ABSTRACT
At one time educators thought that students had to learn English before they could learn a subject, such as science, in English. rough “content-based” approaches to teaching English as a second language such as the Cognitive Academic Language Learning Approach (CALLA) (Chamot & O’Malley, 1994) and the Sheltered Instruction Observation Protocol (SIOP) (Echevarria, Vogt, & Short, 2008), educators have learned that the concurrent processes of developing English prociency and learning academic content are in fact mutually benecial, given the right circumstances. is means that if we teach students an academic subject in a way that they can understand, and if we support students’ demonstration of their understanding of the subject, by the act of comprehension and expression, their English skills will grow. Conversely, as the students’ English communication skills grow, their mastery of academic content increases.
