Top Banner
1 Considering Content for Language-learning Classrooms Robert J. Dickey Keimyung, Korea past president, Korea TESOL
61

Content-based Instruction (CBI) in TESOL

Nov 10, 2014

Download

Education

Robert Dickey

Content-base Instruction for EFL - one of the Asian EFL Journal Certificate courses - one of the ppt versions I use (depending on the audience)
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Page 1: Content-based Instruction (CBI) in TESOL

1

Considering Content for

Language-learning Classrooms

Robert J. Dickey

Keimyung, Korea

past president, Korea TESOL

Page 2: Content-based Instruction (CBI) in TESOL

2

• “Prescriptive” vs. “Descriptive”• “Theory-driven” vs. “Reality-based”

• For classrooms “where a commitment has been made to content learning as well as language learning.”

Page 3: Content-based Instruction (CBI) in TESOL

3

I. General Introduction to CBI

1. Terms of Art

2. General Aims

3. Dissecting “content”

Page 4: Content-based Instruction (CBI) in TESOL

4

1. Terms of Art

Language Teaching Investigators are

NOT

Semanticists

Page 5: Content-based Instruction (CBI) in TESOL

5

www.content-english.orgContent-based Instruction (CBI) Content-based Language InstructionIntegration of Content and Language (content & language, ICL)Content and Language Integrated Learning (CLIL) Content-enriched / Content-focused / Content-centered / Content-drivenContent-sensitive / Content-oriented / Content-infused Theme-based / Topic-based / Discipline-based Sheltered Subject Matter Teaching Dual-focused Language InstructionTeaching (Content) Through English / Teaching Through Foreign LanguagesBilingual Integration of Languages and Disciplines (BILD) Immersion / Foreign Language Immersion Program (FLIP)English Across the Curriculum / Foreign Languages Across the Curriculum (FLAC) Enhanced Second Language Learning / Extended Language Instruction Learning with Languages / Learning through an additional languageIntegrated Curriculum Bridge ProgramCross-Curricular Teaching Interdisciplinary Teaching Four-handed foreign language instruction Learning skills based ELT / ESP Applied Languages

Page 6: Content-based Instruction (CBI) in TESOL

6

2. General Aims

• “Killing two birds with one stone”

• “Learning by Doing”

• “Language in Context”

“not talking about language, but using

language to learn language and content”

Page 7: Content-based Instruction (CBI) in TESOL

7

Page 8: Content-based Instruction (CBI) in TESOL

8

• Assumption of learner motivation through interest in content– Is that valid? “can’t please everyone”

• Distinguishing from other approaches– Not “HOW” to teach, but with what (“text”)– Does not dictate teacher & learner roles– Can be used with any other approach

• Frequently matched with task-based learning

Page 9: Content-based Instruction (CBI) in TESOL

9

Brumfit (1979)

Learning to communicate, orCommunicating to learn? . . .

** using content to learn language, or

using language to learn content

Page 10: Content-based Instruction (CBI) in TESOL

10

• CBLT has explicit language learning aim• CBI may not

(heritage from “Language(s) Across the Curriculum” and Immersion)– LAC – every lesson should reinforce language

learning– Immersion / partial immersion – surround learners

with the new language and they will learn (also, “Language Showers”)

Page 11: Content-based Instruction (CBI) in TESOL

11

3. Dissecting “content”

• No agreement on definition

• No agreement on focus of cbi

• No agreement on duration of cbi

Page 12: Content-based Instruction (CBI) in TESOL

12

• No Agreement whether CBI early

Page 13: Content-based Instruction (CBI) in TESOL

13

• Distinguish between Cummins’ (1979)

BICS / CALP– BICS -- Basic Interpersonal Communication

Skills – CALP -- Cognitive Academic Language

Proficiency

Page 14: Content-based Instruction (CBI) in TESOL

14

Page 15: Content-based Instruction (CBI) in TESOL

15

“latitude” in the (lack of) definition

• “CBI” label an “umbrella”

justify going outside established course materials

Page 16: Content-based Instruction (CBI) in TESOL

16

Design Questions

• Cohesion– Science / Biology / “The Environment” /

“The Pond”– Appropriate to learners’ educational

development / other courses of study

• Duration– One class session (or less) – topical– One to three weeks – thematic– Six weeks or more – sustained content

Page 17: Content-based Instruction (CBI) in TESOL

17

Page 18: Content-based Instruction (CBI) in TESOL

18

No agreement on Focus

• Harder and softer varieties (content continuum)– “traditional fields of academic study”

• How does literature or linguistics fit in here? Sports?

