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CBI and CLILWeek 8 CIS NJ Kang
What is CBI and CLIL
CBI (Content Based Instruction)CLIL (Content and Language Integrated Learning)
•similar approaches •content + foreign/second language learning •through various method-ologies and models
What is CBLT?
What is CBI?Language
Sub-ject Con-tent
Interlan-guage
When? For whom?
CBI 1980s
•Met
CLIL1994
•David Marsh
Theoretical ra-tionales of CBI
Interactionist’s perspectives
LanguageHow to
talk
ContentWhat to
talk about
Language learning
Learning language through meaningful interaction
A sociocultural view of CBI-CLIL.
• Language is the mediating tool through which con-tent and language are co-constructed in a learning environment (Moate, 2010). • This integration could also become more complex when
learners focus on language-focused talk as well as content focused talk. • Need tasks
A caution advanced by Pica (2002).• ways in which teachers modified interaction about
content. • a strong focus on meaning and function, would weaken form• language learning will be incidental and errors may
never be corrected. • at some point, poor language development will block
content learning.• Need scaffolding on both language and content under-
standing
Kinds of scaffolding in CBI and CLIL
• personal experiences, previous content taught in their L1, or through skills work in tasks (Mehisto, Marsh, & Frigols, 2008, p. 139-140). • reversing the focus on language to urging teachers to
attend to the role of content in scaffolding second language learning (Bailey, Burkett, & Freeman, 2010, p. 615). • scaffolding only acts as a safe net for the introduction of new
content (Coyle, Hood, & Marsh, 2010). • If the CLIL lesson is only reduced to the repetition of the L1
curriculum in another language, motivation and cognitive engagement may be threatened.
Comprehensible language input
Motivating con-tent
Scaffolding acts
people learn another language more successfully • when they acquire information through it. • Richards and Rodgers (2001, p. 215) also point out that
CBI has two major goals: autonomous learning (cf. Wolff, 2003, p. 211-215), and the adoption of differ-ent roles by learners such as interpreter, explorer, source of content, and joint participant in content and activity selection. • collaborative work between educators and learners
EFL Content
Cognitive Development
Kindergarten 6th Grade
Learners’ Perceptions Concerning English lasses
very interesti
ng
interesting so so boring very
boring
No response
Total
3 59 51% 42 37% 8 7% 2 2% 4 3% 0 115100%
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% 21% 186
100%
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% 115100%
4th 63 62% 33 33% 3 3% 2 2% 101100%
5th 7363.5%
36 31% 2 2% 43.5%
115100%
6th 81 44% 86 46% 11 6% 8 4% 186100%
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 partici-
pation in English classes?• What view do the learners have about their participation
in other subject classes
Learners’ Participation Rate in Other Sub-jects
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 respon
se
3 3% 2 2% 0 0% 0 0%
English text content
Students’ cognitive level
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 cate-gories
Topics for 3rd grade ‘Reading’
Title Topics Category Learning Focus
1 One by one 1) A life story of asalmon2) A pond skater, the swimmer
InformativeScience- Fiction
Summarize the story into a beginning, middle and ending
3 The clean country
1) The Sol River2) Keeping water clean3) Kyu-Hee’s Story.4) Yun-soo’s Story5) Gun-ho’s Story
Environment studies
- A fiction about a polluting driver- Children’s personal opinion about keeping the water clean- What is your opinion?
4 Researching Attitudes
1) Life of Pabre the in-sect researcher2) Suk,Joo-Myung,the butterfly researcher
Biographical stories
- summarize the lives of these re-searchers- What is the reason for them to study insects?- What did they do to carry out their research?- What do you think about them?
