THEMATIC AND CONTENT BASED CURRICULUM Juliana Wijaya, PhD Widya Mandala Catholic University August 20, 2018

Different Approaches • PORTFOLIOS AND PROJECTS • STANDARDS BASED • PROFICIENCY BASED • CONTENT BASED • CURRICULUM BASED • PROGRAM REQUIREMENTS • DIFFERENTIATED INSTRUCTION • LEARNER CENTERED

Plan/Design appropriate curriculum for Foreign Language Classes Make sure that the curriculum is standards based, rigorous, and relevant to the learning needs of students in the 21st century. Teaching Approaches:

Communicative Modes: Interpretive, Inter-personal, Presentational, Content-based, Proficiency-Based, Project-Based, Community-based

Identifying our learners: What are their disciplines and where do our graduates work? •  Universities •  Research centers/think tanks •  State Department •  Defense (Military) •  World Bank •  The UN •  Non-profit political, social, educational organizations •  Businesses •  Nursing/Medical •  Law •  Technology/Engineering Companies •  Media/Translation

Relevance •  Integrating students’ interest and the current states of the area and global studies and development in the curriculum •  Topics include a wide variety of issues:

linguistic, contemporary music, modern architecture, globalization and economy ecological implications of tourism politics and economic development religions topics in STEM

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Content-Based Approach CBI implies the total integration of language learning and content learning. CBI curriculum is one that: • is based on a subject-matter core • uses authentic language and texts • is appropriate to the needs of specific groups of students.

Content-based Instruction (CBI) Philosophy: “empowering students to become independent learners and continue the learning process beyond classroom,” (Stryker and Leaver, 1997 ) Aims: • enhance students’ motivation • accelerate students’ acquisition of language proficiency

• broaden cross-cultural knowledge • make the language learning experience more enjoyable and fulfilling

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Connection (5Cs)

Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations • Making Connections: Learners build, reinforce, and

expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively

• Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures

(ACTFL World-Readiness Standards)

Foreign Language Education Supports Intellectual Empowerment

•  FL education is more than acquisition and mastery of linguistic knowledge and the development of communicative skills

• Bridging disciplines: in common use includes strong

components of studies of history, political science, food science, literature, economics, media studies, and so forth.

(Cammarata L, 2016)

CBI is designed to help learners: •  construct knowledge and develop understandings about a

topic and a learning task •  use language meaningfully and purposefully •  learn about language in the context of learning through

language.

• CBI has a “dual commitment to language- and content-learning objectives” (Stoller, 2004, p. 261).

(CARLA-CoBaLTT)

Authentic Materials

The authentic materials are current and reflecting a variety of genres.

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General Professional Proficiency Able to speak accurately and with enough vocabulary to handle social interaction and professional discussions within special fields of knowledge; able to read most materials found in daily newspapers.

High level language proficiency: • opportunities in multiple careers • analytical skills, cognitive flexibility, critical thinking

• transferable skills in public speaking, writing, and collaborative problem solving

• ability to function multi-culturally, an essential and marketable asset in the globalized world

(UCLA Russian Flagship Center)

BLOOM’S TAXONOMY

Language Domain • Functions • Context and Content • Text Type • Language Control • Vocabulary • Communication Strategies • Cultural Awareness

Situating Language Learning in Disciplinary Language Practices • Language Objectives

What does the language at each level look like?

• Content Objectives:

One discipline/subject with different themes/ stages Several disciplines/subjects

Theme: Geography-Environment Language Development/Production Intermediate: Isolated Sentences-String of sentences, simple

paragraphs Travel Itinerary/activities

Advanced: Single Paragraphs, Connected Paragraphs Narrating: Research Experience Facts: News (e.g. flood, earthquake) Detailed descriptions Instructions/Process: Recycling

Advanced High-Superior: Multiple paragraphs, Extended Cogent (clear, logical and convincing) Discourse

Discussion of abstract topics, building and presenting opinions/ argument/hypothesis) -The Impact of Global Warming/Cooling -Coastal Development Problems

Beginning Level (Novice) Word-phrases-Isolated sentences

Days/Time/Dates countries Names of places Means of Transportation

Intermediate Isolated Sentences-String of sentences, simple paragraphs:

Travel Itinerary/Plan Talking about/Describing travel activities

Role plays:

Booking a ticket/tour Booking a hotel

Advanced Single Paragraphs, Connected Paragraphs

Narrating interesting/funny/embarrassing/ frightening experience travel experience Describing interesting places they visit/see: museums, aquariums, traditional markets, buildings/bridges Giving travel recommendations/advice/tips

Advanced High-Superior Multiple paragraphs, Extended Cogent Discourse

Discussion of abstract topics Building and presenting opinions/ arguments/hypotheses) The Impact of Tourism: -Overdevelopment for Tourism -Coastal Development Problems caused by Tourism

Resources: Selecting Materials

•  Subject/discipline •  Content •  Language Level

Samples of CBI Lesson Plans http://carla.umn.edu/cobaltt/lessonplans/results.php Exploring Our Use and Relationship with Water http://carla.umn.edu/cobaltt/lessonplans/detail_unit.php?unitID=407 CoBaLTT: Written Text Analysis Form http://carla.umn.edu/cobaltt/modules/curriculum/Written_text_analysis%20form_2009.pdf

ISSUES CONNECTIONS-CONTENT: • Beyond scope of most teachers at university level

• Danger of crashing since knowledge well above language level

• Selecting Materials