Implemen'ngContent-BasedLanguageInstruc'oninyourClassroom

Thissessionwillfocusontheneedsofteacherswhoarecurrentlyusingorinterestedincontent-basedlanguageinstruc'on(CBI)intheclassroom.

Par$cipantswill:•  learnbasicCBIconceptsandexaminemethodstoconnectandintegratecontentlearning

andlanguageinstruc'on•  examinesamplematerialsandconsiderhowbesttostructurelessons.•  discusshowtosimplifycontenttomakedifficultideaseasiertounderstand•  exploretheneedforaCen'ontosubject-specificacademicvocabulary•  thinkaboutdifferentmodelsforassessingstudentworkinthesecontexts

JoeMcVeigh

JoeMcVeighteachesatSaintMichael’sCollegeinVermont,inthenortheasternUnitedStates.Joehasworkedpreviouslyatuniversi'esinCaliforniaandoverseas.HeistheauthorofseveraltextbooksforEnglishlanguagestudents.HeservesontheBoardofDirectorsoftheTESOLInterna'onalAssocia'on.

Joealsoworksasaconsultant,advisingschoolsonEnglishlanguageneedsandgivingprofessionaldevelopmentworkshops.HehasworkedasanEnglishLanguageSpecialistfortheU.S.DepartmentofStateinOman,Bahrain,theUnitedArabEmirates,andSpain.NextweekhewillbetravelingtogiveworkshopsandconferencetalksinCambodiaandVietnam.

Implemen$ngContent-BasedLanguageInstruc$oninyourClassroom

JoeMcVeighFebruary6,2019

©2019byJoeMcVeigh.Implemen'ngContent-BasedLanguageInstruc'oninyourClassroomfortheOfficeofEnglishLanguagePrograms.ThisworkislicensedundertheCrea'veCommonsACribu'on4.0License,exceptwherenoted.Toviewacopyofthislicense,visithCp://crea'vecommons.org/licenses/by/4.0/

Today we will

• definecontent-basedinstruc'on(CBI)andrelatedterms• considerhowtostructureaCBIlesson• findsourcematerials•  establishlanguageandcontentobjec'ves•  adapttextsasneeded• determinekeyvocabulary• developtaskstohelpstudentsunderstandthecontent•  assessstudentlearning

Whatdoescontent-basedinstruc'onmean?

Content-based language instruc6on is teaching English and teaching another subject area together in the same course

WhataresomepossiblecontentareasorsubjectsthatcanbetaughtinEnglish?

Geography

History

Math

Physics

Chemistry

Different kinds of content-based language instruc6on

• Content-basedinstruc'on(CBI)• ContentandLanguageIntegratedLearning(CLIL)• EnglishasaMediumofInstruc'on(EMI)

Alltypesofcontent-basedinstruc'on(CBI,CLIL,EMI)havethesamegoalsforstudents:

1.   constructknowledgeanddevelopunderstandingaboutatopicand

alearningtask;

2.   uselanguagemeaningfullyandpurposefully;and

3.   learnaboutlanguageinthecontextoflearningthroughlanguage.

Different kinds of content-based language instruc6on

• Content-basedinstruc'on(CBI)• ContentandLanguageIntegratedLearning(CLIL)• EnglishasaMediumofInstruc'on(EMI)

Content-basedinstruc'on(CBI)

• Aformaldefini'on:Content-basedinstruc'on(CBI)is“Theintegra'onoflanguageteachingaimswithcontentinstruc'on”(Snow2014)

• ModelsofCBI(Brinton&Snow2017)

•  Shelteredinstruc$on:Teachersupportsstudentsinclass•  Theme-basedinstruc$on:Englishclassfocusesonaspecificthemeoridea•  Adjunctinstruc$on:Twoteachersworktogether(ofeninuniversitysegngs),oneoncontentandoneonlanguage

ModelsofCBI

•  Shelteredinstruc'on•  CommonlyusedinEnglish-speakingcountrieswithnon-na'vestudents,forexampleinCanadaandtheUnitedStates

