The implementation of the Concept-Based Curriculum and Instruction (CBCI) model in the area of additional languages needed examples to support its theory and practice, and to empower its implementation. This book ends the myth of what is and what is not possible, and provides a solution for that need. In addition to grounding and focusing the CBCI model in additional language teaching, this work includes examples of planners, learning routines, and carefully follows the steps of formative and summative evaluation of learning and evaluation experiences, hence its name: From Inception to Fruition. Likewise, the variety of resources that come with it makes it a difficult resource to compare. This work was produced to support additional language teachers who wish to incorporate Concept-Based pedagogy, as well as nuance their practice with various models of inquiry and explicit skill development. 5 years of research, collaboration with the pioneers of the CBCI model, and the development of pilot planners and lessons in different international schools endorse this book, the first of its kind in the area of additional languages.
The implementation of the Concept-Based Curriculum and Instruction (CBCI) model in the area of additional languages needed examples to support its theory and practice, and to empower its implementation. This book ends the myth of what is and what is not possible, and provides a solution for that need. In addition to grounding and focusing the CBCI model in additional language teaching, this work includes examples of planners, learning routines, and carefully follows the steps of formative and summative evaluation of learning and evaluation experiences, hence its name: From Inception to Fruition. Likewise, the variety of resources that come with it makes it a difficult resource to compare. This work was produced to support additional language teachers who wish to incorporate Concept-Based pedagogy, as well as nuance their practice with various models of inquiry and explicit skill development. 5 years of research, collaboration with the pioneers of the CBCI model, and the development of pilot planners and lessons in different international schools endorse this book, the first of its kind in the area of additional languages. With a multitude of scenarios that illustrate the teaching-learning process of a unit of inquiry that follows the principles of Concept-Based language teaching, this book becomes an important tool for secondary or