MTB MLE Workshop

Bangkok, March 2012

Susan Malone

Everyday L2: The language thatstudents will use to communicate(hear and speak) about the thingsthey see and do in their daily lives

Academic L2: The language theywill use to learn and talk aboutabstract concepts as they moveinto higher grades

Strong MTB MLE programs support theirstudents’ cognitive and academicdevelopment in both L1 and L2 throughoutprimary school.

Planners recognize that students mustPlanners recognize that students mustcontinue to learn new concepts according tothe curriculum and they must learn thelanguage (L2) that they will need to continuelearning as they proceed to higher primaryand then secondary school.

Bilingual Programs - Comparison of Achievement

on Standardized Tests

40

50

60

70

NC

E(P

erc

en

tile

)

1 - Two-way developmental

2 - One-way developmental

3 - Transitional + content ESL

61

52

40

Final NCE

Average performance of native-

English speakers

0

10

20

30

40

1 2 3 4 5 6 7 8 9 10 11

Grade Level

NC

E(P

erc

en

tile

)

3 - Transitional + content ESL

4 - Transition + standard ESL

5 - ESL through academic

content

6 - Traditional ESL Pullout

35

34

24

from Thomas and Collier 1997, p. 53

Academic language requiredEverydaylanguage ok

CHALLENGE: How to help students learnthe new concepts AND build their levelof L2 so that they can continue learningas the language becomes more complexand abstractand abstract

STRATAGY: Use both L1 and L2 forteaching / learning starting in middleprimary grades

First step (big one!)Go through mainstream curriculum (math,

science, etc) starting in Grade 1 and continuingto the end of primary school to identify all theacademic terms for each subject that thestudents will need to understand and be ablestudents will need to understand and be ableto use when they start using L2 as a languageof instruction.

Plan the order in which you will introduce theterms—divided by year and then bysemesters.

Next step…Plan the activities—starting as early as

Grade 1 if necessary—that teachers willuse to introduce the new terms so thatuse to introduce the new terms so thatstudents will understand, remember andbe able to use them.

Third step

1. If mainstream L2 textbooks will be usedfor the L2 time, go through all thelessons to see if they will actually helplessons to see if they will actually helpstudents understand the concept that isbeing taught.

Third step, continued

2. If a lesson and illustrations will be tooforeign to the students (or is not directlyrelated to the competency)…related to the competency)…

…develop a lesson plan that does not includethe textbook. If the teacher must use thetextbook, make sure the teacher knows toignore the irrelevant and foreign parts

Then plan the process for usingboth languages for teaching andboth languages for teaching andlearning.

L1-L2-L1 in middle primaryL1-L2-L1 in middle primarygrades—suggested steps

Introduce the new concept in L1

Introduce the new concept in L1 usingproblem-solving activities . Askquestions to help students understandquestions to help students understandand explain the concept.

Students do written activities in the L1Activity /Text Book.

Introduce the new L2 term

Use L1 to introduce 1-3 new L2academic terms that relate to theconcept.concept.

Do TPR type activities to reinforce thestudents understanding of the newterms

Talk about the concept in L2

Review the main points of the concept in L2using the new terms. Be careful to keep thelanguage understandable to the students solanguage understandable to the students sostudents can focus on the concept, not onunderstanding the language.

Ask questions to ensure that studentsunderstand and can talk about the concept inL2.

Review and check comprehensionin L1

Ask questions tocheck that students understand and cancheck that students understand and can

apply,

analyse,and evaluate the new concept and

use it to create new knowledge.

L1-L2-L1 in upper primarygradesgrades

Before the lesson begins…

Check the lesson plan for information aboutvocabulary terms or pictures in the textbookthat will be unfamiliar to the students.that will be unfamiliar to the students.

Either ignore those terms and pictures orexplain them so they help studentsunderstand the concept in focus.

Introduce the new concept in L1Introduce the concept in L1 (using activities, if

possible)

Ask questions that encourage students to talkabout their understanding of the concept.about their understanding of the concept.Correct any misunderstandings…

[…acknowledging that if an L1 TA is doing theintroduction they may not be able to do thesecond step…a reason to develop bilingualteachers!]

Use L1 to introduce new L2 terms

Use L1 to introduce the new L2 academicterms. After explaining the terms andwriting them on the chalkboard, studentsterms. After explaining the terms andwriting them on the chalkboard, studentswrite them in their L2 language book.

Explain / expand the concept in L2

1) Use L2 to review the concept and expand abit using the new terms. Students do 1-2problem-solving activities relating to theconcept then explain what they did, and theresults in L2.results in L2.