– anything other than explicit language instruction• Why not a grammar lesson taught in English?

– a range between these extremes

Page 19: Content-based Instruction (CBI) in TESOL

19

• Using content to teach language, or

• Using language to teach content?

Page 20: Content-based Instruction (CBI) in TESOL

20

• Substitutions for content– “academic skills” as (aim for?) content– “vocational skills”– multi-media/technology as “content”

(TV commercials, movies, the internet)– “language skills” as content (applied

languages) - Translation, Journalism, Debate. Public Speaking… “the four skills” (especially Listening & Reading, topical areas)

Page 21: Content-based Instruction (CBI) in TESOL

21

• Stronger / Weaker Versions

(language continuum)– “Conceptual Mastery of a certain subject”

(McGroarty, 1991) … strong– “content as a vehicle” … weak

• We can chart this (Cartesian) Quadrants

Page 22: Content-based Instruction (CBI) in TESOL

22

Page 23: Content-based Instruction (CBI) in TESOL

23

CBLT

• Using content to learn English (CBLT)– “content-driven” -- content pre-selected

• content determines language points• Course title may indicate “content” selection?

– “language-driven” -- content selected by language instructor (& students?)

• language aims determine content selection?• language aims determine content use?• common source for all content materials?

Page 24: Content-based Instruction (CBI) in TESOL

24

Issues

• Authenticity / Genuineness ??

• Conflict with subject matter courses?

• “Everything is content” (including the Grammar-translation textbook drill sentences”)

• Language Teacher qualification in Subject area?

Page 25: Content-based Instruction (CBI) in TESOL

25

Balance of content & English

• Based on various factors

• Intentionally “grading” the levels of content / language in a series of courses?

• Don’t neglect learner anxiety as a multiplier of all other issues

• A “Gradient Continuum” of classes?

• Content courses just one part of overall language learning program

Page 26: Content-based Instruction (CBI) in TESOL

26

Page 27: Content-based Instruction (CBI) in TESOL

27

Content / Language Mix

• Cognitive Load

Page 28: Content-based Instruction (CBI) in TESOL

28

Page 29: Content-based Instruction (CBI) in TESOL

29

Page 30: Content-based Instruction (CBI) in TESOL

30

– A topical matrix

Page 31: Content-based Instruction (CBI) in TESOL

31

Page 32: Content-based Instruction (CBI) in TESOL

32

• Mix Options

(Here “language as content” (e.g., Literature) or “language as skill” (e.g., Reading, Translation) belongs under “Subject Matter.”Language science here refers merely to the “science” aspects, e.g., grammar, vocabulary, phonetics…)

Page 33: Content-based Instruction (CBI) in TESOL

33

Page 34: Content-based Instruction (CBI) in TESOL

34

Robert J. Dickey

Keimyung University

Daegu

S. Korea 704-701

[email protected]

www.content-english.org

Page 35: Content-based Instruction (CBI) in TESOL

35

Part II

Page 36: Content-based Instruction (CBI) in TESOL

36

Considering Content for

Language-learning Classrooms

Robert J. Dickey

Keimyung, Korea

past president, Korea TESOL

Page 37: Content-based Instruction (CBI) in TESOL

37

II. Planning Content + Language

1. Identifying learning objectives

2. L1 Use

3. Methods (Teaching Tools)

4. Sample Class

5. Framework

Page 38: Content-based Instruction (CBI) in TESOL

38

1. Identifying learning objectives

• Orientations– Teacher’s orientation– Learners’ orientation– Administration, parents, others

Page 39: Content-based Instruction (CBI) in TESOL

39

• Course objectives– Content learning objectives– Language learning objectives– Other learning objectives, e.g., “academic

skills”, test preparation…– EVERY lesson should have both/3 types

Page 40: Content-based Instruction (CBI) in TESOL

40

• EFL vs. ESL approaches (generally)– N. American “CBI” is bifurcated:

• immersion/partial immersion (even French as a foreign language in Canada) has content focus

• “mainstreaming” in USA has more language skills focus – use of “sheltered,” “pullout” and “adjunct” programs (or, it did “pre-GW”)

