week 4, curricula and materials design, nj kang. what is cbi?
TRANSCRIPT
CBI, CLIL, AND SBLTWeek 4, Curricula and Materials Design, NJ Kang
What is CBI?
Diverse definition of CBI
Crandall and Tucker (1990) define it as “...an ap-proach to language instruction that integrates the presentation of topics or tasks from sub-ject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (p. 187).
Curtain and Pesola (1994) use the term in a more restricted way, limiting it to only those “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students...” (p. 35).
Definitions of Contents in CBI
Crandall and Tucker: “academic subject matter” Genesee (1994) :...need not be academic; it can in-
clude any topic, theme or non-language issue of inter-est or
importance to the learners” (p. 3). Chaput (1993):...any topic of intellectual substance
which contributes to the students’ understanding of language in general, and the target language in partic-ular”
Met (1999) : …‘content’ in content-based programs represents material that is cognitively engaging and demanding for the learner, and is material that extends beyond the target language or target culture”
So CBI
Language
Subject Content
Interlanguage
When? For whom?
• Met
1980s
• Linguistically ad-vanced onesAll
age
What CLIL?
CLIL
A dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (Coyle, et al., 2010; Mehisto, et al., 2008).
Combination of languages and sub-jects (Mehisto, et al., 2008)
So
Language
Subject Content
Interlanguage Teach-
ing Meth-ods
Definitions of contents in CLIL Subjects related contents Appropriate teaching methods.
Why CLIL?
Historical background of CLIL Immersion tutoring fails in the L1 Immersion tutoring favours the
wealthy Social needs In need of immersion programme in
schools. Failures in immersion programme.
Theo-ries in CLIL?
Theoretical background of CLIL Nuero cognitive approach: noticing
theory Socio constructivism: (Piaget, vygot-
sky, ZPD, scaffolding) Natural setting Output hypothesis theory TBLT cognitive engagement, prob-
lem solving, and higher-order think-ing
So CLIL is
Learning strategies
ContentLanguage
So CLIL needs
Language of Learning
Language through Learn-
ing
Language for learning
Language learning and lan-
guage us-ing
Language of learning
An analysis of language needed for learners to access basic concepts and skills relating to the subject theme or topic
What language do the learners need?
Language for learning
Focuses on the kind of language needed to operate in a foreign lan-guage environment.
What language should be taught? (appropriate language level for the learners’ linguistic level)
Language through learning
Is based on the principle that effec-tive learning cannot take place with-out active involvement of language and thinking
What topics should be used? Interesting and cognitively appropri-
ate topics motivate learners’ lan-guage and content learning
Types of CBI?
Content and Language Continuum
Content Driven Language driven
Total Im-mersion
Partial Immersion
Shel-tered Model
Adjunct Model
Theme based cour-ses
Lan-guage
focused with some
contents
Content drivenTotal immersionPartial immersionSheltered modelAdjunct model
Immersion programs
, whether partial or total, are often judged successful based on student attainment of content, and may be deemed effective even though the levels of language proficiency stu-dents attain are not native-like (Swain and Johnson, 1997; Genesee, 1994).
Total immersion
Teach all the subjects following the local curriculum in the target lan-guage.
No intention for teaching the target language
Partial immersion
Teach not all the subjects in the tar-get language.
So immersion
Subjects contents
L2
Content at-tainment
Sheltered English Immer-sion (SEI) The goal is to provide English Language Learners (ELLs) with a com-
prehensive curriculum in all content areas as we develop student’s English language skills.
The program instructs students to speak, read, and write in English. Instruction is provided by teachers who are specially trained in English
language acquisition or applied linguistics, and their content area. Our teachers use curricula and methodologies specifically designed to
promote English language skills while teaching content area curricula. This program prepares English Language Learners (ELLs) to enter
grade level general education classrooms. Students in grades JK – 5 enrolled in the Sheltered English Immersion (SEI) program will receive instruction in all content areas that is aligned with the state and CPS curriculum standards.