•  Secondlanguagestudentsareseparatedfromna'veEnglishstudents•  Eitheraseparateclassora“pullout”program•  AnEnglishteacheroffersaddi'onalsupportforunderstanding•  MayusetheSIOP(ShelteredInstruc'onObserva'onProtocol)model(Echevarria,Vogt,&Short,2017)

•  Example•  PrimaryschoolintheUnitedStates•  Basicscienceclass•  Courseisen'relyinEnglish.TeachercarefullyincludeslessonstomakesurethatEnglishlearnersunderstandthecontent

ModelsofCBI

•  Theme-basedinstruc'on•  FoundinanEnglishlanguagecourse•  Themesandtopicsareselectedaccordingtostudentinterestsandneeds•  Maybeanen'recourseoronlypartofthecourse•  Containsreadings,listeningmaterialsandothercontentabouttheselectedtheme•  Mayintegratelanguageskillssuchaslistening,speaking,reading,andwri'ng

•  Example•  SecondaryschoolinJapan•  IntermediatespokenEnglishclass•  Teacherchoosestheme:marriage•  Videoofcontent;small-groupdiscussions,role-plays,wri'ngassignments

A good example of theme-based instruc6on

FromEnglishTeachingForum

ModelsofCBI

•  Theadjunctmodel•  Acontentcourseandalanguagecourseareconductedatthesame'me•  Languagestudentstakeaseparateclassinaddi'ontotheregularcourse•  Ofenconductedwithtwodifferentteachers•  Assessmentofcontentbycontentteacher;languagebylanguageteacher

•  Example•  UniversityinNewZealand•  Introductorycourseinsociology•  Languagestudentsjoinwithna'veEnglishspeakers•  LanguagestudentsmeetseparatelywithEnglishteacher•  Focusonhelpingstudentunderstandcoursecontent:vocabulary,reading,lectures,andprepareforwri'ngassignments

Types of content-based language instruc6on

• ContentandLanguageIntegratedLearning(CLIL)•  Commoninprimaryandsecondaryschools.•  Primaryfocusisonthecontent.Languagelearningtakesplaceindirectly.•  Ofenagovernmentpolicy,popularinEurope•  Exposuretolanguagegraduallyincreases

•  Example•  AhighschoolinSpain•  Physicaleduca'onclasses(PE,gym)•  Ac'vi'esareconductedabout60%inEnglish,40%inSpanish•  Afairamountofexplicitlanguagesupport–changesover'me

Types of content-based language instruc6on

•  EnglishasaMediumofInstruc'on(EMI)•  Commonatuniversitylevel•  Focusisoncontent,whichisdeliveredinthesecondlanguage•  Intensiveexposuretothesecondlanguage–butmaynothaveexplicitlanguageinstruc'on

•  Example•  AuniversityinSaudiArabia•  Graduatelevelcoursesinlaw•  Books,lectures,wri'ng,andexamsareallinEnglish•  Minimalexplicitlanguagesupport

Review:ModelsofCBI

• Content-basedinstruc'on(CBI)•  Shelteredinstruc'on•  Theme-basedinstruc'on•  Theadjunctmodel

• ContentandLanguageIntegratedLearning(CLIL)• EnglishasaMediumofInstruc'on(EMI)

Review:Alltypesofcontent-basedinstruc'on(CBI,CLIL,EMI)havethesamegoalsforstudents:

1.   constructknowledgeanddevelopunderstandingaboutatopicand

alearningtask;

2.   uselanguagemeaningfullyandpurposefully;and

3.   learnaboutlanguageinthecontextoflearningthroughlanguage.

Balancing language and content

Balancing language and content

Alanguage-contentcon'nuumMorefocusonMorefocusonLANGUAGECONTENT

Balancing language and content

Language-Driven•  ContentisusedtolearnL2.•  Languagelearninghaspriority.•  Contentlearningisincidental.•  Languageobjec'vesdeterminedbyL2coursegoalsorcurriculum.•  Teacherintegratescontentintolanguage-basedcourse•  Studentsevaluatedonlanguageskills/proficiency.

