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Content-Based Instruction: Integrating Language and
ContentCYPRUS SUMMER
INSTITUTEJune 18 – June 29, 2007
Patricia Prinz
Content of the InstituteBroad overview of Content Based InstructionPedagogical approachesTheories of learningHands-on experiences that apply theories and pedagogyReflection
Today
Overview of Content Based InstructionEffective classroom interactions
What is content based instruction?Simultaneous study of
Academic subject: science, math, social studies, literatureSecond or foreign language
Goal of CBI
Mastery of subject contentMastery of English
CBI ModelsContent driven Language driven
Total immersion in subject
Instruction inSubject + Language
Language focused
Content theme
Haley, M.H. &Austin, T. Y.(2004) Content-Based Second Langue Teaching and Learning. Boston: Pearson
Orientations to Language LearningPHILOSOPHICAL
BASEINSTRUCTIONALORIENTATION
METHODS
Expansion of intellect.Learn vocab & grammar to translate, not communicate
GRAMMAR-BASED Grammar Translation
Behaviorist influence; Learning is habit formation; Lessons based on dialogue and exercises
EMPIRICIST Notional-Functional ApproachAudiolingual Methods
Applied LinguisticsFocus ion oral communication
COMMUNICATIVE Direct Method
Orientations to Language LearningPHILOSOPHICAL
BASEINSTRUCTIONALORIENTATION
METHODS
Applies theories ofthe developmental process
of L1 to L2cognitive theories of
learning.
RATIONALISTSilent WayCommunity Language LearningTotal Physical ResponseNatural ApproachCALLA
Includes social/individual psychological aspects of learning and miscue analysis
SOCIOCULTURALPSYCHOLINGUISTIC
Problem PosingContent-Based Language Teaching
Adapted from: Freeman & Freeman, ESL/EFL Teaching: Principles for Success
CBI Influenced bySociocultural theory of learning
Psycholinguistic theory of language development
Sociocultural Theory of LearningLanguage and culture central to human development
Social interaction: Learning takes place through interaction with a more capable adult or peer.Zone of proximal development: A level beyond independent functioning of the learner. The distance between what the student can accomplish independently and what he or she can accomplish with assistanceScaffolding: Support and assistance to permit the student to perform at the next level of development. Scaffolds are contextual, social, and temporary frameworks designed with a specific learning situation in mind. VYGOTSKY(1896-1934)
V
Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.
Social interaction
Classroom interactionsTeacher-studentPeer-PeerStudent content
Zone of proximal development
Instruction one level above students’ current competence in
-Content curriculum-Language curriculum-Literacy curriculum-Learning strategies
Based on ongoing assessment
ScaffoldingSupport learning through:
Pedagogy Teaching learning strategiesModifications to contentStructure of lessonsGradual release of responsibility
Psycholinguistic TheoryThe study of the influence of psychological
factors on the development, use, and understanding of language.
LANGUAGE
•Grammar
•Pronunciation
•Fluency
•Sociolinguistic
•Discourse
•Strategic
•Abstract thinking
•Critical thinking
Social Proficiency
2 - 3 years
Academic language Proficiency
5 - 8 years
Adapted from; Cummins, J. (2000). Language, Power, ad Pedagogy. Clevedon: Multilingual Matters
CUMMINS THEORY OF SECOND LANGUAGE PROFICIENCY
Social LanguageFace to Face interactionConcrete Meaning negotiatedContextualizedConversational
Academic LanguagePresentationsAbstract, theoreticalSpecialized Language and DiscourseDecontextualizedExpository
Cummins, J. (2000). Language, Power, ad Pedagogy. Clevedon: Multilingual Matters
Academic Language and Literacy
Academic language is the spectrum of words and phrases that help students organize and process core knowledge and skills in schools.
Academic Literacy is the specific language demands of reading, writing and oral participation characteristic of particular disciplines.
Content-Based Instruction
Explicit attention to academic literacy and language development
Subject area
Academic Language
LexisSyntaxDiscourse patterns/text structure Academic language functions
Academic Literacy
Content Vocabulary
Academic Thinking Skills
Classroom Discussion Skills
Academic Reading and
Writing
Academic Literary (Echevarria, Vogt, & Short, 2004)
Preparationlanguage and content objectives
Building Backgroundvocabulary development, student connections
Comprehensible Input ESL techniques
StrategiesMetacognitive and cognitive strategies
Academic Literary (Echevarria, Vogt, & Short, 2004)
Interactionoral language
Practice & Application practice all 4 language skills
Lesson Deliverymeet objectives
Review & Assessment review vocabulary and concepts
Background KnowledgeContent Culture Cognitive functionsDiscourse communityCritical Thinking
Activating Background Knowledge
Connects to students’ personal experiences
Connects to past lessons
Focuses on academic vocabulary
Comprehensible Input
Modifications in syntaxReduction in new vocabularyOne level beyond student’s current language proficiencyAllows student to focus on content
CBI Institute
Plenary sessions provide theoretical overview of these principles Interactive sessions provide opportunities see the principles in action and practice activities based on theories.Focus on elements of Academic Literacy (Echevarria, Vogt, & Short, 2004)
Focus of Today’s Workshop:Classroom Interactions
Designing lessons to:To maximize opportunities to use and practice EnglishFocus on language of content areaStructure pair and group work to keep students on task and interacting