CBI and CLIL Week 8 CIS NJ Kang
CBI and CLIL Week 8 CIS NJ Kang
What is CBI and CLIL
CBI (Content Based Instruction) CLIL (Content and Language Integrated Learning) • similar approaches • content + foreign/second language learning • through various methodologies and models
What is CBLT?
What is CBI? Language Interlanguage Subject Content
When? For whom? CBI • Met 1980 s CLIL 1994 • David Marsh
Theoretical rationales of CBI
Interactionist’s perspectives Learning language through meaningful interaction Language How to talk Language learning Content What to talk about
A sociocultural view of CBI-CLIL. • Language is the mediating tool through which content and language are co-constructed in a learning environment (Moate, 2010). • This integration could also become more complex when learners focus on language-focused talk as well as content focused talk. • Need tasks
A caution advanced by Pica (2002). • ways in which teachers modified interaction about content. • a strong focus on meaning and function, would weaken form • language learning will be incidental and errors may never be corrected. • at some point, poor language development will block content learning. • Need scaffolding on both language and content understanding
Kinds of scaffolding in CBI and CLIL • personal experiences, previous content taught in their L 1, or through skills work in tasks (Mehisto, Marsh, & Frigols, 2008, p. 139 -140). actsto urging teachers to • reversing the focus. Scaffolding on language attend to the role of content in scaffolding second language learning (Bailey, Burkett, & Freeman, 2010, p. 615). • scaffolding only acts as a safe net for the introduction of new content (Coyle, Hood, & Marsh, 2010). • If the CLIL lesson is only reduced to the repetition of the L 1 Comprehensible Motivatingincontent curriculum another language, motivation andinput cognitive language engagement may be threatened.
people learn another language more successfully • when they acquire information through it. • Richards and Rodgers (2001, p. 215) also point out that CBI has two major goals: autonomous learning (cf. Wolff, 2003, p. 211 -215), and the adoption of different roles by learners such as interpreter, explorer, source of content, and joint participant in content and activity selection. • collaborative work between educators and learners
Cognitive Development EFL Content Kindergarten 6 th Grade
Learners’ Perceptions Concerning English lasses very interesti ng boring very boring No respo nse 3 59 51% 42 37% 8 7% 2 2% 4 3% 0 115 100 % 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% 2 186 100 % so so 1 % Total
Learners’ Picture of Their Participation Rate in the English Classes Always Some times Rarely No response Total 3 rd 70 61% 38 33% 4 3% 115 100 % 4 th 63 62% 33 33% 3 3% 2 2% 101 100 % 5 th 73 63. 5 % 36 31% 2 2% 4 3. 5% 115 100 % 6 th 81 44% 86 46% 11 6% 8 4% 186 100 %
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’ 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 response 3 3% 2 2% 0 0%
Students’ cognitive level English text content
English Topics for 3 rd 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 categories
Topics for 3 rd grade ‘Reading’ Title 1 One by one 3 The clean country 4 Researching Attitudes Topics 1) A life story of a salmon 2) A pond skater, the swimmer Category Informative Science. Fiction Learning Focus Summarize the story into a beginning, middle and ending 1) The Sol River Environment 2) Keeping water clean studies 3) Kyu-Hee’s Story. 4) Yun-soo’s Story 5) Gun-ho’s Story - A fiction about a polluting driver - Children’s personal opinion about keeping the water clean - What is your opinion? 1) Life of Pabre the insect researcher 2) Suk, Joo-Myung, the butterfly researcher - summarize the lives of these researchers - What is the reason for them to study insects? - What did they do to carry out their research? - What do you think about them? Biographical stories
Cognitive Development EFL Content Kindergarten 6 th Grade
Topics in English textbook (2007) Topics 3 rd 4 th 5 th Language Numbers 6 3, 4 8 6 1 ~ 10, 1~20. How old are you? What time is it? How much is it? 1~ 30 Food 5 Clothes Weather 8 8 Animal 6 Sports 7 7 8, 11 Swim, skating, skiing, jumping, running, dancing, tennis, football, baseball, kicking Personal objects Body parts 2, 3 6 9 4 2 7 Cap, Pencil, Book bag, Book, Tooth, eyes, mouth, hands, nose, wash, Don’t do ~ Apples, chicken, meat, grapes, ice-cream, bananas 1 15 Shirt, sweater, jumper, boots, pants, mitten Snowing, raining, sunny, cold, hot, warm Cows, monkeys, bears, dogs, pigs, cats, kangaroos,
Topics in Social Studies and Practical Studies for 6 th 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 Studies • Variety kinds of jobs in the world – Understanding different functions and roles of jobs. Planning personal future jobs through analyzing 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
Other Subjects Geography Environment Future jobs Friendship History Empires War Cooking Industries Culture Computers Etc… English Classes Colors My family Zoo animals Likes
Regular classes
English classes
Defining Language in CBI-CLIL
Language in CBI-CLIL • Is for communication and for learning (Coyle, Hood, & Marsh, 2010, p. 54) • content-obligatory language (subject-specific )and • content-compatible language (general discourse ) (Bentley 2010, p. 11).
