Transcript **** 1 - Nam

Week 4, Curricula and Materials Design, NJ Kang
CBI, CLIL, AND SBLT
What
CBI?
is
Diverse definition of CBI
 Crandall and Tucker (1990) define it as “...an appr
oach to language instruction that integrates the
presentation of topics or tasks from subject m
atter classes (e.g., math, social studies) within th
e context of teaching a second or foreign langua
ge” (p. 187).
 Curtain and Pesola (1994) use the term in a more
restricted way, limiting it to only those “...curricu
lum concepts being taught through the foreign
language ... appropriate to the grade level of t
he students...” (p. 35).

Definitions of Contents in CBI
 Crandall and Tucker: “academic subject matter”
 Genesee (1994) :...need not be academic; it can include any
topic, theme or non-language issue of interest or
importance to the learners” (p. 3).
 Chaput (1993):...any topic of intellectual substance which c
ontributes to the students’ understanding of language in ge
neral, and the target language in particular”
 Met (1999) : …‘content’ in content-based programs represe
nts material that is cognitively engaging and demanding for
the learner, and is material that extends beyond the target l
anguage or target culture”

So CBI
Language
Interlanguage
Subject
Content
When? For whom?
1980s
All age
• Met
• Linguistically
advanced ones
What
CLIL?
CLIL
 A dual-focused educational approach in
which an additional language is used for the
learning and teaching of both content and
language (Coyle, et al., 2010; Mehisto, et al.,
2008).
 Combination of languages and subjects
(Mehisto, et al., 2008)
So
Language
Teaching
Methods
Subject
Content
Interlanguage
Definitions of contents in
CLIL
 Subjects related contents
 Appropriate teaching methods.
Why CLIL?
Historical background of
CLIL
 Immersion tutoring fails in the L1
 Immersion tutoring favours the wealthy
 Social needs
 In need of immersion programme in schools.
 Failures in immersion programme.
Theories
CLIL?
in
Theoretical background of
CLIL
 Nuero cognitive approach: noticing theory
 Socio constructivism: (Piaget, vygotsky, ZPD,
scaffolding)
 Natural setting
 Output hypothesis theory
 TBLT cognitive engagement, problem
solving, and higher-order thinking
So CLIL is
Content
Language
Learning
strategies
So CLIL needs
Language of
Learning
Language
learning and
language
using
Language for
learning
Language
through Learning
Language of learning
 An analysis of language needed for learners
to access basic concepts and skills relating to
the subject theme or topic
 What language do the learners need?
Language for learning
 Focuses on the kind of language needed to
operate in a foreign language environment.
 What language should be taught?
(appropriate language level for the learners’
linguistic level)
Language through learning
 Is based on the principle that effective
learning cannot take place without active
involvement of language and thinking
 What topics should be used?
 Interesting and cognitively appropriate topics
motivate learners’ language and content
learning
Types of
CBI?
Content and Language Continuum
Content Driven
Total
Immersion
Partial
Immersion
Sheltere
d Model
Language driven
Adjunct
Model
Theme
based
courses
Language
focused
with some
contents
Content driven
 Total immersion
 Partial immersion
 Sheltered model
Adjunct model
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).
Total immersion
 Teach all the subjects following the local
curriculum in the target language.
 No intention for teaching the target language
Partial immersion
 Teach not all the subjects in the target
language.
So immersion
Subjects
contents
L2
Content
attainment
Sheltered English Immersion
(SEI)







The goal is to provide English Language Learners (ELLs) with a
comprehensive curriculum in all content areas as we develop student’s
English language skills.
The program instructs students to speak, read, and write in English.
Instruction is provided by teachers who are specially trained in English
language acquisition or applied linguistics, and their content area.
Our teachers use curricula and methodologies specifically designed to
promote English language skills while teaching content area curricula.
This program prepares English Language Learners (ELLs) to enter grade
level general education classrooms. Students in grades JK – 5 enrolled in
the Sheltered English Immersion (SEI) program will receive instruction in
all content areas that is aligned with the state and CPS curriculum
standards.
