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It examines whether the approach affects lecturers’ classroom instructional practices and how modifications are made to support policy implementation. Using Cummins’ Content Based Instruction as a framework, the research applies a mixed-method design with interviews, classroom observations, and a survey questionnaire, involving twelve, twenty, and four participants respectively.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/australian-journal-of-teacher-education-volume-44-issue-3-integrated-content-and-language-instruction-lecturers-views-and-classroom-instructional-practices/593851/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/australian-journal-of-teacher-education-volume-44-issue-3-integrated-content-and-language-instruction-lecturers-views-and-classroom-instructional-practices/593851.png","ImageObject",300,407,{"name":92,"@type":93},"4398046744996","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study examine about integrated content and language instruction?","Question",{"text":112,"@type":113},"The study investigates how lecturers view integrated content and language instruction and whether it impacts their classroom instructional practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which framework guides the research?",{"text":117,"@type":113},"The study uses Cummins’ Content Based Instruction approach as the framework.",{"name":119,"@type":110,"acceptedAnswer":120},"What methods and participant numbers were used?",{"text":121,"@type":113},"The study employed mixed methods: interviews (twelve lecturers), classroom observations (four participants), and a survey questionnaire (twenty respondents).",{"name":123,"@type":110,"acceptedAnswer":124},"How did lecturers generally respond to the integrated approach?",{"text":125,"@type":113},"Most lecturers viewed integrated content and language instruction positively, and they adjusted classroom practices to accommodate policy implementation.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},593851,1792743910,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":66,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":142,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":143,"faqs":144,"seo_title":145,"seo_description":67,"update_tm":146,"read_time":31,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 44 | Issue 3 | Article 3 |\n| --- | --- |\n| 2019\u003Cbr>Integrated Content and Language Instruction: Lecturers’Views and Classroom Instructional Practices\u003Cbr>SoniMirizon\u003Cbr>Sriwijaya University, [smirizon@yahoo.com](smirizon@yahoo.com)\u003Cbr>Ben Wadham\u003Cbr>Flinders University, [ben.wadham@flinders.edu.au](ben.wadham@flinders.edu.au)\u003Cbr>David Curtis\u003Cbr>Flinders University, [david.curtis@flinders.edu.au](david.curtis@flinders.edu.au) |  |\n\nRecommended Citation  \nMirizon, S., Wadham, B., & Curtis, D. (2019). Integrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices. Australian Journal of Teacher Education, 44 (3).  \nRetrieved from [https://ro.ecu.edu.au/ajte/vol44/iss3/3](https://ro.ecu.edu.au/ajte/vol44/iss3/3)  \nThis Journal Article is posted at Research Online.  \n[https://ro.ecu.edu.au/ajte/vol44/iss3/3](https://ro.ecu.edu.au/ajte/vol44/iss3/3)  \nAustralian Journal of Teacher Education  \nIntegrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices  \nSoni Mirizon  \nSriwijaya University, Indonesia  \nBen Wadham  \nDavid Curtis  \nFlinders University, Australia  \nAbstract: The objective of this study was to investigate how integrated  \ncontent and language instruction, where English is used as the  \nmedium of instruction in teaching Mathematics and Science was  \nviewed by the lecturers of the content subjects. The study also  \nexamined whether or not it had impacts on the lecturers classroom  \ninstructional practices. Cummins’(1981, 1984) Content Based  \nInstruction approach was used as the framework for the study. This  \nstudy employed a mixed methods approach combining interview,  \nclassroom observation, and a survey questionnaire. Twelve lecturers  \nparticipated in interviews; twenty responded to a survey  \nquestionnaire, and four participated in classroom observations.  \nFindings of the study revealed that most lecturers viewed positively  \nthe integrated content and language instruction. This view had  \nimpacts on their classroom practices where modifications were made in order to accommodate the implementation of the policy. This study  \nprovides information for policy makers, teacher educators, and  \ncontent teachers to understand how the policy is articulated and how  \nit is implemented in the Indonesian teaching context.  \nIntroduction  \nIndonesia’s central government has determined that it must improve the quality of education in order to produce competent and skilful graduates who are able to compete in a globalised world. Accordingly, the government has implemented a number of programs to improve the Indonesian educational system. One such program is the establishment of International Standard Schools [Sekolah Berstandar Internasional, SBI] . Through SBI, the Indonesian government tries to build schools that are able to foster the advancement of Indonesian education. This was mandated in two legislative instruments (Law No.20/2003 and Decree No.19/2005, Government of Republic Indonesia, 2003 and 2005) . These instruments authorise central and regional governments to establish at least one primary and one secondary school per district that could become SBI schools. At SBI schools, English has been endorsed as the medium of instruction for content subjects, primarily Mathematics and Science.  \nSBI schools require qualified teachers who are competent in their content subject and proficient in English, and know how to teach it. However, in-service teachers who fulfil these criteria are scarce in Indonesia (Coleman, 2009) . Because of the urgent need for these dualqualified teachers in SBI schools, much training for in-service teachers has been conducted by the government since 2007, but the initiative has had limited impact because of the great  \nVol 44, 3, March 2019 42  \nAustralian Journal of Teacher Education  \nnumber of teachers who need this professional learning. In addition, preparing in-service ","cbCaicSGEtFXVgV6","https://ap.wps.com/l/cbCaicSGEtFXVgV6","pdf",343365,"English","# Abstract\n# Introduction\n# Literature Review\n## Focus and background of content and language integration\n# Methods\n# Findings and Discussion\n# Conclusions and Implications","[{\"question\":\"What does the study examine about integrated content and language instruction?\",\"answer\":\"The study investigates how lecturers view integrated content and language instruction and whether it impacts their classroom instructional practices.\"},{\"question\":\"Which framework guides the research?\",\"answer\":\"The study uses Cummins’ Content Based Instruction approach as the framework.\"},{\"question\":\"What methods and participant numbers were used?\",\"answer\":\"The study employed mixed methods: interviews (twelve lecturers), classroom observations (four participants), and a survey questionnaire (twenty respondents).\"},{\"question\":\"How did lecturers generally respond to the integrated approach?\",\"answer\":\"Most lecturers viewed integrated content and language instruction positively, and they adjusted classroom practices to accommodate policy implementation.\"}]","Australian Journal of Teacher Education - Volume 44 - Issue 3 - Integrated Content and Language Instruction: Lecturers’ Views and Classroom Instructional Practices | PDF",1792078036]