2) Ask comprehension questions and encouragestudents to answer in L2, using the newterms. If they have trouble, let them answerin L1 and encourage others to translate theiranswer into L2…

3) Students go to the appropriate page intheir textbook. If they are not able toread the L2 text, read it to them.

4) If there are relevant L2 words in thelesson that they have not yet learned,substitute L2 (or L1) words that theylesson that they have not yet learned,substitute L2 (or L1) words that theyalready know.

5) Then use careful L2, including the newterms, to explain the textbook lesson.

6) Students work on the textbook activitiesin teams.

Check comprehension in L1

Ask questions to check comprehension—first in in L1. Let them talk about theanswer in L1 and then let them translateanswer in L1 and then let them translate(or help them translate) their answersinto L2.

Review of the main pointsReview of the main points

…when students’ L1 is invoked as acognitive and linguistic resourcethrough bilingual instructionalstrategies, it can function as astepping stone to scaffold morestepping stone to scaffold moreaccomplished performance in the L2.

Cummins, J. (2007). Rethinking monolingual instructionalstrategies in multilingual classrooms. The Canadian Journalof Applied Linguistics, 10(2), 221-240. Special issue onMultilingualism in Canadian Schools edited by Roy Lysterand Sharon Lapkin.

Again, in the L1-L2-L1 approach,students…

…learn the concepts for each subject that arerequired in the competencies and…

…learn the [L2] language relating to theconcepts so they can understand and use theconcepts for further learning.

..a second language is most successfullyacquired when the conditions are similar tothose present in first language acquisition: thatis, when the focus of instruction is on meaningrather than on form; when the language inputis at or just above the proficiency of theis at or just above the proficiency of thelearner; and when there is sufficientopportunity to engage in meaningful use of thatlanguage in a relatively anxiety-freeenvironment.JoAnne Crandell. 1994. Content-based Language Learning. ERIC Identifier:ED367142. ERIC Clearinghouse on Languages and Linguistics WashingtonDC.

Regarding the benefit of the problem-solving activities (L2 and L1)

Surprisingly, what looks like work is actuallySurprisingly, what looks like work is actuallyfun. Not so surprising say cognitivefun. Not so surprising say cognitivescientists because your brain loves solvingscientists because your brain loves solvingfun. Not so surprising say cognitivefun. Not so surprising say cognitivescientists because your brain loves solvingscientists because your brain loves solvingpuzzles. That’s how it learns. It thrives onpuzzles. That’s how it learns. It thrives onbursts of pleasure that are part of thebursts of pleasure that are part of thebrain’s reward system when you solvebrain’s reward system when you solveproblems and challenges.problems and challenges.

[from a[from a RosettaStoneRosettaStone advertisement inadvertisement in Foreign AffairsForeign Affairs, vol. 89(2), March, vol. 89(2), March--April 2010]April 2010]

Important note #1:

We can combine language learningand concept-learning if /when studentshave developed a good foundation in‘everyday’ L2 and have had success in‘everyday’ L2 and have had success inlearning content to this point.

Important point #2Think about schema theory when

developing L1-L2 L1 lessons.

Also think about the Zone of ProximalAlso think about the Zone of ProximalDevelopment and aim to stay “in thezone”!

Also think about higher level thinking andlearning and make sure all lessons buildstudents’ confidence in using all levels.

Regarding L2 textbooks

Is the lesson closely related to the competency thatthe students need to achieve?

Will the pictures communicate clearly and helpstudents understand the concept?

Are the words and language an appropriate level forAre the words and language an appropriate level forstudents?

What vocabulary terms do the students need to learnbefore they see them in the textbook?

How can you introduce those terms before thestudents encounter them in the textbook?

Important note #3.Sometimes there is little relationship between the

textbooks used in mainstream classes and thecompetencies that are listed in the governmentcurriculum.

If that is the case, the best thing to do it to ignorethe textbooks and focus on the competencies ORthe textbooks and focus on the competencies ORdevelop new textbooks that are based on thecompetencies.

This is a major problem and needs to be addressed,especially for students in MTB MLE programs.Irrelevant textbooks, or irrelevant lessons intextbooks waste precious time and energy.

Regarding “2LA” language

Speak slowly;

Pronounce words carefully;

Use simple sentence structure;Use simple sentence structure;

Repeat and /or explain if students seemconfused;

Ask questions to check forunderstanding.