Content-Driven•  ContentistaughtinL2.•  Contentlearningispriority.•  Languagelearningissecondary.•  Contentobjec'vesdeterminedbycoursegoalsorcurriculum.•  Teachersselectlanguageobjec'vesforcontent-basedcourse•  Studentsevaluatedoncontentmastery.

(fromMet,1999)

Planning and structuring lessons

Structuring lessons

•  Findsourcematerials•  Establishcontentobjec'ves•  Establishlanguageobjec'ves• Adapttextsasneeded• Determinekeyvocabulary• Developtaskstohelpstudentsunderstandthecontent• Assessstudentlearning

Find source materials

NASASpaceshot

Finding materials: NASA

Ac'va'ngbackgroundknowledge(schema)

NASA

Structuring lessons

•  Findsourcematerials•  Establishcontentobjec'ves•  Establishlanguageobjec'ves• Adapttextsasneeded• Determinekeyvocabulary• Developtaskstohelpstudentsunderstandthecontent• Assessstudentlearning

Establishing objec6ves – what is the target ?

What do I want the students to be able to do as the result of the instruc6on?

Establishing objec6ves

• Contentobjec'ves:studentswillbeableto_________________.•  describethewatercycle•  explainhowevapora'onworks•  giveexamplesofdifferentkindsofprecipita'on

•  Languageobjec'ves:studentswillbeableto_________________.•  define3keyvocabularyterms•  usethesimplepresenttensecorrectlyinaspokenexplana'on•  writeawell-structuredparagraph

Structuring lessons

•  Findsourcematerials•  Establishcontentobjec'ves•  Establishlanguageobjec'ves• Adapttextsasneeded• Determinekeyvocabulary• Developtaskstohelpstudentsunderstandthecontent• Assessstudentlearning

Adapt texts as needed

Earth is truly unique in its abundance of water. Water is necessary to sustain life on Earth, and helps 6e together the Earth's lands, oceans, and atmosphere into an integrated system. Precipita6on, evapora6on, freezing and mel6ng and condensa6on are all part of the hydrological cycle - a never-ending global process of water circula6on from clouds to land, to the ocean, and back to the clouds.

Vocabulary profile

EarthistrulyuniqueinitsabundanceofwaterWaterisnecessarytosustainlifeonEarthandhelps'etogethertheEarthslandsoceansandatmosphereintoanintegratedsystemPrecipita'onevapora'onfreezingandmel'ngandcondensa'onareallpartofthehydrologicalcycleaneverendingglobalprocessofwatercircula'onfromcloudstolandtotheoceanandbacktotheclouds

VocabularyProfilerattheUniversityofHongKonghCp://www4.caes.hku.hk/vocabulary/profile.htm

RED:1-1000wordsGREEN:1001-2000wordsBLUE:AcademicWordListwordsBLACK:Off-listwords

Adapt texts as needed

Methods for simplifying content

• Scaffolding=suppor'ngthelanguagelearner• Explainingvocabulary• Usinggraphs,charts,diagrams,orpictures• Usinggraphicorganizers• Limi'ngtheamountofnewinforma'onthatisintroduced

Methods for simplifying content

• Changethecontentsoitiseasier• Re-writethetextsoituseseasiervocabularyandissimpler• Provideexplana'onsofkeyconceptsinsimpleEnglishorthefirstlanguage• Re-recordaudiopassagestobeslowerandclearer• Introducethecontentmoreslowly• Providesub'tlesforvideos

Structuring lessons

•  Findsourcematerials•  Establishcontentobjec'ves•  Establishlanguageobjec'ves• Adapttextsasneeded• Determinekeyvocabulary• Developtaskstohelpstudentsunderstandthecontent• Assessstudentlearning

Which is more important, grammar or vocabulary?

The importance of subject-specific academic vocabulary

Mostpeopledonot__________howmuch__________affectsthem.