Students are formally assessed three times a year to ensure that the goals of speaking, listening, and writing in English are achieved.
http://grahamandparks.cpsd.us/programs/sheltered_english
So Sheltered programs
All the Subject Con-tents Adjusted
Taught in L2
Subject Contents
Language Attainment
Adjunct Immersion Pro-gramme Learning both language and content are
goals. Have both language teachers and content
teachers. Both language and content knowledge are
assessed. In sheltered immersion all the subjects in
the curriculum are taught in L2 In Adjunct immersion, not all the subjects
are taught in L2 but some of them are taught in L1.
So Adjunct programs
Adjusted Subject contents
L2
Subject Contents Language Attainment
Language driven
Theme based programsLanguage focused programs
Language has primacy, and content facili-tates language growth.
Content learning may be considered a by-product,
Neither students nor their teachers are held accountable for ensuring that students learn it.
Content provides rich avenues for meaningful and purposeful language use and learning (Brinton, Snow and Wesche, 1989; Curtain and Pesola, 1994; Met, 1991).
Instruction can be done in the student’s na-tive language, but does not substitute for it.
So language driven
Language
content
Language at-tainment
The Theme Based Model
Is language-driven: the goal of these courses is to help students develop L2 skills and proficiency.
Themes are selected based on their potential to con-tribute to the learner’s language growth in specific topical or functional domains.
Unlike sheltered courses, which are taught by con-tent instructors, and adjunct courses that are co-taught, theme-based courses are taught by language instructors to L2 Learners who are evaluated in terms of their language growth. Students (and their teachers) are not necessarily accountable for content mastery. Indeed, content learning is incidental.
So The Theme Based Model
Theme or topic
Role-play-ing
Language objectives
Singing songs Surveys
Assess-ment
Drawing
Language Attain-ment
Task 1 Select one mate-rial Which follows one of these .
Why?
Survey
Subjects: 517 learners of Korean public primary schools in Kyungi province.
Questions: What are the learners’ perceptions
about their English classes? What are the learners’ impressions
about their participation in English classes?
What view do the learners have about their participation in other subject classes
Learners’ Perceptions Concerning English lasses
very interesti
ng
interesting so so boring very
boring
No response
Total
3 59 51% 42 37% 8 7% 2 2% 4 3% 0 115100%
4 51 50% 25 25% 22 22% 1 1% 2 2% 0 101 100%
5 27 23.5%
50 43.5%
26 23% 8 7% 4 3% 0 115 100%
6 19 10% 62 34% 84 45% 17 9% 2 1% 21% 186
100%
Learners’ Picture of Their Participation Rate in the English Classes
Always Some times
Rarely No response
Total
3rd 70 61% 38 33% 4 3% 4 3% 115100%
4th 63 62% 33 33% 3 3% 2 2% 101100%
5th 7363.5%
36 31% 2 2% 43.5%
115100%
6th 81 44% 86 46% 11 6% 8 4% 186100%
Learners’ Participation Rate in Other Subjects
Grade 3 Grade 4 Grade 5 Grade 6
Always 49 43% 35 35% 87 76% 107 58%
Some times
57 50% 63 62% 25 22% 75 40%
Rarely 6 5% 1 1% 3 2% 4 2%
No respon
se
3 3% 2 2% 0 0% 0 0%
Why?
English Topics for 3rd grade (1997)
Topics Units Language
Weather Unit 16 Sunny, Cloudy, Snowy, Rainy, Cold, Hot,
Food; Unit 11, 15 Hamburgers, Sandwich, Orange juice, Ice-cream.
