Learning and Teaching Languages Through Content -- Editorial page -- Title page -- LCC data -- Dedication -- Table of contents -- Tables and figures -- Preface -- Introduction -- 1. Emphasizing language in content-based instruction -- 2. Characteristics and contexts of content-based instruction -- 3. Research on outcomes of immersion education -- 3.1. First language development and academic achievement -- 3.2. Social-psychological outcomes -- 3.3. Second language outcomes -- 4. Theoretical perspectives -- 5. Purpose of this book -- Instructional practices at the interface of language and content -- 1. Incidental focus on language -- 1.1. Linguistic challenges -- 2. Decontextualized grammar instruction -- 3. Form-focused instruction -- 3.1. Proactive approaches -- 3.2. Reactive approaches -- 4. Literacy instruction -- 4.1. Sequencing instruction in two languages -- 4.2. Whole language and process writing -- 4.3. Vocabulary and reading instruction -- 4.4. Language across the curriculum -- 5. Summary -- Processing language through content -- 1. Comprehension -- 2. Awareness -- 3. Production -- 3.1. Content-based tasks -- 3.2. Form-focused tasks -- 3.3. Skill acquisition through practice -- 4. Summary -- Negotiating language through content -- 1. Whole-class interaction -- 2. IRF exchanges and teacher questions -- 3. Negotiated scaffolding and feedback -- 3.1. Recasting -- 3.2. Negotiation for meaning -- 3.3. Negotiation of form -- 3.4. Classroom intervention studies -- 4. Counterbalanced feedback -- Counterbalanced instruction -- 1. Why a counterbalanced approach? -- 1.1. Support from research on proactive approaches -- 1.2. Support from research on reactive approaches -- 2. Engaging with language across the curriculum -- 3. Conclusion -- References -- Author index -- Subject index -- The series Language Learning & Language Teaching.