[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-597920-105":59,"doc-detail-597920-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","implementing-task-oriented-content-based-instruction-for-first-and-second-generation-immigrant-students","Implementing Task-Oriented Content-Based Instruction for First-and Second-Generation Immigrant Students","","Article examines how an ESL program at a linguistically diverse community college shifted from a grammar-based curriculum to task-oriented content-based instruction (CBI). The transition aims to better prepare first- and second-generation immigrant learners for freshman composition and mainstream academic content classes. It details implementation challenges and outcomes in beginning-level ESL classrooms, including analysis of six student portfolios over three semesters and reflections on transferable lessons for educators managing major curricular change.",{"@graph":69,"@context":122},[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/implementing-task-oriented-content-based-instruction-for-first-and-second-generation-immigrant-students/597920/",{"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/implementing-task-oriented-content-based-instruction-for-first-and-second-generation-immigrant-students/597920.png","ImageObject",300,407,{"name":92,"@type":93},"SANS","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why did the Southwestern College ESL program shift from grammar-based instruction to CBI?","Question",{"text":112,"@type":113},"The change was designed to better prepare immigrant students for academic content classes by providing instruction tied to academic themes and tasks rather than primarily grammar and skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What is the LEAP program, and who is it for?",{"text":117,"@type":113},"LEAP is an integrated skills academic CBI program for students with a level of everyday linguistic and sociolinguistic competence who plan to enroll in college classes.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the article evaluate the curriculum implementation?",{"text":121,"@type":113},"It examines implementation challenges and successes in the classroom and provides a close look at six student portfolios developed with the author over three semesters.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},597920,1792190823,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},962090760505,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","ELIANA SANTANA-WILLIAMSON  \nSouthwestern College  \nImplementing Task-Oriented Content-Based Instruction for First-and Second-Generation Immigrant Students  \nThis article discusses how the ESL program at an ethnically/linguistically diverse community college (between San Diego and the Mexican border) moved from a general, grammar-based ESL curriculum to a content-based instruction (CBI) curriculum. The move was designed to better prepare 1st-and 2nd-generation immigrant students for freshman composition and mainstream content classes. The article describes the author’s challenges and successes in implementing this new curriculum in her classrooms, particularly with beginning-level immigrant ESL students. The author provides a close look at 6 portfolios by students with whom that author worked for 3 semesters. The chapter ends with reflections on how this experience can help other instructors whose programs and classes undergo major curricular changes.  \nStudent Population and Institutional Context  \nSouthwestern College is a fully accredited community college about 11  \nmiles from Tijuana, Mexico, and the only institution of higher education to serve south San Diego County, which it has done for the past 50 years.  \nIt serves about 19,000 students and it offers lower-division courses for those who want to transfer to 4-year colleges or take vocational courses, occupational programs, basic education classes, language classes, and noncredit classes, to name a few.  \nSouthwestern College also serves a fairly large ESL community composed mostly of Mexican immigrants or Mexican Americans and also immigrant learners from Iraq, South America, Korea, Japan, Russia, and African countries in smaller but growing numbers. Because of our proximity to Mexico, Spanish is vastly spoken in the area, almost to the point that English becomes in actuality a second language. This phenomenon produces two interesting and opposite effects. Some embrace the chance to use English, and learn to speak it quite fluently, but have had little formal education in English. Others immerse themselves in their ethnic communities and have very little exposure to English outside the classroom. When it comes to level of L1 education, there are essentially two populations: those who are well educated in their first lan  \nThe CATESOL Journal 24.1 • 2012/2013 • 79  \nguage and who can quickly transfer academic skills from one language to the other, and those who have not completed their secondary education in their first language, which may translate to greater need for support. Although very different, all these students have one thing in common: They all desire to be successful. In terms of goals, some have vocational/technical and/or academic aspirations, but some want to be able to function in the community where they live. Obviously, these ESL learners have to reach their goals through different paths.  \nAt first, the ESL program at Southwestern College offered only one path, a grammar-based, skill-based 3-semester program, which partially addressed the needs of its ESL community. To cater to all learners, what was originally only one path was divided into two: everyday ESL and academic ESL. The everyday ESL skill-based program focuses on everyday proficiency whereas the academic program aims to develop literacy particular to the educational environment students will be immersed in. The addition of an academic program to our offerings was triggered by the realization that most of our ESL students were academically bound but were not receiving the specific instruction needed to prepare them for academic content classes (see Horowitz, 1986a; Johns, 1981; Leki & Carson, 1994, 1997; Santos, 1988) .  \nThe academic program—called LEAP—is an integrated skills program designed for students who have a certain level of everyday linguistic and sociolinguistic competence and who want to enroll in college classes in the future. With content-based instruction (CBI) gaining momen","cbCaioqw6eT5ZVVU","https://ap.wps.com/l/cbCaioqw6eT5ZVVU","pdf",601651,"English","# Student Population and Institutional Context\n## From Grammar-Based ESL to Content-Based Instruction\n## LEAP Program Goals and Student Outcomes","[{\"question\":\"Why did the Southwestern College ESL program shift from grammar-based instruction to CBI?\",\"answer\":\"The change was designed to better prepare immigrant students for academic content classes by providing instruction tied to academic themes and tasks rather than primarily grammar and skills.\"},{\"question\":\"What is the LEAP program, and who is it for?\",\"answer\":\"LEAP is an integrated skills academic CBI program for students with a level of everyday linguistic and sociolinguistic competence who plan to enroll in college classes.\"},{\"question\":\"How does the article evaluate the curriculum implementation?\",\"answer\":\"It examines implementation challenges and successes in the classroom and provides a close look at six student portfolios developed with the author over three semesters.\"}]","Implementing Task-Oriented Content-Based Instruction for First-and Second-Generation Immigrant Students | PDF",1792085956,48]