Teaching Content and English Banjarmasin Kitty Purgason Ph

Teaching Content and English Banjarmasin Kitty Purgason, Ph. D. Department of Applied Linguistics and TESOL, Cook School of Intercultural Studies, Biola University, California

Summary of presentation Introduction Terminology Why How – a typical lesson What do learners need More on how language and content intersect More on providing language support Experience Summary Q&A

Introduction Terminology and definitions: content-based ESL (CB-ESL) content-based instruction (CBI) content and language integrated learning (CLIL) English teacher uses cross-curricular content or Subject teacher uses English as the language of instruction. Goal: simultaneous learning of English and content.

Introduction § Why: Push for more English at younger ages Content: same old or something new?

Introduction § How – typical lesson Content is presented through a text that Ss read or listen to Students do tasks that demonstrate their comprehension and lead them to acquire key vocabulary, grammar, and discourse-level language Students talk or write about the content. Language learning and assessment takes place while content is being learned.

Introduction § What do learners need ok o b Basic English skills a s i This Academic English skills Content-specific language The su b terms ject can be of two a factors nalyzed in. ce mas r o f , n o i t era l e c c a , s

More on how language and content intersect Diagram from http: //www. onestopclil. com/section. asp? catid=318&docid=1228

More on providing language support Listening and reading: Activate students’ schema with advance questions that get them thinking about the topic Highlight or explicitly teach vocabulary Use visuals, such as illustrations, charts, or graphs

More on providing language support Listening and reading: Make sure the text is well-organized, with clear signposts, examples, and summaries Provide focus and support during listening/reading such as a chart to fill in

More on providing language support Speaking and writing: Start with questions that are cognitively demanding but can be answered with yes/no or single words Provide vocabulary lists Provide sentence starters, substitution tables, or speaking/writing frames

Experience Ready for action?

Experience CLIL lesson on muscle contraction • Dual goals 1. Start with reading or listening. Introduce topic with visual and experiential support. 2. Check comprehension with minimal language. 3. Help Ss work on productive skills with sentence patterns. 4. Supplement with other activities.

Summary Teaching content Prioritize. You can’t include everything. Vocabulary is important, both content-specific and general academic. Build students’ schema. Relate new to old. Provide support with the new. Make reading and listening manageable. Use language-sensitive assessment.

Summary Teaching language Teach relevant skills and sub-skills. Put into practice what you know about good ELT methodology. Prioritize language that helps Ss grasp content. Don’t forget that your goals include giving Ss English for future content and work too.

Questions and Answers

Resources Calabrese, I. &. S. Rampone. 2008. Cross-curricular resources for young learners. Oxford University Press. Coyle, D. , P. Hood, & D. Marsh. 2010. CLIL: Content and language integrated learning. Cambridge University Press. Deller, S. & C. Price. 2007. Teaching other subjects through English. Oxford University Press. Mehisto, P. , MJ. Frigols, & D. Marsh. 2008. Uncovering CLIL. Macmillan. http: //www. onestopclil. com http: //www. onestopenglish. com/section. asp? docid=1445 87

Resources Are you an administrator beginning to implement CLIL in your district? Read this short article that discusses what skills teachers and students need at different levels to make it work: http: //www. onestopclil. com/section. asp? catid=238&docid=1230

kitty. purgason@biola. edu http: //tesolresourcesfromkittyindonesia. pbworks. com