Clothes Unit 12 Shirt, Skirt, Cap, Dress
Animal Unit 14 Cow, Dog, Pig, Cat
Sports Unit 13 Soccer, Baseball, Basketball, Badminton
Family Unit 10 Father, Mother, Sister, Brother
Personal objects
Unit 3, 4, 6 Cap, Pencil, Glove, Ball, Book bag, Book
House Unit 5 and 9 My room, Bathroom, Kitchen, Living Room
Others Unit 1, 2, 7, 8 These units can not be included in any cate-gories
Topics for 3rd grade ‘Read-ing’
Title Topics Category Learning Focus
1 One by one 1) A life story of asalmon2) A pond skater, the swimmer
InformativeScience- Fiction
Summarize the story into a beginning, middle and ending
3 The clean country
1) The Sol River2) Keeping water clean3) Kyu-Hee’s Story.4) Yun-soo’s Story5) Gun-ho’s Story
Environment studies
- A fiction about a polluting driver- Children’s personal opinion about keeping the water clean- What is your opinion?
4 Researching Attitudes
1) Life of Pabre the in-sect researcher2) Suk,Joo-Myung,the butterfly researcher
Biographical stories
- summarize the lives of these re-searchers- What is the reason for them to study insects?- What did they do to carry out their research?- What do you think about them?
Topics in English textbook (2007)Topics 3rd 4th 5th Language
Numbers 6 3, 48
6 1 ~ 10, 1~20. How old are you? What time is it?How much is it? 1~ 30
Food 5 Apples, chicken, meat, grapes, ice-cream, bananas
ClothesWeather
88
1 15 Shirt, sweater, jumper, boots, pants, mittenSnowing, raining, sunny, cold, hot, warm
Animal 6 Cows, monkeys, bears, dogs, pigs, cats, kangaroos,
Sports 7 7 8, 11
Swim, skating, skiing, jumping, running, dancing, tennis, football, baseball, kicking
Personal ob-jects
Body parts
2,3
4
6
2
9
7
Cap, Pencil, Book bag, Book, Tooth, eyes, mouth, hands, nose, wash,
Don’t do ~
Topics in Social Studies and Practical Studies for 6th Grade
Subject Topic (content)
Social study • Pre-history –United Silla, Balhae, Unified Korea and its politics, culture. Chosun Dynasty and its politics, culture, wars.
The latter period of Chosun and its culture. Development of its agriculture and commercial industry, The religions, The invasion of foreign countries, The period of the Korean empire
• Modern Society : Independent Korea from Japan, The foundation of Korean and its development
Practical Stud-ies
• Variety kinds of jobs in the world – Understanding different functions and roles of jobs. Planning personal future jobs through analyz-ing individual characteristics, aptitude.• Environmental studies• Cooking• Learning to use and making things using a sewing machine• Making things with wood• Raising a pet• Working with the computer
English text content
Students’ cognitive level
GeographyEnviron-mentFuture jobsFriendshipHistoryEmpiresWarCookingIndustriesCultureComputersEtc…
ColorsMy familyZoo animalsLikes
English Classes
Other Subjects
Regular classes
English classes
EFL Content
Cognitive Development
Kindergarten 6th Grade
Show lesson samples
IMMER-SION?
CBELT?
Result? (Sample lessons)
TOO EASY?TOO DIFFI-CULT?
How?
SBLT?
CBELT Family Tree
CBLT
Partial Immer-
sion
Theme Based SBLT
Com-plete
Immer-sion
ESL
SBLT (Subject Based Language Teaching)
Teaching other subject in English in English lessons focusing both on learning English and content.
En Su SBLT
Principles for SBLT
Language objectives Content objects
Principles for SBLT
SBLT
Language
Familiaritytasks
Processing tasks
SubjectSame grade
Teachable unit
SBLT Mediated TV Pro-grammes Knock Knock Play Ground (3 – 6 yrs) Yo Yo Play Time 1 ( 6- 8 yrs.) Yo Yo Play Time 2 ( 7 – 9 yrs. ) All four subjects. Language Arts. Science. Social Stud-
ies. Math 6th Month
Principle 1: Following the local curriculum.
Topics from the same grade subjects
Interactionists' view Motivational aspects
Yoyo Play Time Level 2 – Social Studies
Principle 2 : A specific
content and language objectives.
English
Specific Language Ob-jectives
Implicit + ExplicitRepeated
Put Korean social study book example Do a task
Principle 3: Language Ob-jectives should be Recy-cled Systematically and meaningfully through out the Lesson. Watch Cause and Effect Animation
part.
