the role o the rst language in nglish medium instruction

Instructions

The role of the first language in English Medium Instruction: Toolkit

© Oxford University Press

My Language ID Card

Encourage your students to celebrate their abilities and think about their progress in all the languages (and dialects) they know. By completing the Language ID Card, students can create a visual representation of the languages they are familiar with, whatever their level of ability. Older students can follow up by talking about their perceived abilities in each language. Encourage all students to complete the Language ID Card at two points in the school year, and discuss with them the reasons for their answers. As well as validating their identities as multilingual learners, this activity will help your students to reflect on their progress in their languages.

Students will need one Language ID Card each and a selection of cut-out shapes. Each shape represents a different skill:

Circle: speakingTriangle: understandingSquare: readingStar: writing

Students write the name of the language on each shape. They then place shapes of the same type in each square on the ID Card.

Younger learners can simply complete one set of shapes per language. Older students can select shapes in two different sizes, to visually represent their confidence in each language and each skill. For example, a student who feels confident in speaking English will select a large circle, but the same student might have lower confidence in writing in English and would therefore select a small star. Ask students to discuss the reasons for their answers.

Speaking

Reading

Understanding

Writing

English

SpanishEnglish

Spanish

English

SpanishSpanish

English

Julieta’s Language ID Card

Speaking

Reading

Understanding

Writing

English

ArabicFrench

French

EnglishArabic

ArabicArabic

English

Omar’s

English

Language ID Card

Example for younger learners

Example for older students

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My Language ID Card

Lang

uage

ID C

ard

Spea

king

Read

ing

Und

erstan

ding

Writing

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My Language ID Card

Instructions



The Vocabulary Wheel

The Vocabulary Wheel encourages active vocabulary use and the making of connections between English and the student’s first language. It is a flexible tool. You can use it to expand the students’ subject-specific vocabulary in core areas of a curriculum subject. You can also use it as a terminology list organised in word categories, which can be useful for writing about a subject.

Print copies of the wheel for students to complete individually or in groups. In the central part of the wheel, ask your students to write the topic area (e.g. At Home) or the subject under investigation (e.g. The Moon). Encourage students to create their own wheel, including vocabulary in their first language and in English. The Wheel helps students to reflect on similarities and differences in the lexicon of their first language and English, and encourages them to expand their lexical repertoires.

Athome

A casa

VERBS

fall asleepsleep

winparticipateplay

lose

enjoyable

games

fun

favourite

cosy

bed

softwarm

ADJECTIVESNOUNS

fami

glia

cucin

a

felic

egr

ande

affa

mato

prof

umat

ocu

cinar

ema

ngiar

eas

sagg

iaregi

ocar

epa

rlare

Chem

ical com

ponents

vocabula

ry

oxygen

tides

rotati

onsat

ellite

veloci

tygra

vity

THE M

OON

EARTH

LA LUNA

LA TE

RRA

orbitmag

nesiu

m

iron

ferro

magnesio

mareafasi lunari

crateri

superficieKey v

ocabu

lary

Key v

ocabu

lary

Key vocabulary

Key vocabulary

Chem

ical com

ponents

vocabula

ry

Chemical components vocabulary

Chemical components vocabulary

ENGLISH IT

ALIA

N

I PIANETIPLANETS

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The Vocabulary Wheel

Instructions



The subject language mind map

Use mind maps (also called ‘concept maps’) to help learners identify and organize key subject language. As well as key words, you can add phrases and grammar structures that are typical in your subject area. Learners can use these maps as a reference tool and an aid to memorizing important language. Why not create one of these maps at the start of each curriculum unit? Here is an example from an EMI/CLIL Biology unit on ‘The Human Organism’:

Use our template on the next page to get started. As you think of further concepts and connections, you and your students will probably want to add extra bubbles and connecting lines of your own.

You can also create your own mind maps, or search online for free software to create your map electronically. Later, you can encourage learners to create personalized mind maps to help them revise the language further.

Adapted from: Ball, P., Kelly, K. & Clegg, J. (2015) Putting CLIL into Practice. Oxford University Press, pp.76-77

which in turn are constructed from

male reproductive

female reproductive

cardiovascularnerve

are divided into four types

muscle

epithelial

tissues

cells

organs

organ systems

The Human Organism

and these arecomposed of

which are made up of

is made up of

connective

nervous

include

digestive

respiratory

and this belongs to the

which havethe function of

which is part of the

locomotive

appendix

small intestine

duodenum

stomach

heart

lung

kidney

larynx

anus

include

bladder

liver

trachea

bronchial tube oesophagus

brain

mitochondrion

small vacuole

transportingprotectingexpandingrepairing...

nucleus

cytoplasm

ribosome

cell membrane

glycogen store

chromosome

muscle

fat

white blood

nerve

are divided into

red blood

epithelial

connective

some components ofhuman cells are

Verb phrases for talking about composition

• is/are made up of• include(s)• is/are composed of• which in turn is/are

constructed from• which is/are built

up of

• is/are divided into• some components

of ... are ...• and this belongs to• which is part of

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The subject language mind mapTo

pic:

Phra

ses

for t

alki

ng a

bout

• • • •

• • • •

Instructions



My school vocabulary wordlist

Encourage your students to notice words and phrases which will be useful to them in other school subjects they are studying in English. Keeping a wordlist will help learners to apply their general school vocabulary knowledge across the English curriculum instead of

isolating it within one subject area. Recording the translation also allows them to connect with conceptual knowledge in their first language and transfer it into English. Collaborate with colleagues teaching other subjects in English by sharing this template with them.

In English Translation in Polish I learned this word in Example sentence

to analyse data analizowác dane Geography We conducted a survey and analysed the data.

X causes Y X powoduje Y Chemistry Acid causes the litmus paper to turn red.

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My school vocabulary wordlist

In English Translation in I learned this word in Example sentence

Instructions



My Languages T-shirt

Use the My Languages T-shirt to help your students to reflect on the way each language they use in their everyday life forms a positive part of their multilingual identity. The spaces on the T-shirt can be used for writing, drawing, and/or adding pictures, allowing the students to be imaginative in how they express themselves.

Print a My Languages T-shirt for each student and ask them to complete the sentences in the different sections. There are four spaces where the everyday activity is specified and four further spaces for their own ideas. As appropriate to their age, ask them to add drawings, pictures, and/or comments in the boxes. They can write comments in any of their languages.

Provide an opportunity for students to share their work with each other. With younger students, create a wall display to look at and discuss as a class. Older students can share and discuss their T-shirts in small groups. Encourage them to notice similarities and differences in their preferences and discuss how these contribute to their multilingual identities.

I like watching nature documentaries in English

I like cooking

in Spanish

I like playing online gamesin English

I like playing football in Spanish

I like reading books in Spanish and English

I talk to my family in Spanish

I like listening

to music

in Spanish and

Portuguese!Rank Player Points1 Lucia 11032 Me 10173 Daniel 998

I have read all the

Harry Potter books

in Spanish.

Now I’m reading them

in English. GOL!

Lucia and Daniel

I talk to my best friends in Spanish and English

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My Languages T-shirt

I like ________________________in _________

I like _________

______________

in _________

I like ________________________in _________

I like playing _______in _________

I like reading books in _________

I talk to my family in _____________

I talk to my best friends in _____________

I like _________

____________

in _________

the role o the rst language in nglish medium instruction

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