an introduction to using english as the moi what role does language play in subject content...

An Introduction to Using English as the MOI

What role does language play in subject content learning?

How is content related to language?How can we integrate content and language

teaching?How can we plan for the integration of

content and language?

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The Role of Language in Subject Content Learning

All content learning relies on the use of language.

Language is the medium through which teaching and learning occur.

No classroom functions without language. So, language is vital to learning.

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An Introduction to Using English as the MOI What are the two main sources from which Ss get their

subject content knowledge?Teachers & books…..Ss listen to teachers’ explanations.Ss read books.Teachers rely on language for explanation and

instruction.This applies to all subjects:The maths teacher relies on language to explain,

instruct, inform, encourage…Textbooks include the printed language….

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Ss need to express their subject content knowledge;

Ss ask and answer questions.Ss do written exams….

What do you think of this statement? Do you agree? Why / why not???

“Exams in my subject are mainly multiple choice so Ss don’t need to know a lot of language”.

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• Even in MCQs Ss must comprehend and process the language in the question and the options for answers!

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A language deficit?A deficiency in the language of instruction is a

obstacle to learning in all subject areas.What do you think is going on in the following

example? (there is a language problem here, what do you

think it is??)

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A science example:Q: State three conditions necessary for food

decay to occur? A: Refrigeration

HeatingSalting

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One possibility:The Ss might have mistaken the word ‘decay’ for

‘preservation’.However, a more serious possibility is that the

Ss simply memorized a few key words for this topic and simply reproduced these in the exam.

This is the limitation of trying to overcome language problems by simply memorizing the key vocabulary

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Rather than memorizing key terms extended language is needed so Ss can:

• Connect discrete facts.• Begin to form coherent answers.

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Therefore, we need to find ways to help Ss with language at the same time that content is being taught.

We need to move beyond “solving” the language problem by either over-relying on Cantonese or by asking Ss to only memorize key, isolated vocabulary.

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Why??Because although using Cantonese helps the

teacher to explain concepts, it will not help Ss express their subject knowledge in English…

Why is expressing subject knowledge in English important???

Ss must demonstrate their understanding in examinations….even with MCQs, as we saw earlier…..

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An Introduction to Using English as the MOI Structures to represent the content – language relationship

An organized way of thinking about the content – language relationship is through the use of knowledge structures (KS)

Some of the most common are:• Definition• Classification• Description• Exemplification• Sequence • Comparison and contrast• Cause – effect• Hypothesis • Evaluation

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An Introduction to Using English as the MOI Each KS has specific related language patterns. This can occur at the word, sentence, paragraph , and

whole text levels. When the language features of the different KS are

identified, the relationship between content and language can be traced:

Content

KS

Language 13


Task One:Look through the different KLAs and curriculum

topics shown on Handout One pp. 79 – 83 and identify possible KS in each case.

Then check the answers on the Handout answer sheet

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Task Two and Three:1. Read Handout Two pp. 84-7 and identify the

KS that correspond to the different sets of language features.

2. Read Handout Three p. 88-90 and identify the KS represented in each of the paragraphs.

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An Introduction to Using English as the MOI Answers Task Two:A. DefinitionB. Cause – effectC. ClassificationD.SequenceE. DescriptionF. EvaluationG.Comparison and contrastH.Exemplification

I. Hypothesis

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Answers Task Three:A.Definition / ExemplificationB.Classification / descriptionC.Sequence / descriptionD. DescriptionE.Comparison and contrastF. Definition / Exemplification / Classification G.Cause – effectH.Sequence / Description

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An Introduction to Using English as the MOI How useful are these KS?

These KS can help Ss move to higher order thinking skills because they require Ss to:

• Interpret,• Analyze,• Organizefacts by • Defining,• Classifying,• Sequencing,• Comparing and contrasting,• Explaining cause and effects…..and so on

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To see how useful thinking and working in terms of these KS can be, think back to the words you use when set assignment and exam questions. Do you use terms such as:

• What is / define..• Describe…• List….• Give examples of…• Compare and contrast….• Explain why…• What are the causes / results of….• State the reasons why….

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How useful are these KS?• Discuss…• Evaluate….If you do, then KS are useful ways to think about

the language demands of your subject!

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KS are cross-curricular, which means Ss might have the opportunity to recycle what they learn in one class within other.

