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CONTENT BASED INSTRUCTION IN THE FOREIGN LANGUAGE CLASSROOM: CHALLENGES AND BARRIERS IN THE CONTEXT OF AN AMERICAN PUBLIC SCHOOL OF THE STATE OF MASSACHUSETTS

This article examines content-based instruction (CBI) as a didactic methodology for the teaching of foreign languages in a North American public school in the state of Massachusetts. It gives an account of the difficulties experienced by a group of teachers in the implementation of this methodology. Currently, there is a significant amount of literature which supports CBI as a teaching method. However, few studies are focusing on the actual working conditions of teachers and what happens in the classrooms where this method is followed. Whereas research in language teaching didactics has allowed for critical analysis of this method, it has not accounted for the difficulties and doubts teachers face. Therefore, this study focused on teachers' evaluations and suggestions. For this purpose, the authors conducted interviews, analysed lesson plans and didactic materials and also administered a critical evaluation of the students' proficiency in the target language. This study identified the handicaps and risks of this methodology. It also highlighted that the way used to implement this product in this school required an effort on the part of teachers, which did not, in any way, translate into benefits for the students. This study is comprised of four stages: 1) Theoretical foundations of the CBI methodology; 2) Analysis of Teachers' Feedback and perspective; 3) Language ideology in a neoliberal context of data-driven and increased privatization of Education; 4) Final considerations and suggestion of possible future research needs; This research is of particular interest in Portugal where there is a robust governmental push for empowering councils across the country to take charge of their educational needs. This paper sheds light on areas such as autonomy and school innovation, leadership in education and the definition of the concept of being a teacher. It is also relevant for any entity interested in related issues due to curricular changes, together with the professional well-being and stability of the teaching staff.