements the July
issue pages with an information gap activity using maps from the eastern half of the
United States. It is hoped that teachers can easily use these pages in their classroom as
models for integrating language and content.
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This is my last issue as editor as I pass the
baton to the new editor, Damon Anderson. Damon is well known to many of our readers as he
has conducted programs and consultations for USIA in more than 65 countries. This
experience will prove invaluable for our readers as the Forum continues to bridge
cultures and continents and helps make the world a smaller place.
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