Language Triptych 1. language of learning, that is, the learning of key words and phrases to access content. 2. language for learning focuses on the language students will need to carry out classroom tasks such as debating, or organising and presenting information. 3. language through learning makes room for unpredictable language learning as it is concerned with new language emerging from the cognitive process students are engaged in
Defining Content in CBI-CLIL
Content deals with • nonlanguage subjects or scientific disciplines (Wolff, 2010, p. 103) students’ L 1 school curriculum • subject area instead of content (Barwell 2005, pp. 143 -144)
So CLIL • focus on form and meaning should not be reduced to incidental or unplanned grammar. • content is an abbreviation of curricular content from subjects such as History, Geography, Biology, or Economics among others. • content should also include language as a system of subsystems, as an object of study positioned in systemic functional linguistics. • Content will dictate what will be learnt and through which specific subject-related discourse. • However, what specific contents may be used is not clear-cut (see pp. 123 -126).
Approaches in CBI and CLIL
Approaches in CBI
CBI, CBILT, or CLIL approaches CBLT Content Driven Language Driven
A CONTINUUM OF CONTENT AND LANGUAGE INTEGRATION Content-Driven Language-Driven Content is taught in L 2. Content learning is priority. Language learning is secondary. Content objectives determined by course goals or curriculum. Teachers must select language objectives. Students evaluated on content mastery. Content is used to learn L 2. Language learning is priority. Content learning is incidental. Language objectives determined by L 2 course goals or curriculum Students evaluated on content to be integrated. Students evaluated on language skills/proficiency.
Content driven Total immersion Partial immersion Sheltered model
School Curriculum Content Driven
Total immersion , the entire school curriculum is taught initially through the foreign language, with content instruction in the L 1 gradually increasing through the grades; Partial immersion , at least half the school day is spent learning school subjects in another language.
“. . . subject matter teachers. . . may adapt their instruction to accommodate different levels of language proficiency in their classes. . . [T]he language teacher acts as a resource for other teachers, and ideally, helps those other teachers to increase the mastery of academic concepts and skills on the part of linguistic minority students” (Crandall and Tucker 1990). Rosen and Sasser (1997) note that “. . . [i]n sheltered English content-area teachers use a variety of language teaching strategies to enhance understanding of grade- and ageappropriate subject-area concepts” (p. 35).
Sheltered courses • Students learn one or two subjects entirely through the foreign language, and do not learn these same subjects in L 1. • The course subject matter defines the learning objectives. • There may be little, if any, explicit language instruction.
• Subject courses are taught in the L 2 using linguistically sensitive teaching strategies in order to make content accessible to learners who have less than native-like proficiency. • The goal is for students to master content; students are evaluated in terms of content learning, and language learning is secondary.
About language teaching Aim to produce students with oral and written proficiency in a foreign language, There may not, be a foreign language curriculum, with defined learning objectives or specific content (functions, vocabulary, grammar, discourse or social competencies, etc. ). Rather, the language that students acquire emerges from content instruction and from the day-to-day interactions between teacher and students, or among students themselves.
So 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 students attain are not native-like (Swain and Johnson, 1997; Genesee, 1994).
So immersion Subjects contents L 2 Content attainment
So Sheltered programs Subjects contents L 2 Content>language attainment
Language driven Adjunct Model Theme Based Programmes Language Focused Programmes
So language driven Language content Language attainment
The adjunct model Both language and content are the goal. Lies at the center of the continuum of content/language integration. Students are expected to learn content material while simultaneously acquiring academic language proficiency. Content instructors and language instructors share responsibility for student learning, with students evaluated by content instructors for subject matter mastery, and by language instructors for ‘language skills. Unlike sheltered courses, where students are all learning content in an L 2, in the adjunct model content classes may be comprised of both L 1 and L 2 content learners, but language instruction is almost always for L 2 learners.
So The Adjunct Model Language and content attainment Content
The Theme Based Model Is language-driven: the goal of these courses is to help students develop L 2 skills and proficiency. Themes are selected based on their potential to contribute to the learner’s language growth in specific topical or functional domains. Unlike sheltered courses, which are taught by content instructors, and adjunct courses that are co-taught, theme-based courses are taught by language instructors to L 2 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 Theme Based Model Singing songs Surveys Language objectives Roleplaying Assessment Theme or topic Language Attainment Drawing
Content and Language Continuum Content Driven Total Immersion Partial Immersio n Sheltere d Model Language driven Adjunct Model Theme based courses Language focused with some contents
Then, What shall we use? Total Immersio n? Partial Immersio n? Sheltered Programmes ? Adjunct Programme s? Theme Based Programme s? Language Focused Programme s?
How’s content driven programmes? Total Immersio n? Partial Immersio n? Sheltered Programmes ? For High level in L 2? Fossilized expression? Too difficult for Teachers?
How about language driven? Too boring? ? Misunderst anding cognitively appropriate theme? ? Lose interest? Theme Based Programme s? Language Focused Programme s?
Adjunct Model? Yeah! But need specific language and content input. Language Focused Programme s? Because!
