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Approaches to Content Based Reading for English Language Learning

Approaches to Content Based Reading for English Language Learning . Katie Subra, subr0054@umn.edu Minsk State Linguistic University 21 November 2013. Background -> Common Ground. Level: Pre-Intermediate through Advanced Objectives: Remember, Describe, Apply, Analyze, Evaluate, Create

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Approaches to Content Based Reading for English Language Learning

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  1. Approaches to Content Based Reading for English Language Learning Katie Subra, subr0054@umn.edu Minsk State Linguistic University 21 November 2013

  2. Background -> Common Ground Level: Pre-Intermediate through Advanced Objectives: Remember, Describe, Apply, Analyze, Evaluate, Create Fields: English for (Multiple) Academic Purposes Favorite Activity: Reading Literature & Doing a Comparative Analysis of the Characters And you?...

  3. Proposed Question: How do we move from summative to formative activities?

  4. Sample Activities – How do you do these things? KWPL (Know, Want to Know, Predict, Learn) – Main idea comprehension Vocabulary development Awareness of discourse or style Becoming a strategic reader Reading fluency Teaching for Motivation

  5. New Discourse – New Motivation"Belay on?" – "On belay." 10 Curricular Principles – from Good Ideas for Teaching L2 Reading Grabe, W. (2012)

  6. Resources & Application Resources: College Intro '101' Textbooks Newsprint – VOA News, UK Telegraph, Times, … Current Research – Wiley, PEW Research… Fiction and Bibliographies from the field Sustained Silent Reading Task-Based Projects: Newsletters, Annotated Bibliography, Presentations, Role Play Guided Reading Worksheets & AWLs

  7. Objectives & Guided ReadingEx: LiteratureQ: How could you adapt this to different fields?Q2: Which levels of thinking are being accessed? BT Course Goals: The course will promote students’ abilities to: • Increase a student’s English language proficiency. • Prepare him or her academically for American college courses. • Expand abilities to read silently and aloud. • Integrate multiple strategies for comprehending formal and informal texts. • Enhance a student’s vocabulary through the use of contextual clues and practice. • Develop strategies for reading for details and reading for the main idea (skimming a text). • Differentiate between factual and opinionated text. • Analyze themes and make comparisons between multiple texts. • Conduct research related to the topics of our assigned memoir. • Identify aspects of the assigned reading that are easy, difficult, enjoyable, or dry and develop tactics for dealing with each type of reading.

  8. Guided Reading with KWPL & Beyond Reading Example: November 19, 2013 As Myanmar Modernizes, Old Trades Are Outpaced by New Competitors Topic: Technology & the Economy in Myanmar 1. What do you know? 2. What do you want to learn? 3. What can you predict? 4. What did you learn?

  9. Academic Word Listshttp://www.victoria.ac.nz/lals/resources/academicwordlist/information The Academic Word List (AWL) was developed by AverilCoxhead as part of her M.A. Thesis. The list contains 570 word families which were selected according to principles. The list does not include words that are in the most frequent 2000 words of English. The AWL was primarily made so that it could be used by teachers as part of a programme preparing learners for tertiary level study or used by students working alone to learn the words most needed to study at tertiary institutions. The Academic Word List replaces the University Word List.

  10. AWL Highlighters & Gapmakershttp://www.nottingham.ac.uk/alzsh3/acvocab/awlhighlighter.htm

  11. Predict Academic Vocabulary words from the Text: November 19, 2013 As Myanmar Modernizes, Old Trades Are Outpaced by New Competitors By THOMAS FULLER

  12. Review – Approaches & Principles of CBI & Reading22 November 2013 • Academic Word Lists & Vocabulary Practice • Graphic Organizers & Visual Reading • Resources – Debates, PEW Research, VOA, News Sources, Literature, Intro 101 Textbooks • Center for Advanced Research on Language Acquisition - pptx 'Analyzing Texts for CBI' • Read 4 different articles & apply CBI Reading Techniques: Content, Culture, KWPL, Langauge • Apply Bloom's Taxonomy Higher Order Thinking Skills to Reading Activities

  13. Motivating Readers through Graphic Organizers & Debates

  14. Motivating Readers through Graphic Organizers & Debates The House Believes in a National Minimum Wage A minimum wage is the minimum price at which firms may hire workers, and conversely at which individuals can sell their labor. The government usually sets the minimum wage level at a point that will increase the wages of the lowest earners. New Zealand was the first country to set any kind of minimum wage law when it established arbitration boards in the Industrial Conciliation and Arbitration Act of 1894. There is now some kind of minimum wage or collective bargaining legislation over the minimum wage in more than 90% of countries. There are however large differences in terms of the level of the minimum and how it is set.

  15. Minimum Wage Debate Continued • the minimum wage aids in the propagation of social justice and the fair treatment of workers • the minimum wage provides a baseline minimum allowing people to embark freely in the pursuit of happiness • higher wages boost economic growth • the minimum wage encourages people to join the workforce rather than pursuing income through illegal channels • the minimum wage restricts an individual’s fundamental right to work • individuals gain a sense of dignity from employment, as well as develop human capital, that can be denied them by a minimum wage • the minimum wage is little more than a political tool that ultimately harms the overall economy by raising the unemployment rate and driving businesses elsewhere • the free market tends to treat workers fairly

  16. Minimum Wage Debate Continued

  17. Graphic Organizers & Statistical DataPew Research Center

  18. Beyond KWPL – Written Text Analysis Form Content Culture KWPL Language : Vocabulary & Communicative Functions/Structures

  19. Final Discussion: Apply these terms to activities that we discussed today. How will you access all levels of thinking from summative to formative in your ESP reading activities?

  20. Google Scholar English Archives

  21. Resources • Theory/Lesson Planning Resources: • Academic Word List Information- http://www.victoria.ac.nz/lals/resources/academicwordlist • AWL Activities from Oxford English Dictionary- http://oald8.oxfordlearnersdictionaries.com/academic/ • AWL Gap Maker/Highlighter tools- http://www.nottingham.ac.uk/alzsh3/acvocab/index.htm • Center for Advanced Research on Language Acquisition- http://www.carla.umn.edu/cobaltt/modules/curriculum/ta_form.html OR http://www.carla.umn.edu/ • Google Scholar English Resources- http://scholar.google.com/citations?view_op=top_venues • Reading Resources: • NYTimes- http://international.nytimes.com/ • Pew Research- http://www.pewresearch.org/ • Telegraph- http://www.telegraph.co.uk/ • Voice of America News- http://www.voanews.com OR http://learningenglish.voanews.com/ • Debate Resources: • Interactive online voting & Argument summaries- http://www.debate.org/ • Debatabase (detailed arguments 4 Economy, Law, Education…)- http://www.debate.org/

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