MSI Press Blog

  Today's blog post is the next in the series of book back stories and is the story behind Content-Based Instruction in Foreign Language Education by Stephen Stryker and Betty Lou Leaver. This book is an affiliated (recommended) book by MSI Press and can be purchased through Georgetown University Press or Amazon. From a co-editor: This book was quite a few years in the making. First, CBI was a rare course design back in the 1980s, when Steve brought it into the Spanish classes at the Foreign Service Institute and Betty Lou introduced it into the Russian program there. Rather than write a book about CBI, we wanted to amplify the theory with practical examples of successful CBI in language classes. We never thought it would take from 1989 until 1997 for enough teachers to adopt CBI in their classrooms to have enough examples (roughly a dozen) to comprise a book, but it did.  During the eight years we worked on the book, we sought a publisher. It would be a first-time book for b...

This Sunday, we begin a new Sunday feature: the story behind our books. We will take these one at a time, on Sundays. So, if you like knowing the unknown and little known, come on by on Sundays. This Sunday the book chosen to kick off our series is Task-Based Instruction by Leaver and Willis. This book was published by Georgetown University Press and appears among the affiliated books of MSI Press by virtue of having been co-authored by an MSI Press author (me - Leaver). At the time of the writing of this book, much was available about task-based instruction (TBI) in the English as a Second Language (ESL) field, of which the greatest amount appeared to have been written by Jane Willis of the UK, often together with her husband. For Foreign Language Education/Second Language Acquisition (L2), however, only a small generically oriented spiral-bound sample of essentially one task was available, written by Michael Long, then at the University of Hawaii.  In consulting and in administ...

  MSI Press has added to its collection of affiliated books a book coedited by Dr. Stephen Stryker (California State University at Stanislaus) and MSI Press author, Dr. Betty Lou Leaver: Content-Based Instruction in Foreign Language Education. Published by Georgetown University Press "a while back," so to speak, it was an immediate classic and remains so. To purchase this book on Amazon. click  HERE . For more posts about Betty Lou Leaver and her books, click HERE . For more posts on language learning, click  HERE . To see more affiliated books and learn about affiliated status, click  HERE . Sign up for the MSI Press LLC newsletter Follow MSI Press on  Twitter ,  Face Book , and  Instagram .   Interested in publishing with MSI Press LLC? Check out information on  how to submit a proposal . Interested in receiving a free copy of this or any MSI Press LLC book  in exchange for  reviewing  a current or forthcoming MSI Press LLC b...

  In a classroom shaped by Open Architecture Curricular Design (OACD), learners don’t just coexist—they co-create. While each learner follows a personalized path, the cohort becomes a living network of shared insight, mutual support, and collective growth. This post explores how OACD strengthens the cohort without sacrificing individuality, and how flexible grouping, collaborative tasks, and shared goals turn a classroom into a community. 🌿 Cohort Intelligence: What It Is and Why It Matters Cohort intelligence is not groupthink. It’s the opposite. It’s what happens when diverse learners bring their unique perspectives to a shared space—and learn from each other. In OACD, cohort intelligence emerges through: Collaborative problem-solving Peer teaching and feedback Flexible grouping based on interest, skill, or task Shared outcomes reached through diverse paths This is not a classroom of parallel solitudes. It’s a dynamic ecosystem. 🔄 Flexible Grouping: The End of Fixed Rows Tr...

  Foreign language education has long struggled with a structural problem: curricula are often built like closed systems. They are carefully sequenced, tightly controlled, and designed to move every learner through the same pathway at the same pace. While such systems provide clarity and administrative simplicity, they rarely reflect the reality of language learning. Language acquisition is not linear. It is uneven, individual, emotional, contextual, and often unpredictable. This is where open architecture curricular design represents an important advance. What Is Open Architecture in a Curriculum? Borrowed from the language of engineering and computing, open architecture refers to systems designed to be modular, flexible, and expandable. Components can be added, replaced, or reorganized without dismantling the entire structure. Applied to foreign language education, an open architecture curriculum does not lock teachers and learners into a rigid sequence of lessons or a single i...