EFL Content
Cognitive Development
Kindergarten 6th Grade
Topics in English textbook (2007)Topics 3rd 4th 5th Language
Numbers 6 3, 48
6 1 ~ 10, 1~20. How old are you? What time is it?How much is it? 1~ 30
Food 5 Apples, chicken, meat, grapes, ice-cream, bananas
ClothesWeather
88
1 15 Shirt, sweater, jumper, boots, pants, mittenSnowing, raining, sunny, cold, hot, warm
Animal 6 Cows, monkeys, bears, dogs, pigs, cats, kangaroos,
Sports 7 7 8, 11
Swim, skating, skiing, jumping, running, dancing, tennis, football, baseball, kicking
Personal ob-jects
Body parts
2,3
4
6
2
9
7
Cap, Pencil, Book bag, Book, Tooth, eyes, mouth, hands, nose, wash,
Don’t do ~
Topics in Social Studies and Practical Stud-ies 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 Stud-ies
• Variety kinds of jobs in the world – Understanding different functions and roles of jobs. Planning personal future jobs through analyz-ing 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
GeographyEnviron-mentFuture jobsFriendshipHistoryEmpiresWarCookingIndustriesCultureComputersEtc…
ColorsMy familyZoo animalsLikes
English Classes
Other Subjects
Regular classes
English classes
Defining Lan-guage in CBI-CLIL
Language in CBI-CLIL
• Is for communication and for learning (Coyle, Hood, & Marsh, 2010, p. 54)• content-obligatory language (subject-specific )and • content-compatible language (general discourse ) (Bentley 2010, p. 11) .
Language Triptych
1. language of learning, that is, the learning of key words and phrases to access content.
2. language for learning focuses on the language stu-dents will need to carry out classroom tasks such as debating, or organising and presenting information.
3. language through learning makes room for unpre-dictable language learning as it is concerned with new language emerging from the cognitive process stu-dents are engaged in
Defining Con-tent in CBI-CLIL
Content deals with
• nonlanguage subjects or scientific disciplines (Wolff, 2010, p. 103) students’ L1 school curriculum
• subject area instead of content (Barwell 2005, pp. 143-144)
So CLIL
• focus on form and meaning should not be reduced to incidental or unplanned grammar.• content is an abbreviation of curricular content from subjects
such as History, Geography, Biology, or Economics among others. • content should also include language as a system of subsys-tems, as an object of study positioned in systemic functional linguistics. • Content will dictate what will be learnt and through which specific
subject-related discourse. • However, what specific contents may be used is not clear-cut (see
pp. 123-126).
Approaches in CBI and CLIL
Approaches in CBI
CBI, CBILT, or CLIL approaches
CBLT
Content Driven Language Driven
A CONTINUUM OF CONTENT AND LANGUAGEINTEGRATION
Content-Driven Language-Driven Content is taught in L2. Content learning is priority. Language learning is secondary. Content objectives determined by course goals or curriculum. Teachers must select language objectives. Students evaluated on content mastery.
Content is used to learn L2. Language learning is priority. Content learning is incidental. Language objectives determined by L2 course goals or curriculum Students evaluated on content to be integrated. Students evaluated on language skills/proficiency.
Content drivenTotal immersion
Partial immersion
Sheltered model
Con-tent Driven
ContentSchool Curriculum
Total immer-sion, the entire school curriculum is taught initially through the foreign lan-guage, with content instruction in the L1 gradually increasing through the grades;
Partial immer-sion, at least half the school day is spent learning school subjects in another language.
“...subject matter teachers ...may adapt their instruction to accommodate different levels of language proficiency in their classes... [T]he language teacher acts as a resource for other teachers, and ideally, helps those other teachers to increase the mastery of academic concepts and skills on the part of linguistic minority students” (Crandall and Tucker 1990).
Rosen and Sasser (1997) note that “...[i]n sheltered English content-area teachers use a variety of language teaching strate-gies to enhance understanding of grade- and age-appropriate subject-area con-cepts” (p. 35).
Sheltered courses • Students learn one or two subjects en-
tirely through the foreign language, and do not learn these same subjects in L1. • The course subject matter defines the
learning objectives. • There may be little, if any, explicit lan-
guage instruction.