For your own training events:Challenge teams to explain theseEnglish terms in their L1 withoutusing any technical vocabulary

• fractions• fractions

• photosynthesis

• Mathematics

• magnification

• gravity

• aerodynamics

Then…regarding thelanguage progressionplan…plan…

Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year 7 Year 8Language

as subject

Oral L1

Pre-

literacy

L1 literacy

Oral L2

L2 literacy

Oral L3Oral L3

L3

literacy,

Etc

Language

for

teaching/

learning

+ introduce

L2 academic

terms

KGKG GradeGrade11

GradeGrade22

GradeGrade33

GradeGrade44

GradeGrade55

GradeGrade66

BuildOral L1Pre-reading& pre-writing inL1Begin L1literacy

Oral &written L1

Oral L2

Begin L2alphabet

Begin L2

Oral &written L1

Oral &written L2

Oral &written L1

Oral &written L2

Oral &written L1

Oral &written L2

Oral &writtenL1

Oral &written L2

Oral &written L1

Oral &written L2

literacy

Beginoral L2

Begin L2literacy(secondsemester)

Use L1 for teaching Use L1 forteaching

Use L1 tointroduceL2 technicalterms*

Use L1 to introduce concept and L2technical terms

Use “easy” L2 to re-teach concept

Use L1 for review and to checkunderstanding

Introduce L2technicaltermsUse L2 toteachUse L1 toreview

KG Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

Oral L1

Pre-reading &-writing inL1

IntroduceL1 literacy

Introduce

Oral &writtenL1

Oral L2

IntroduceL2 literacy(secondsemester)

Oral &writtenL1

Oral &writtenL2

IntroduceOral L3

Oral &writtenL1

Oral &writtenL2

Oral L3

Oral &writtenL1

Oral &written L2

Oral L3;IntroduceL3 literacy

Oral &writtenL1

Oral &writtenL2

Oral &writtenL3

Oral &writtenL1

Oral &writtenL2

Oral &writtenL3

Introduceoral L2 L3 L3

Use L1 forteaching

Use L1 forteaching

Use L1 forteaching

Use L1 forteaching

Use L1 tointroduceL2 academicterms*

Use L1 to introduceconcept and L2 academicterms

Use L2 to re-teachconcepts

Use L1 for review and tocheck understanding

Use L1 tointroduce L2academicterms

Use L2 forteaching

Use L1 toreview

K 1 K 2 Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6

L1

L2

L3

L4

Oral L1

Pre-reading,Pre-writing

Oral L2

Oral &written L1

Oral L2

Oral &written L1

Oral &written L2

Oral L3

Oral &written L1

Oral &written L2

Oral &,written L3

Oral &written L1

Oral &written L2

Oral andwritten L3

Oral L4

Oral &written L1

Oral &written L2

Oral &written L3

Oral and

Oral &written L1

Oral &written L2

Oral &written L3

Oral &written L1

Oral &written L2

Oral &written L3

Oral andL4

Oral L4 Oral andwrittenL4

Oral andwrittenL4

Oral andwrittenL4

LOI L1 as LOI L1 as LOI L1 as LOI

Introduce L2academicterms

L1-L2-L1for LOI

L1-L2-L1for LOI

Begin testingin L2

L1-L2-L1for LOI

L2 as LOI;

L1 to checkcompre-hension

L2 as LOI

L1 to checkcompre-hension

Suggestions for you now…

Develop or revise language progression plan.

Use your poster reports and the informationyou have entered on your computers toconsolidate your planning from this week.Think about each of the topics:Think about each of the topics:

• Do you need to deal with that issue in yourcontext?

• If so, what will you do

• When will you do it?

• How will you do it?

• Who will be involved in doing it? Etc

Using L1 and L2 as languages of instruction in middle and upper grades of MTB MLE programsEveryday L2: The language that students will use to communicate (hear and speak) about the things they see and do in their daily lives��Academic L2: The language they will use to learn and talk about abstract concepts as they move into higher gradesSlide Number 3Slide Number 4Slide Number 5First step (big one!)Next step…Third stepThird step, continuedThen plan the process for using both languages for teaching and learning.L1-L2-L1 in middle primary grades—suggested stepsIntroduce the new concept in L1Introduce the new L2 termTalk about the concept in L2Review and check comprehension �in L1L1-L2-L1 in upper primary gradesBefore the lesson begins…Introduce the new concept in L1Use L1 to introduce new L2 termsExplain / expand the concept in L2Slide Number 21Check comprehension in L1Review of the main pointsSlide Number 24Again, in the L1-L2-L1 approach, students…Slide Number 26Regarding the benefit of the problem-solving activities (L2 and L1)Slide Number 28Important point #2Slide Number 30Slide Number 31Regarding “2LA” languageSlide Number 33Slide Number 34Slide Number 35Slide Number 36Slide Number 37Slide Number 38Slide Number 39