Is this content-based language teaching?

Data from a year-long ethnography in three London secondary schools is used to explore how teachers and students manage the content and language interface in a subject-focused classroom. The ensuing discussion considers issues such as the conflation and separation of language and curriculum learning aims within teacher-student interactions and classroom texts. It explores the pedagogic consequences of shifting between the dual aims of subject and language learning and investigates how texts become transformed as teachers and students attempt to meet both sets of aims. It also considers wider societal pressures on classroom interactions and teaching texts in the shifting between language and content aims in English multilingual classrooms.