ABSTRACT
For many second language (L2) learners it is not enough to acquire basic L2 skills; they need academic language skills that enable them to succeed in school and study. Special courses have been designed to prepare L2 pupils for a smooth transition from L2 classes to education in different content areas in which these skills are required. In theory, advanced L2 development can be promoted in these very content lessons by offering opportunities for meaningful interaction, thus providing comprehensible input, as well as opportunities for productive L2 use and feedback (see, e.g., Snow & Brinton, 1997). However, many pupils are placed in mainstream content classes that are not specially adjusted to their language level. In this situation it is a challenge to the content-area teacher to create L2 learning opportunities, at the same time conveying subject matter through the L2. It is unclear to what extent these teachers succeed in creating L2 learning opportunities in practice.