Itcanaffecthowpeoplethink,__________,andact.Some

__________,suchasthosein__________,canhavethesame

__________foreveryone.Other__________meaningsmaybe

differentindifferent__________.Wecan__________our__________

ofourselvesandtheworldaroundusbylearningaboutwhat

__________canmeanor__________.

The importance of subject-specific academic vocabulary

Mostpeople____________________realizehowmuchcoloraffects

__________.It__________affecthowpeoplethink,feel,andact.

__________colors,suchasthose__________nature,canhavethesame

meaning__________everyone.Othercolormeanings__________

__________different__________differentcultures.We__________

increaseourunderstanding__________ourselvesandtheworldaround

__________bylearningaboutwhatcolors__________mean__________

represent.

The importance of subject-specific academic vocabulary

Mostpeopledonotrealizehowmuchcoloraffectsthem.Itcanaffect

howpeoplethink,feel,andact.Somecolors,suchasthoseinnature,

canhavethesamemeaningforeveryone.Othercolormeaningsmay

bedifferentindifferentcultures.Wecanincreaseourunderstandingof

ourselvesandtheworldaroundusbylearningaboutwhatcolorscan

meanorrepresent.

The importance of subject-specific academic vocabulary

NASA

Structuring lessons

•  Findsourcematerials•  Establishcontentobjec'ves•  Establishlanguageobjec'ves• Adapttextsasneeded• Determinekeyvocabulary• Developtaskstohelpstudentsunderstandthecontent• Assessstudentlearning

Developtaskstohelpstudentsunderstandthecontent

• Modifythetaskssotheyareappropriateforyourstudents•  Ac'vatebackgroundknowledge•  Teachunfamiliarvocabularywords•  Introducecontentviareading,listening,orvideo•  Scaffoldstudentunderstandingwithillustra'ons,graphs,anddiagrams•  Givestudentsopportuni'estousethenewlanguage

Small group ac6vi6es

Lab work and individual experiments

Making posters for display

Wri6ng

Sequencing ac6vi6es

Structuring lessons

•  Findsourcematerials•  Establishcontentobjec'ves•  Establishlanguageobjec'ves• Adapttextsasneeded• Determinekeyvocabulary• Developtaskstohelpstudentsunderstandthecontent• Assessstudentlearning

Assessing student work

Models for assessing student work

• Areweassessinglanguageorcontent?Orboth?•  Isourfeedbackforma'veorsumma've?• Whatwillweaskstudenttodotodemonstratetheirknowledge?

Forma6ve vs. summa6ve assessment

Sample tasks for the classroom

NASA

Direc'ons:Writethecorrecttermineachbox.

Wri6ng ac6vi6es

Oral presenta6on

PuYng it all together

References

Content-BasedSecondLanguageInstruc'on:Whatisit?CenterforAdvancedResearchonLanguageAcquisi'on(CARLA)attheUniversityofMinnesotahCp://carla.umn.edu/cobalC/CBI.htmlHauschile,S.,Poltavtchenko,E.,&Stoller,F.L.(2012).Goinggreen:Mergingenvironmentaleduca'onandlanguageinstruc'on.EnglishTeachingForum2012,No.2,pp.2-13hCps://americanenglish.state.gov/files/ae/resource_files/50_2_3_hauschild-et-al.pdfHorn,B.(2011).Thefutureisnow:Preparinganewgenera'onofCBIteachers.EnglishTeachingForum2011,No.3,pp.2-9hCps://americanenglish.state.gov/files/ae/resource_files/49_3_2_horn.pdfMet.M.(1999,January).Content-basedinstruc'on:Definingterms,makingdecisions.NFLCReports.Washington,DC:TheNa'onalForeignLanguageCenterSnow,M.A.&Brinton,D.M.(2017)Thecontent-basedclassroom:Newperspec'vesonintegra'nglanguageandcontent(2nded.).AnnArbor:UniversityofMichiganPress.WaterCycleUnit:hCps://pmm.nasa.gov/educa'on/water-cycle

Email:americanenglish@state.gov

americanenglishwebinars.comamericanenglish.state.gov

facebook.com/AmericanEnglishatStatefacebook.com/AmericanEnglishforEducators

Thankyou!