How Language should be presented?
Perceptual salience Frequency Expectation Skill level: Readiness Task demands(Schmidt, 1990)
Korean socio contextual setting
No con-tent
No Eng-lish
Learners' and teachers' low English ability
Psycholinguists
VanPattern’s model of pro-cessing and acquisition
InputIntake Developing
system
VanPattern’s model of pro-cessing and acquisition
InputIntake Developing
system
Relate forms to emerging hypothesis about the structure
Deliberate attemptTo attend to aspects of form
Skehan’s model of process-ing and acquisition
InputIntake Developing
system
Processng Task types
Familiarity task types
Schmidt and noticingInfluence on noticing
Working memory
Long-term memory
Input-frequency
-salient
Instruction
Noticing Output
Principle 4: Both skill-getting and skill-using tasks should be provided in a balanced manner.
Chunk of language Memorization Thinking Meaningful interaction
•Practice•Skill getting
Familiar-ity
•Produce•Skill using
Process-ing
Activity 2:
What would be the content objec-tives?
What is the language objectives?
Let’s Practice
Select contentSelect lan-
guage
Sample 2 6th grade scienceSelect
one unitteacheable partssimple sentences that can be re-peated.
Language objectives
Should be clearly identified Used repeatedly through out the les-
son Embedding the content
Content objectives
Selected from the textbook of other subjects in the same grade.
Carry it out through out the lesson embedding the language objectives.
Have to have skill getting and skill using tasks.
Researches
GradeGrade
Number of stu-dents answer
1st 62nd
42
3rd -4th 2075th -6th -To-tal
255
① 1st ② 2nd ③ 3rd ④ 4th ⑤ 5th ⑥ 6th0
50
100
150
200
250
6
42
0
207
0 0
Duration of learning EnglishNum-
ber of stu-dents answer
Note
Less than 1 year
52 No An-swer: 221- 2
years74
More than 3 years
107
Total 233
① less than 1 yr
② 1~2 yrs ③ more than 3 years
0
20
40
60
80
100
120
52
74
107
Q2. Do you think Yoyo Playtime classes are fun?
Number of stu-dents answer
Note
Extremely fun 70 No An-swer: 4Fun 70
So so 82
Not fun 14
Extremely not fun
10
Other 5
Total 251
① Extremely fun ② Fun ③ So so ④ Not fun ⑤ Extremely not fun
⑥ Other0
10
20
30
40
50
60
70
80
90
70 70
82
14 105
Q4. What did you learn from the Yoyo Playtime book?
Number of stu-dents answer
Note
English (conversa-tion)
95 No Answer: 5
Duplicated Answer: 21
Science 9
Mathematics 162
Social Studies 1
Other 4
Total 271
①English(conversati
on)
② Science ③ Mathmatics ④ Social Studies ⑤ Other0
20406080
100120140160180
95
9
162
1 4
Q5. What subject did you like the most from Yoyo Play-time?
Number of students answer
Note
English 79 No Answer: 19Science 5
Mathematics 148
Social Studies 4
Total 236
① English ② Science ③ Mathmatics ④ Social Studies0
20
40
60
80
100
120
140
160
79
5
148
4
Q7. What do you think about the English level used in Yoyo Playtime, compared to other books?
Number of students answer
Note
Very hard 5 No Answer: 4
Hard 10
So so 71
Easy 63
Very easy 102
Total 251
① Very hard ② Hard ③ So so ④ Easy ⑤ Very easy0
20
40
60
80
100
120
5 10
7163
102
Q9. How much of Yoyo Playtime English did you under-stand?
Number of students answer
Note
100 % 118 No Answer: 6
80 % 70
60 % 32
40 % 22
20 % 7
Total 249
① 100% ② 80% ③ 60% ④ 40% ⑤ 20%0
20
40
60
80
100
120
140118
70
3222
7
Q10. Which English material do you like better- Yoyo Playtime or textbooks used in school?
