1 / 19

Theoretical background and overview

Theoretical background and overview. Maximizing the benefits of English-medium instruction through cross-curricular planning at junior secondary levels. Language shapes the way we think, and determines what we can think about. Benjamin Lee Whorf. Language and learning.

joseph-head
Télécharger la présentation

Theoretical background and overview

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Theoretical background and overview Maximizing the benefits of English-medium instruction through cross-curricular planning at junior secondary levels

  2. Language shapes the way we think, and determines what we can think about Benjamin Lee Whorf Language and learning

  3. Language and learning: What do we know? • Language develops mainly through its meaningful use. • Learning often occurs through speaking and writing. (It is part of the process as well as the product) • Language is a medium for building on learning and for becoming an independent learner • Language use is essential for overall cognitive development David Corson “Language Across the Curriculum” 1990

  4. Learning in a second language • Many students around the world are learning through a language which is not their mother tongue. • They may have immigrated to another country • They may have been brought up speaking a language which is not the official language or medium of instruction in their country

  5. How do students learn a second language? Basic Interpersonal Communicative Skills (BICS) Cognitive Academic Language Proficiency (CALP)

  6. Changing approaches to English as a Second Language (ESL) teaching in English-speaking countries Content emphasis Language emphasis Language across the curriculum Immersion programmes Intensive language classes • Features • Achieve high level of fluency • Don’t develop • native-speaker accuracy (all BICS and no CALP……) • Features • Focus on language • Too much time • needed • Isolation • No subject instruction The teaching or consolidation of language skills and knowledge in the context of content subject lessons

  7. Integration of language & content Learning (ILC) 1986 e.g. Bernard Mohan The Sheltered Instruction Observation Protocol (SIOP) world Content Language Integrated Learning (CLIL) • ESL in the mainstream • Language & Literacy • Teaching ESL to new arrivals clipart provided by: www.worldatlas.com

  8. Content and Language Integrated Learning An approach practised by teachers in subject lessons Focus on vocabulary rather than grammar Focus on language related to the subject Applies approaches from the language lesson (eg pre-, while- and post-reading tasks) Assumes subject teachers have the skills and knowledge to make opportunities for language learning in their lessons

  9. ESL in the Mainstream • Professional development programme for subject teachers. Helps them to… • identify students’ language-related needs • develop teaching practices which address these needs • develop awareness of students’ cultural and linguistic diversity

  10. Sheltered Instruction • A teaching strategy which aims to help L2 students develop English while studying other subjects • Do not compete academically with L1 peers • Taught language and content by language specialists in separate classes • Balance of special classes and mainstream classes will change as students’ English develops

  11. Integrated language and content learning: Knowledge structures Classification Principles Evaluation • Classifying • Identifying • Understanding • Establishing hypotheses • Interpreting data • Drawing conclusions • Evaluating • Ranking • Appreciating to be, to have, comparatives etc is due to, modal verbs, 1st/0 conditionals expressing opinions (good, bad, like/dislike, prefer etc) • Observing • Identifying • Comparing/contrasting • Sequencing events • Following instructions • Predicting order • Generating solutions • Identifying and solving problems stative verbs, relative clauses, prepositions of place connectors (then, next), prepositions of space and time modal verbs, requests and offers, preference (prefer, had rather etc) Description Sequence Choice

  12. Example from PSHE Strand 3: Culture and Heritage at KS3 Topics Knowledge structures and thinking skills Text types Language structures Possible Tasks How various cultures have adapted to their changing environments Principles Interpreting data Drawing conclusions Sequence Putting events in order Understanding cause and effect Text types: Biographies Feature articles Documentaries Dramas Visuals: Timeline Flowchart Cause and effect table • Connectives of cause/reason, eg because, so that, is due to • Conditionals • Connectors expressing the passing of time • Prepositions of space and time • Past tenses • Used to A project on the overseas Chinese in different countries

  13. The Sheltered Instruction Observation Protocol (SIOP) vocabulary, language skills thinking skills Integration of language & content Learning (ILC) 1986 e.g. Bernard Mohan Content Language Integrated Learning (CLIL) teaching strategy subject teacher awareness • ESL in the mainstream • Language & Literacy • Teaching ESL to new arrivals clipart provided by: www.worldatlas.com

  14. School curriculum English KLAs OLE Others (English) LAC • Knowledge – vocab, text types, structures • Skills – reading, writing, (thinking & generic) Language Across the Hong Kong Curriculum

  15. Issues of concern • Language proficiency • Understanding of language acquisition & students’ language related needs Content subject teachers Students • Fewer opportunities to use English outside school • No need to use English for “survival” Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

  16. How to make English medium teaching more effective? subject knowledge language knowledge cross-curricular planning Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

  17. Approaches should be tailored to the school’s situation and needs What do we need to consider when implementing cross-curricular planning? School contexts Organizing principles Scale Roles of teachers & mode of collaboration Subjects involved Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

  18. Organising principles: What to transfer from English to content subjects • Subject-specific vocabulary • Knowledge of text types and language structures • Language skills and strategies • Skills for thinking and organising knowledge English Language Content Subject

  19. Science Science Liberal Studies History Various content subjects subject-specific vocabulary reading strategies thinking skills organising knowledge knowledge of text types language skills Case 1 Case 2 Case 3 Case 4 Overview of school cases English Teachers taking a leading role English and Science teachers working hand in hand Using reading strategies to organise the curriculum Using knowledge structures to organise the curriculum Presentation Focus Scale short term (one level) long term (across levels) Subjects Knowledge to transfer

More Related