For example, in the case of sequences:• History: a sequence of historical events.• Geography: A cycle of events in the natural world

(weather).• PE: An instructional sequence on how to play a game.• Art: A sequence of steps to construct a piece of art

work.• Science: A sequence of steps in an experiment: 21

An Introduction to Using English as the MOI Graphic Representations

Most of these KS can be represented by graphics.For example:• Classification……..Tree Diagram• Description………..Web Diagram • Sequence…………..Flow Chart • Comparison and contrast…….Table In some case the same pattern can be represented

more than one graphic: Description can be represented by a web diagram as

well as by a table. 22


Why use graphics?• Graphics usually involves only the use of key

words / phrases and can provide important support to language rich explanations in the classroom.

• Graphics gives Ss support in understanding the structure and the key language of the subject.

• They are useful in information transfer (IT) activities (which we will discuss soon)

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TaskLook at Handout Four and suggest possible KS

that could be represented by each of these graphics.

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Possible answers:A.ClassificationB.DescriptionC.SequenceD.Comparison and contrastE.Cause – effectF. Evaluation

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How do we integrate content and language?In an EMI environment Ss face the task of

learning both content and language in the maths / science/ history/ geography….classroom.

This means subject teachers have to teach language.

But what language to teach????

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• Subject teachers teach language in the context of the subject content.

• The language that subject teachers teach depends on the content.

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Why teach language (“I’m not a language teacher!”)???

If you do not teach the language that goes with the content Ss are given no support in mastering the language they need to both understand the content and to express their ideas in, for example, assignments and exams….

(if you don’t teach the language of your subject, who’s going to???)

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How to integrate content and language? Two ways are suggested:1.Identify the language objectives that Ss need

in order to learn the content.2.Use information transfer activities.

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An Introduction to Using English as the MOI Identify the language objectives that Ss need in order

to learn the content.As content teachers, we need to also plan for language

objectives.This step will help you and the Ss better understand

what needs to be taught and learnt. What if you don’t begin by identifying your language

objectives?Consider the following examples from a science lesson:

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An Introduction to Using English as the MOI A teacher wants Ss to understand the functions of

different parts of the eye.Without clear language objectives he / she may use any

or all of these language forms during the lesson:The pupil collects light

The pupil is used to collect lightThe pupil is used for collecting light Light is collected through the pupilLight comes in through the pupil

What is problematic about the above in terms of Ss learning?

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• Ss need to understand a large number of language forms.

• If the teacher had clear language objectives she / he could focus Ss attention on a smaller range of language forms.

• This makes it easier for Ss to understand the content and the language of this particular topic.

• We can therefore reduce the language load of Ss.

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So….how can we identify language objects for any particular topic?

One way to do this is to make use of KS.These KS can link language and content. So, if we can start by identifying a KS we can

then identify the language features associated with that KS.

Recall Handout Two

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An Introduction to Using English as the MOI Using Information Transfer Activities

These activities make use of both graphics and text.The idea involves changing into a graphic form what

was given originally to Ss in text form (and vice versa).

Moving from text to graphic is the easier option…Look at the examples on the handout (pp. 97-100) The benefit of these activities is that Ss have to

understand the content to complete the activity.

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Task: Some more practice with KS.Look at Handout Five pp. 92-6, which contains

Examples of content and language objectives.Identify the KS involved in each.

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Possible answers:HistoryAncient Greece: Description Early Civilizations: Cause-effect / Sequence GeographyLongitudes and Latitudes: Definition /

classificationLand use: Description

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EconomicsWater supply: Description.Traffic congestion: Cause – effect ; sequence. ScienceLiving things: Classification.Cells: Comparison and contrast.MathsTriangles: Definition (using description).Statistics: Description; comparison and contrast.

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To summarize……• Part of the rationale for EMI is to help Ss

develop a high level of English language proficiency.

• All teachers share this responsibility.• The responsibilities doe vary between English

and content teachers.

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Content teachers need to ensure that Ss learn and are able to communicate content through English by:

• Teaching and drawing Ss attention to the language of the topic being studied.

• Organize learning activities to make sure Ss use the language needed to communicate their content knowledge.

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To do all this:• Use KS to link content and language.• Use KS to “find” the language in each topic

you teach.• Integrate language and content by:1.Identifying language objectives that match

with your content objectives.2.Use information transfer activities.

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an introduction to using english as the moi what role does language play in subject content...

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