Approaches in CLIL
• German-Franco programmes’ interest in bilingualism and supranational education (Lorenzo, Casal, & Moore, 2010, p. 419). • CLIL is an approach in which various methodologies are used to achieve a dual-focused form of instruction in language and content.
five models • dual-school education, • bilingual education, • interdisciplinary module approach, • language based projects, and • specific-domain vocational CLIL.
language-driven approaches • content may be seen as a mediating tool for language learning. • A theme-based course is structured around unrelated topics which provide the context for language instruction. • This model bears some resemblances to cross-curricular projects (Harris, 2008; Savage, 2011, pp. 404 -442) and also to English across the curriculum, where language teachers may work together with a content teacher on a particular topic. • Theme-based instruction then occurs within the ESL/EFL or any other target language course and though the context is given by specific content areas, the focus of assessment is on language skills and functions (Lorenzo, Casal, & Moore, 2010, p. 421; Navés, 2009; Yassin, Tek, Alimon, Baharom, & Ying, 2010, pp. 4748).
language-driven approaches • the adjunct model and language for specific purposes. • The adjunct model (Met, 1999) combines a language course with a content course. Both courses share the same content base and the aim is to help learners at university level master academic content, materials, as well as language skills. • A similar stance is evidenced in the language for specific purposes models (Ruiz-Garrido & Fortanet-Gómez, 2009).
content-driven approaches • utilise language as a mediating tool for content learning. • include single or dual, semi or total immersion (Dalton-Puffer, 2007; Grabe & Stoller, 1997, p. 80), bilingual education, and translanguaging, that is, the ability of multilingual students to shuttle between languages while treating them as an integrated system (Canagarajah, 2011, p. 401; Creese & Blackledge, 2010). • The sheltered-content approach also belongs to this group as it consists of a content course taught by a content area specialist in the target language using authentic materials (Rodgers, 2006, p. 373 -375).
five different bilingual/CLIL models (2007, pp. 99 -100) in German secondary schools Vázquez • First, the classic model or full CLIL is a continuing bilingual programme through subjects such as History and Geography which are taught in English. Its aim is related to the job market and bilingualism through an emphasis on subject-matter instruction. This model may be compared to its counterpart in the Netherlands where a maximum of 50% of the total number of lessons may be taught in English or any other target language (Roza, 2009, p. 130). • The short-term CLIL model, on the other hand, is carried out during a specific period of time through certain subjects. • Thirdly, the bilingual models and the bilingual projects models can be placed close to the language end of the continuum since language classes adopt theme-based units of work in which subjects and topics vary and, in fact, attempt to integrate more than two curriculum areas. • Last, and perhaps the most innovative in terms of how languages are used, the foreign language integrated model seeks to integrate L 1 and L 2 through nonlanguage classes which are taught in German but whose preferably authentic texts and materials are in the foreign language.
Three-directional model by Ramos (2009, pp. 174 -179). • It is curriculum-driven and text-based, which could be associated with bilingual education or interdisciplinary models (Coyle, Hood, & Marsh, 2010). • horizontality, verticality, and diagonality. • Horizontality: is concerned with how the lesson is structured. • Verticality, is realised by the task of including in each stage the vocabulary, grammatical patterns and learning strategies the teacher has set as objectives. In other words, the model emphasises the importance of cohesion as each aspect of the lesson is recaptured and revitalised in a dynamic process. • Diagonality. is intimately linked with the teaching discourse of explicitly telling learners what goals have been achieved at the end of each stage and the goals to be pursued in the coming stage. In conclusion, this model may be similar to any other model or approach within the communicative language teaching realm.
What is SBLT?
1. What is SBLT?
SBLT (Subject Based Language Teaching) • Teaching other subject in English lessons focusing both on learning English and content. En Su SBLT
Contents Same Grade Level Clear objectives Embed language objectives
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 Objectives Repeated Implicit + Explicit
Principle 3: Language Objectives should be Recycled 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)
Schmidt and noticing Influence on noticing Input -frequency -salient Working memory Noticing Output Long-term memory Instruction
Principle 6: Both skill-getting and skillusing tasks should be provided in a balanced manner. • Chunk of language • Memorization • Thinking • Meaningful interaction
Language objectives • Should be clearly identified • Used repeatedly through out the lesson • 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.
Principle 6: Language Objectives should be Recycled Systematically and meaningfully through out the Lesson.
Psycholinguists
Van. Pattern’s model of processing and acquisition Input Intake Developing system
Van. Pattern’s model of processing and acquisition Deliberate attempt To attend to aspects of form Input Intake Developing system Relate forms to emerging hypothesis about the structure
Skehan’s model of processing and acquisition Familiarity task types Input Developing system Intake Processng Task types
How Language should be presented? • Perceptual salience • Frequency • Expectation • Skill level: Readiness • Task demands (Schmidt, 1990)
Schmidt and noticing Influence on noticing Input -frequency -salient Working memory Noticing Output Long-term memory Instruction
Priniciple 7: Both skill-getting and skillusing tasks should be provided in a balanced manner. • Chunk of language • Memorization • Thinking • Meaningful interaction
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