Number of students answer
Note
Yoyo Play-time
182 No Answer: 7
School textbooks
66
Total 248
① Yoyo Playtime ② school textbooks0
50
100
150
200 182
66
Q10. Which English material do you like better- Yoyo Playtime or textbooks used in school?
Yoyo Playtime Number of answers
School textbooks Number of an-swers
1st and 2nd graders
Because it’s fun 100 Yoyo Playtime is too easy 21
Easy to understand 55 Yoyo Playtime is too childish 3
Because it has songs(chants) 12 Other textbooks are more fun 2
Because it has cartoon strips 8 I am used to learning from other books
1
Helps improve my English 4 Yoyo Playtime is hard for me 1
Because it has video clips 4 Other books are easier 1
Because it has stories 3
Able to learn math using English 3
Study with CD ROM 2
Few vocabulary quizzes 1
Can check what I couldn’t under-stand
1
A lot of pictures 1
Q10. Which English material do you like better- Yoyo Playtime or textbooks used in school?
Yoyo Playtime Number of an-swers
School textbooks Num-ber of an-swers
4th grade
Because it’s fun 78 Yoyo Playtime is too easy
14
Easy to understand 44 Yoyo Playtime is too childish
3
Because it has songs(chants)
11 Other textbooks are more fun
2
Listen to CD 2
Because it has cartoon strips
7
Able to learn math us-ing English
3
Because it has video clips
4
Helps improve vocabu-lary skills
2
Because it has stories 3
Q14. What textbook material would you like to use in your future English classes?
Yoyo Playtime Num-ber of an-swers
Note
Yoyo Playtime 157No An-swer: 18
Different English textbooks
57
Other 23Total 237
Then is it OK in Korean public ele-mentary context?
Yo yo play time Survey data.
16
Experimental lesson 1 test result
2010 IGSE 영어교육연구소 세미나영어몰입교육 (ELT Immersion)
2010. 11. 4
숙명여자대학교 tesol 대학원 : 장애순 [email protected]
Before After05
101520253035404550
0-4950-6970-100
16
Experimental lesson 2 test result
2010 IGSE 영어교육연구소 세미나영어몰입교육 (ELT Immersion)
2010. 11. 4
숙명여자대학교 tesol 대학원 : 장애순 [email protected]
Before After0
10
20
30
40
50
60
0-4950-6970-100
Found out
SBLT Better More for high level Should use for right grade
Still
Many VariablesBut we’ll try again.
English and Korean In-tegration
Halliwell’s four ways
① Using language classes to provide material for work in other lessons.
② Using techniques from other sub-jects to stimulate language work.
③ Introducing topics from other sub-jects into language lessons.
④ Teaching whole lessons of other sub-jects in English.
The First and the Second Ways
The first way describes materials that are produced as an outcome of language-practicing tasks, such as a pie chart, diagrams, graph charts, and a survey chart, which can be used later in the math class using the mother tongue.
The second way
Uses the concept which is learned from another subject in the English lessons for the purpose of practicing and learning language.
The same language pattern, such as "Who's wearing jeans? Who has blue eyes? Who has blue eyes and is wearing jeans?", can be practiced re-peatedly by conducting a survey, and this gather-ing of information through a survey can be turned into the intersecting sets which were learned from the math class. This math concept can be expanded as the learners gain confidence with the language they have to use during the data collection.
The Third and the Fourth Ways
The third and fourth ways, compared to the first and second, put a greater focus on learning certain concepts or a pieces of information from other subjects than on practicing the lan-guage. They rely on the power to make a conceptual and collaborative integration between other subjects and the English lessons.
In order to help lower-level learners (in English) to understand the con-cept using simple and easy English, it is suggested that an experimental demonstration be carried out for the third way.
The fourth procedure
is distinguished from the third in terms of the amount of input for an English lesson and the ways of using mother tongue classes for teaching input to the learners. Halliwell (op. cit) suggests teaching the different parts of the same topic or concept of other subjects both in English lessons and other subject lessons in the mother tongue.