Students are formally assessed three times a year to ensure that the
goals of speaking, listening, and writing in English are achieved.
http://grahamandparks.cpsd.us/programs/sheltered_english
So Sheltered programs
All the Subject
Contents Adjusted
Subject
Contents
Language
Attainment
Taught
in L2
Adjunct Immersion Programme
 Learning both language and content are goals.
 Have both language teachers and content
teachers.
 Both language and content knowledge are
assessed.
 In sheltered immersion all the subjects in the
curriculum are taught in L2
 In Adjunct immersion, not all the subjects are
taught in L2 but some of them are taught in L1.
So Adjunct programs
Adjusted Subject
contents
Subject Contents
Language
Attainment
L2
Language driven
Theme based programs
Language focused programs
 Language has primacy, and content facilitates la




nguage growth.
Content learning may be considered a by-produ
ct,
Neither students nor their teachers are held acco
untable for ensuring that students learn it.
Content provides rich avenues for meaningful an
d purposeful language use and learning (Brinton
, Snow and Wesche, 1989; Curtain and Pesola, 19
94; Met, 1991).
Instruction can be done in the student’s native la
nguage, but does not substitute for it.
So language driven
Language
Language
attainment
content
The Theme Based Model
 Is language-driven: the goal of these courses is to hel
p students develop L2 skills and proficiency.
 Themes are selected based on their potential to cont
ribute to the learner’s language growth in specific to
pical or functional domains.
 Unlike sheltered courses, which are taught by conten
t instructors, and adjunct courses that are co-taught,
theme-based courses are taught by language instruc
tors to L2 Learners who are evaluated in terms of the
ir language growth. Students (and their teachers) are
not necessarily accountable for content mastery. Ind
eed, content learning is incidental.

So The Theme Based Model
Singing
songs
Surveys
Language
objectives
Assessment
Theme
or topic
Roleplaying
Drawing
Language Attainment
Task 1 Select one material
 Which follows one of these .
Why?
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’ Perceptions Concerning English lasses
very
interesti
ng
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
1%
2
186
100
%
so so
1
%
Total
Learners’ Picture of Their Participation Rate
in the English Classes
Always
Some
times
Rarely
No
response
Total
3rd
70
61%
38
33%
4
3%
4
3%
115
100
%
4th
63
62%
33
33%
3
3%
2
2%
101
100
%
5th
73
63.5
%
36
31%
2
2%
4
3.5%
115
100
%
6th
81
44%
86
46%
11
6%
8
4%
186
100
%
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%
0
0%
Why?
English Topics for 3rd 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 3rd 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
ScienceFiction
Learning Focus
Summarize the story into a beginning,
middle and ending
Environment
1) The Sol River
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
Topics in English textbook (2007)
Topics
3rd
4th
5th
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 6th 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
Students’ cognitive level
English text content
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
Cognitive
Development
EFL Content
Kindergarten
6th Grade
Show lesson samples
IMMERSION?
CBELT?
Result? (Sample lessons)
TOO EASY?
TOO
DIFFICULT?
How?
SBLT?
CBELT Family Tree
CBLT
Partial
Immersion
Theme
Based
SBLT
Complete
Immersion
ESL
SBLT (Subject Based Language
Teaching)
 Teaching other subject in English in English
lessons focusing both on learning English and
content.
En
Su
SBLT
Principles for SBLT
 Language objectives
 Content objects
Principles for SBLT
Familiarity
tasks
Language
Processing
tasks
SBLT
Subject
Same grade
Teachable unit
SBLT Mediated TV Programmes
 Knock Knock Play Ground (3 – 6 yrs)
 Yo Yo Play Time 1 ( 6- 8 yrs.)
 Yo Yo Play Time 2 ( 7 – 9 yrs. )
 All four subjects.
