Implementing Code-Breaking with Multilingual Learners: Principles and Instructional Planning

Abstract

Content and language integration is a critical topic in the education of multilingual learners (MLs). This article draws on the teacher education framework a language-based approach to content instruction (LACI) to highlight content instruction with a focus on language with MLs. Specifically, we apply the principles of the C of Code-Breaking from the LACI framework to showcase an analysis of a text in social studies to help teachers focus on language and content simultaneously while planning instruction.

Keywords: language-based approach to content instruction, code-breaking, multilingual learners, social studies, content and language integration