This document outlines a Six T Approach for integrating language objectives into content teaching. The six steps are: 1) Themes which are the overarching topics, 2) Texts which provide content resources, 3) Topics which are sub-units of the themes, 4) Threads which link theme units, 5) Tasks which are the basic units of instruction, and 6) Transitions which provide coherence across topics and tasks. The approach balances both language and content learning objectives, with tasks designed to teach both the language knowledge and content information central to theme unit texts.

1. Integrating Language Objectives
to Content Teaching
Six T Approach
Magda Enríquez-Beitler
One Click! Your Solution

2. 1 – Themes
Primary source for curriculum planning
Aligned to standards and students’ needs
Examples: Insects, The solar system.

3. 2 – Texts
Content resources
School District generated resources
Teacher generated
Interesting texts may lead to topic selection

4. 3 – Topics
Sub-units of content which explore
more specific expects of the theme.
Example: Theme – Insects
Topics:
a. Insects which are helpful
b. Insects which are harmful
c. Insects which eat other insects

5. 4 – Treads
Link various theme units
Gives coherence
Example: Responsibility to uphold
civil rights for citizens, control
pollution, protect endangered cultures
- Civil rights,
- Pollution,
- Native Americans

6. 5 – Tasks
Basic unit of instruction planned in
response to texts being used.
That is content resources drive tasks
Tasks are designed to teach the language
knowledge and content information that
is central to the texts of a given theme unit

7. 6 – Transitions
Explicitly planned activities to provide
coherence across topic in a theme unit
and across tasks within topics

8. Steps to follow

9. 1 – Outline the core objectives
(Standards) so that the lesson
helps:
a. Prepare students for the subject
to be learned
b. Introduce students to the academic
language needed
c. Promote students’ self-reliance and
positive engagement
d. Motivates students

10. 2 – Establish the content to be used
o Theme
oText selection
o Topic designation
3 – Select possible threads that
emerge from final theme,
text and topic designations

11. 4 – Make decisions about sequence
of content:
oTopics
oTexts
oThemes

12. 5 – Increase teacher involvement
“bumping up” the student’s
knowledge

13. 6 – Specification of core (standard)
objectives for each theme unit
in terms of language, content
and strategy learning

14. 7 – Design of tasks to carry out
the content of language goals
of each theme unit
8 – Determination of transitions
across topic and across tasks

15. 9 – Extension – New content develops

16. Language and Content learning
needs to be balanced :
– Do not overemphasize content
– Do not underemphasize language

17. -When planning learning objectives
for the theme units make sure you
include content and language
objectives

18. -Do not overwhelm students with
too much content
– Remember pacing!

19. Plan your evaluations or assessment
keeping the balance between conten
learning and language learning.
Do not exclude assessment in
one area to concentrate in the othe