 Language Arts. Science. Social Studies. Math
 6th Month
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
objectives.
language
English
Specific Language
Objectives
Repeated
Implicit +
Explicit
Put Korean social study book
example
 Do a task
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)
Korean socio contextual
setting
Learners' and
teachers' low
English ability
No content
No English
Psycholinguists
VanPattern’s model of
processing and acquisition
Input
Intake
Developing
system
VanPattern’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
Schmidt and noticing
Influence on noticing
Input
-frequency
-salient
Working memory
Noticing
Output
Long-term
memory
Instruction
Principle 4: Both skillgetting and skill-using
tasks should be provided in
a balanced manner.
 Chunk of language
 Memorization
 Thinking
 Meaningful interaction
•Practice
Familiarity
•Skill getting
•Produce
Processing
•Skill using
Activity 2:
 What would be the content objectives?
 What is the language objectives?
Let’s Practice
Select content
Select
language
Sample 2 6th grade science
Select
one unit
teacheable parts
simple sentences that
can be repeated.
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.
Researches
Grade
Gra Number of
de students
answer
1st 6
2nd 42
3rd 4th 207
5th 6th Tot 255
al
250
207
200
150
100
42
50
6
0
0
0
0
① 1st
② 2nd
③ 3rd
④ 4th
⑤ 5th
⑥ 6th
Duration of learning English
Number
of
students
answer
Less than 52
1 year
1- 2 years 74
More than 107
3 years
Total
233
Note
120
107
100
No
Answer:
22
80
60
74
52
40
20
0
① less than 1
yr
② 1~2 yrs
③ more than 3
years
Q2. Do you thinkYoyo Playtime classes are fun?
Number of students
answer
Note
Extremely fun
70
No Answer: 4
Fun
70
So so
82
Not fun
14
Extremely not fun
10
Other
5
Total 90
251
80
70
82
70
70
60
50
40
30
14
20
10
10
5
0
① Extremely fun
② Fun
③ So so
④ Not fun
⑤ Extremely not fun
⑥ Other
Q4. What did you learn from theYoyo Playtime book?
Number of students
answer
Note
English (conversation)
95
No Answer: 5
Science
9
Mathematics
162
Social Studies
1
Other
4
Total
271
180
160
140
120
95
100
80
60
40
9
20
0
① English(conversation) ② Science
Duplicated
Answer: 21
162
1
③ Mathmatics
④ Social Studies
4
⑤ Other
Q5. What subject did you like the most fromYoyo Playtime?
Number of students answer
Note
English
79
No Answer: 19
Science
5
Mathematics
148
Social Studies
4
Total
236
160
148
140
120
100
80
79
60
40
20
5
4
0
① English
② Science
③ Mathmatics
④ Social Studies
Q7. What do you think about the English level used inYoyo Playtime,
compared to other books?
Number of students answer
Note
Very hard
5
No Answer: 4
Hard
10
So so
71
Easy
63
Very easy
102
Total
251
120
102
100
80
71
63
60
40
20
5
10
0
① Very hard
② Hard
③ So so
④ Easy
⑤ Very easy
Q9. How much ofYoyo Playtime English did you understand?
Number of students answer
Note
100 %
118
No Answer: 6
80 %
70
60 %
32
40 %
22
20 %
7
Total
249
140
120
118
100
70
80
60
32
40
22
20
7
0
① 100%
② 80%
③ 60%
④ 40%
⑤ 20%
Q10. Which English material do you like better-Yoyo Playtime or
textbooks used in school?
Number of students answer
Yoyo Playtime 182
School
textbooks
66
Total
248
200
Note
No Answer: 7
182
150
100
66
50
0
① Yoyo Playtime
② school textbooks
Q10. Which English material do you like better-Yoyo Playtime or
textbooks used in school?