– European “CLIL” more oriented to “balance” (though not necessarily 50/50)

Page 41: Content-based Instruction (CBI) in TESOL

41

• Instructor’s knowledge-base– Argued by both content specialists and

language specialists– Frequent reason for distinction between

“content-focus” and “language-focus”– A reason for topical vs. sustained content

decisions

Page 42: Content-based Instruction (CBI) in TESOL

42

Contents in the literature

Law/Legal Writing (Hong Kong) Sociology (Korea, Indonesia)cartoons (Korea) Political Science, Sociology

/Adjunct (Japan)Psychology (Japan) (Korea)Pre-Science (Malaysia)Natural Science (Japan)Topics in the History of Science

(Malaysia)Western Civilization (Japan)American History (Japan)Literature (Japan)Linguistics (Japan)

Art History /Adjunct (Japan) History of Western Art (Japan)Film (Hong Kong)cartoons (Korea) Business/Accounting case-study

(Hong Kong)Tourism/Cultural Assets (Korea) Theological Studies (Japan)

(Korea)Conversation (Japan) General English (reading) (Japan) HS Literature (Malaysia)HS Math (Malaysia)HS Science (Malaysia)

Page 43: Content-based Instruction (CBI) in TESOL

43

2. L1 Use

• No assumption of L2-only

• Learners’ familiarity with content may affect L1 use

• Content focus (test aim?) along with time factors may dictate L1 use

Page 44: Content-based Instruction (CBI) in TESOL

44

3. Teaching Methods

• CBI does not dictate teaching techniques– works well with Task-based, as well as with

the more teacher-centered systems– probably all “methods” can and have used a

content-based syllabus at one time or another

• does not dictate medium of instruction:– distance learning– CALL/video/audio/other

Page 45: Content-based Instruction (CBI) in TESOL

45

4. Sample Class

• Language Objective – subjunctive ‘wish’

• Content Objective - Indian English Literature

• Class general aims– “appreciation of literature”– preparation for writing assignment -

social commentary through poetry

Page 46: Content-based Instruction (CBI) in TESOL

46

A Sample Class .2

• The “text”: Tagore’s Crescent Moon – “Vocation”

• Language objectives: “I wish I were…” and descriptive writing

• Content objective: roles in society and creative thinking

Page 47: Content-based Instruction (CBI) in TESOL

47

5. Framework

• Teaching English through content, Teaching content through English ???

• A Framework for constructing a content-enriched (content-enhanced) lesson plan

• from the paper at http://www.content-english.org/data/dickey-ei.pdf

Page 48: Content-based Instruction (CBI) in TESOL

48

A Lesson from N. Luzon

Page 49: Content-based Instruction (CBI) in TESOL

49

1. Identify the specific course and group

of students to teach.

Page 50: Content-based Instruction (CBI) in TESOL

50

2. Identify the content to be utilized.

Page 51: Content-based Instruction (CBI) in TESOL

51

3. Identify why the students should care.

Page 52: Content-based Instruction (CBI) in TESOL

52

4. Identify the specific “teaching point(s).”

Page 53: Content-based Instruction (CBI) in TESOL

53

5. Develop/locate an exemplar text.

Page 54: Content-based Instruction (CBI) in TESOL

54

6. Design student responses to the text.

Page 55: Content-based Instruction (CBI) in TESOL

55

7. Students check their own work, and

that of their peers.

Page 56: Content-based Instruction (CBI) in TESOL

56

8. Students create new stories, new

endings, and tell the stories to groupmates.

Page 57: Content-based Instruction (CBI) in TESOL

57

9. Groupwork.

Page 58: Content-based Instruction (CBI) in TESOL

58

10.Testing (Assessment).

Page 59: Content-based Instruction (CBI) in TESOL

59

1. Identify the specific course and group of students to teach.

2. Identify the content to be utilized.3. Identify why the students should care.4. Identify the specific “teaching point(s).”5. Develop/locate an exemplar text.6. Design student responses to the text.7. Students check their own work, and that of

their peers.8. Students create new stories, new endings,

and tell the stories to groupmates.9. Groupwork.10. Testing (Assessment).

Page 60: Content-based Instruction (CBI) in TESOL

60

Page 61: Content-based Instruction (CBI) in TESOL

61

Robert J. Dickey

Keimyung University

Daegu

S. Korea 704-701

[email protected]

www.content-english.org