ABSTRACT
This chapter explores some of the pedagogical challenges that arise at the interface of content and language teaching. Drawing on empirical research, the chapter outlines best practices to address these challenges. The chapter focuses on some of the pedagogical implications of a more robust and seamless integration of language and content in content-based language teaching (CBLT). It concerns a reactive approach to CBLT involving teacher scaffolding, questions, and feedback that help students to attend to language during interaction without losing sight of the content. The chapter addresses a proactive approach that requires planning for noticing and awareness activities followed by opportunities for guided and autonomous practice. Research on the effects of CBLT has hitherto tended to measure L2 development more than content knowledge, leaving open many questions about the feasibility and effectiveness of focusing on language during subject-matter instruction.