Yoyo Playtime
Number of
answers
School textbooks
Number of
answers
1st and 2nd graders
Because it’s fun
100
Yoyo Playtime is too easy
21
Easy to understand
55
Yoyo Playtime is too childish
3
Because it has songs(chants)
12
Other textbooks are more fun
2
Because it has cartoon strips
8
I am used to learning from other books
1
Helps improve my English
4
Yoyo Playtime is hard for me
1
Because it has video clips
4
Other books are easier
1
Because it has stories
3
Able to learn math using English
3
Study with CD ROM
2
Few vocabulary quizzes
1
Can check what I couldn’t understand
1
A lot of pictures
1
Q10. Which English material do you like better-Yoyo Playtime or
textbooks used in school?
Yoyo Playtime
Number of
answers
School textbooks
Number
of
answers
4th grade
Because it’s fun
78
Yoyo Playtime is too easy
14
Easy to understand
44
Yoyo Playtime is too childish
3
Because it has songs(chants)
11
Other textbooks are more fun
2
Listen to CD
2
Because it has cartoon strips
7
Able to learn math using
English
3
Because it has video clips
4
Helps improve vocabulary
skills
2
Because it has stories
3
Q14. What textbook material would you like to use in your future
English classes?
Yoyo Playtime
Yoyo Playtime
Different English
textbooks
Other
Total
Number Note
of
answers
157
No
57
Answer:
18
23
237
Then is it OK in Korean public
elementary context?
 Yo yo play time
 Survey data.
Experimental lesson 1 test result
2010 IGSE 영어교육연구소 세미나
영어몰입교육 (ELT Immersion)
2010. 11. 4
50
40
30
0-49
50-69
20
70-100
10
0
Before
숙명여자대학교 tesol 대학원 : 장애순 [email protected]
After
16
Experimental lesson 2 test result
2010 IGSE 영어교육연구소 세미나
영어몰입교육 (ELT Immersion)
2010. 11. 4
60
50
40
0-49
30
50-69
20
70-100
10
0
Before
숙명여자대학교 tesol 대학원 : 장애순 [email protected]
After
16
Found out
 SBLT Better
 More for high level
 Should use for right grade
Still
Many Variables
But we’ll try again.
English and
Korean
Integration
Halliwell’s four ways
① Using language classes to provide material
for work in other lessons.
② Using techniques from other subjects to
stimulate language work.
③ Introducing topics from other subjects into
language lessons.
④ Teaching whole lessons of other subjects in
English.
The First and the Second Ways
 The first way describes materials that are
produced as an outcome of languagepracticing tasks, such as a pie chart,
diagrams, graph charts, and a survey chart,
which can be used later in the math class
using the mother tongue.
The second way
 Uses the concept which is learned from another s
ubject in the English lessons for the purpose of pr
acticing and learning language.
 The same language pattern, such as "Who's wear
ing jeans? Who has blue eyes? Who has blue eyes
and is wearing jeans?", can be practiced repeate
dly by conducting a survey, and this gathering of
information through a survey can be turned into
the intersecting sets which were learned from th
e math class. This math concept can be expande
d as the learners gain confidence with the langua
ge they have to use during the data collection.
The Third and the Fourth Ways
The third and fourth ways, compared to the first
and second, put a greater focus on learning
certain concepts or a pieces of information
from other subjects than on practicing the
language. They rely on the power to make a
conceptual and collaborative integration
between other subjects and the English
lessons.
 In order to help lower-level learners (in
English) to understand the concept using
simple and easy English, it is suggested that
an experimental demonstration be carried
out for the third way.
The fourth procedure
 is distinguished from the third in terms of the
amount of input for an English lesson and the
ways of using mother tongue classes for
teaching input to the learners. Halliwell (op.
cit) suggests teaching the different parts of
the same topic or concept of other subjects
both in English lessons and other subject
lessons in the mother tongue.
Steps for Integrating the Fourt
h Way of Halliwell (2002)
<Figure 1>
1. Basic them
e teaching in
a mother ton
gue class
2. Selected th
eme teaching
in English as a
continuation
of other subje
ct class.
3. Extended t
heme teachin
g in a mother
tongue class.
