Unit III Contented-Based and Immersion Models for TESL.

Unit III

Contented-Based and Immersion Models for TESL

Objectives of Unit III

• 1. To present the definitions of

Contented based second language instruction.

• 2. To describe some well-establishedimmersion models in CBI.

• 3. To present some practical strategies for content instructors.

• 4. Practical sample unit of CBI by

Ms. Anrisa Fannin in

“ Fun with Public Speaking Skills”.

Definitions

• Snow, M.A. and L.D. Kamhi-Stein(1997)

Content: the use of subject matter for second /foreign language teaching purposes.

Subject matter: topics or themes in EFL setting.

Contented based Instruction

• - has a strong English for Academic Purposes orientation.

• Main instructional goal:

To prepare second language students for academic tasks in school.

Models of Contented Based Instruction

Can be distinguished by

• 1. Setting

• 2. Instructional level

• 3. Degree of emphasis on language and content

5 Models of CBI

• First and Second models

( more content driven)

for children at elementary level

5 Models of CBI

• Last three models:

(more language driven)

for secondary and postsecondary language settings.

I. Immersion Model

• - Established in 1965, now can be found across Canada and U.S.

• - Students receive most of their schooling through the medium of their second language.

They’re different in

• the amount of time that foreign language is used

• The grade level in which the program begins

• In early partial programs:

A 50/50 time allocation of English and the foreign language to teach academic content .

II. Content-Enriched FLES

• School curriculum paired with FL objectives.

• Students use the foreign language to talk about the unit

• More relevant and richer context to use the language

III. Theme based Model

• Widely implemented in U.S. elementary schools serving

- native populations ( Walmsley 1994)

- Special ed students ( Falvey 1995)

- Second language learners( Gianelli 1997)

• Also widely applied in language institutes at college or university level.

- for students of diverse language backgrounds to improve EAP skills

6 T’s Approach by Stroller and Grade (1997)

• 1. Theme

Central ideas that organize major curricular units

• 2. Topics

subunits of content which explore more specific aspects of the theme

• 3. Texts:

Content resources that drive the basic planning of the theme units.

Includes reading, videos, lectures,etc.

• 4. Threads

Linkage across units that create curricular coherence

e.g., ethics, social problems, etc.

5. Tasks

Day-to-day instructional activities to teach content and language

taking notes, small group discussion

6.Transitions

Planned actions that provide coherence across topics and tasks.

IV. Sheltered Model

• Exist in secondary and postsecondary settings

• Students follow regular curriculum

• Instruction geared to their proficiency level

• Can offer an effective approach to

-integrating language and content instruction

for intermediate ESL students

V. Adjunct Model

• Student concurrently enroll in a language and content course.

• Implemented in postsecondary settings

• Coordination of objectives and assignments between language and content instructors

Strategies for instructors

• 1. Modifying input

• 2.Using Contextual Cues

• 3. Checking for Understanding

• 4. Designing Appropriate Lessons