Steps for Integrating the Fourth Way of Halliwell (2002)
<Figure 1>
1. Basic theme teaching in a mother tongue class
2. Se-lected theme teaching in English as a con-tinuation of other subject class.
3. Ex-tended theme teaching in a mother tongue class.
TENORs(Teaching English with No Obvious Reason).
As is discussed in H.-J. Kim's article (1998), Korean primary school learn-ers belong to under the category of TENORs (Teaching English with No Obvious Reason).
No English using opportunity outside classrooms.
Positive effect out of the same subject integration in English and mother classes (Kim, 2007)
Implicit vs Explicit
Explicit
The explicit teaching of grammar rules and vocabulary is recom-mended in CBELT since its ultimate goal is not to learn about a new theme or topic but language (Ellis, 1994; Lyster, 1998; Met 1998; Nation 2002).
Implicit
In contrast to the preference for explicit teaching of grammar rules, language structures and vocabulary, child learners, as Tough (1991) argues, learn lan-guage through imitation and repetition of short phrases attached to particular kinds of situation in the same way without understanding the rules of the language.
Wong-Fillmore (1979) argues that children learn lan-guage through frequent imitation of such phrases and continue to use them as unanalyzed wholes, such as a chunk of language. A chunk of language means memorized short phrases or a sentence without understanding the structure or individual vocabulary.
Implicit + Explicit
Mitchell and Martin (1997) is not the same as learn-ing the rules of the grammar isolated from a mean-ingful context and explicit practicing of its rules. It is about providing EFL learners with an artificial and fictitious but meaningful context in which they can be exposed to repeatedly - produced sentences, short phrases and vocabulary attached to a particu-lar situation similarl to that which the first and sec-ond language learners have. In my understanding it may be better to give EFL learners an opportunity to listen to and speak the same patterns of language or short phrases as often as possible so that they can implicitly or explicitly memorize this language as chunks.
Comprehensible Input
Nunan's (1998) view, looking at the currently used textbook can be a starting point to decide upon lan-guage input. Evaluating language in-put from this textbook for Korean primary schools would be a first step to understanding the comprehensible language input for the learners.
Mother tongue + SBELT
A supportive link between an actual subject lesson in the mother tongue and CBELT would be one of the solutions. Selecting topics and themes that can be introduced using a lot of visual methods, demonstrations and hands-on activities, would be another. Provision of easy and simple sentences and an appropri-ate amount of vocabulary, activities or tasks that enable learners to use their background knowledge and procedural knowledge would be another important factor to take into con-sideration in CBELT lessons.
Four principles
1) CBELT Classes can be Integrated with Other Subject Classes in the Mother Tongue
2) Themes and Topics of a Subject can be Selected when These can be Introduced Explicitly through Supportive Methods
3) Language Objectives Should be Appro-priate for the Learners' Current Language Level
4) Language Objectives should be Recycled Systematically and meaningfully through out the Lesson.
3. Designing a Lesson Procedure Using Four Principles.
1) Application of principle 1 & 2
Social Stud-ies 6-1
Science 6-1 Social Studies 6-2
Establishment of Korea
Ko-Chosun, Shilla, Balhae, Kokuryeo
Various Rocks
Earth Quake, Natural disas-ters
The global world we are living
2) Application of principle 3
Reflecting the idea of comprehensible input, this material will not exceed three different sentences and 10 vo-cabulary items, in the same way as the currently-used English textbook for Korean primary school English lessons (see Table 2).
4) Application of principle 4
As described in the above, in each unit the main language input is explicitly de-scribed and an attempt is made to use this language input repeatedly and as many times as possible using different tasks and activities. Meanwhile these sentences and words are used again and again in the lesson, so the learners learn this language naturally but explicitly and at the same time the concept of the les-son can be understood by the learners.
Homework
Please design a structure of your ma-terial and establish underpinning theories.
Reading Chapter 21 in book 2 Chapter 6 in book 1
What do you
think? Can you
use it?
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