TENORs(Teaching English with No Obvious Reason).
As is discussed in H.-J. Kim's article (1998),
Korean primary school learners belong to
under the category of TENORs (Teaching
English with No Obvious Reason).
No English using opportunity outside
classrooms.
Positive effect out of the same subject
integration in English and mother classes
(Kim, 2007)
Implicit vs Explicit
Explicit
 The explicit teaching of grammar rules and
vocabulary is recommended in CBELT since
its ultimate goal is not to learn about a new
theme or topic but language (Ellis, 1994;
Lyster, 1998; Met 1998; Nation 2002).
Implicit
 In contrast to the preference for explicit teaching of
grammar rules, language structures and vocabulary,
child learners, as Tough (1991) argues, learn languag
e through imitation and repetition of short phrases a
ttached to particular kinds of situation in the same w
ay without understanding the rules of the language.
 Wong-Fillmore (1979) argues that children learn lang
uage through frequent imitation of such phrases and
continue to use them as unanalyzed wholes, such as
a chunk of language. A chunk of language means me
morized short phrases or a sentence without underst
anding the structure or individual vocabulary.
Implicit + Explicit
 Mitchell and Martin (1997) is not the same as learnin
g the rules of the grammar isolated from a meaningf
ul context and explicit practicing of its rules. It is abo
ut providing EFL learners with an artificial and fictitio
us but meaningful context in which they can be expo
sed to repeatedly - produced sentences, short phras
es and vocabulary attached to a particular situation s
imilarl to that which the first and second language le
arners have. In my understanding it may be better to
give EFL learners an opportunity to listen to and spe
ak the same patterns of language or short phrases as
often as possible so that they can implicitly or explici
tly memorize this language as chunks.
Comprehensible Input
 Nunan's (1998) view, looking at the currently
used textbook can be a starting point to
decide upon language input. Evaluating
language input from this textbook for Korean
primary schools would be a first step to
understanding the comprehensible language
input for the learners.
Mother tongue + SBELT
 A supportive link between an actual subject lesso
n in the mother tongue and CBELT would be one
of the solutions. Selecting topics and themes tha
t can be introduced using a lot of visual methods,
demonstrations and hands-on activities, would b
e another. Provision of easy and simple sentence
s and an appropriate amount of vocabulary, activ
ities or tasks that enable learners to use their bac
kground knowledge and procedural knowledge
would be another important factor to take into c
onsideration in CBELT lessons.
Four principles
1) CBELT Classes can be Integrated with Other Su
bject Classes in the Mother Tongue
2) Themes and Topics of a Subject can be Selecte
d when These can be Introduced Explicitly thro
ugh Supportive Methods
3) Language Objectives Should be Appropriate fo
r the Learners' Current Language Level
4) Language Objectives should be Recycled Syste
matically and meaningfully through out the Le
sson.
3. Designing a Lesson Procedure
Using Four Principles.
1) Application of principle 1 & 2
Social Studies 6-1 Science 6-1
Social Studies 6-2
Establishment of Kor
ea
The global world we are livi
ng
Various Rocks
Ko-Chosun, Shilla, Ba Earth Quake, Natural
lhae, Kokuryeo
disasters
2) Application of principle 3
Reflecting the idea of comprehensible input,
this material will not exceed three different
sentences and 10 vocabulary items, in the
same way as the currently-used English
textbook for Korean primary school English
lessons (see Table 2).
4) Application of principle 4
As described in the above, in each unit the main
language input is explicitly described and an a
ttempt is made to use this language input rep
eatedly and as many times as possible using d
ifferent tasks and activities. Meanwhile these
sentences and words are used again and agai
n in the lesson, so the learners learn this lang
uage naturally but explicitly and at the same t
ime the concept of the lesson can be underst
ood by the learners.
Homework
 Please design a structure of your material and
establish underpinning theories.
 Reading Chapter 21 in book 2
 Chapter 6 in book 1
What
do you
think?
Can
you use
it?
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THANK
S