ABSTRACT
This conclusion presents some closing thoughts on the concepts covered in the preceding chapters of this book. The book explores content-based instruction (CBI), which is defined as “a curricular and instructional approach in which nonlinguistic content is taught to students through the medium of a language that they are learning as a second, heritage, indigenous, or foreign language”. It introduces CBI, explained how it has been implemented to date in foreign language education, provided a rationale for expanded adoption, and reflected on how it interfaces with our identities as foreign language teachers. The book describes strategies for conceptualizing a content-based nucleus for thematic units, which includes essential questions, enduring understandings, and a summative performance assessment. It also describes strategies for designing learning goals and formative assessment practices that correspond with the content nucleus, with a focus on skills and knowledge development.
