| Summary: | Content-based instruction has become increasingly
recognized as a means of developing both linguistic and content
ability. Drawing on educational practices at the Monterey Institute of
International Studies, this paper analyzes conditions that encourage
the integration of language and content learning, presents various
content-based instructional models-including those that have been
developed at the Monterey Institute, and examines the decisionmaking
process of selecting a content-based instructional model for a
particular educational setting. Discussions center on making decisions
that are most likely to accelerate the growth of foreign language
proficiency and the acquisition of content knowledge.
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