• Subject courses are taught in the L2 using linguistically sensitive teaching strategies in order to make content accessible to learners who have less than native-like pro-ficiency. • The goal is for students to master content;
students are evaluated in terms of content learning, and language learning is sec-ondary.
About language teaching
Aim to produce students with oral and written profi-ciency in a foreign language,
There may not, be a foreign language curriculum, with defined learning objectives or specific content (func-tions, vocabulary, grammar, discourse or social compe-tencies, etc.).
Rather, the language that students acquire emerges from content instruction and from the day-to-day inter-actions between teacher and students, or among stu-dents themselves.
So
Immersion programs, whether partial or total, are often judged successful based on student attainment of con-tent, and may be deemed effective even though the levels of language proficiency students attain are not native-like (Swain and Johnson, 1997; Genesee, 1994).
So immersionSub-jects con-tents
L2
Content attainment
So Sheltered programsSub-jects con-tents
L2
Content>language
attainment
Language drivenAdjunct Model
Theme Based Programmes
Language Focused Programmes
So language drivenLanguage
content
Language attainment
The adjunct model
Both language and content are the goal. Lies at the center of the continuum of content/language integration. Students are expected to learn content material while simultane-
ously acquiring academic language proficiency. Content instructors and language instructors share responsibility for
student learning, with students evaluated by content instructors for subject matter mastery, and by language instructors for ‘language skills.
Unlike sheltered courses, where students are all learning content in an L2, in the adjunct model content classes may be comprised of both L1 and L2 content learners, but language instruction is almost always for L2 learners.
So The Adjunct ModelLanguage
Content
Language and con-tent at-
tainment
The Theme Based Model
Is language-driven: the goal of these courses is to help stu-dents develop L2 skills and proficiency.
Themes are selected based on their potential to contribute to the learner’s language growth in specific topical or functional domains.
Unlike sheltered courses, which are taught by content instruc-tors, and adjunct courses that are co-taught, theme-based courses are taught by language instructors to L2 Learners who are evaluated in terms of their language growth. Students (and their teachers) are not necessarily accountable for content mastery. Indeed, content learning is incidental.
So The Theme Based Model
Theme or topic
Role-playing
Language ob-jectives
Singing songsSurveys Assessment
Drawing
Language Attain-ment
Content and Language Continuum
Content Driven Language driven
Total Immer-
sion
Partial Immer-
sion
Shel-tered Model
Adjunct Model
Theme based cour-ses
Lan-guage
focused with some
contents
Then, What shall we use?Total
Immer-sion?
Partial Immer-sion?
Sheltered Pro-
grammes?
Adjunct Pro-
grammes?Theme
Based Pro-
grammes?Language
Focused Pro-
grammes?
How’s content driven programmes?Total
Immer-sion?
Partial Immer-sion?
Sheltered Pro-
grammes?
For High level in
L2?
Fossilized expres-sion?
Too diffi-cult for
Teachers?
How about language driven?Too bor-
ing??
Misunder-standing
cogni-tively ap-propriate theme??
Lose inter-est?
Theme Based Pro-
grammes?
Language Focused
Pro-grammes
?
Adjunct Model?
Yeah! But need specific
language
and con-tent in-
put.
Language Focused
Pro-grammes
?
Because!
Approaches in CLIL
• German-Franco programmes’ interest in bilingualism and supranational education (Lorenzo, Casal, & Moore, 2010, p. 419). • CLIL is an approach in which various methodologies are
used to achieve a dual-focused form of instruction in language and content.
five models
• dual-school education, • bilingual education,• interdisciplinary module approach, • language based projects, and • specific-domain vocational CLIL.
language-driven approaches
• content may be seen as a mediating tool for language learning. • A theme-based course is structured around unrelated topics which
provide the context for language instruction. • This model bears some resemblances to cross-curricular projects
(Harris, 2008; Savage, 2011, pp. 404-442) and also to English across the curriculum, where language teachers may work together with a content teacher on a particular topic.• Theme-based instruction then occurs within the ESL/EFL or any other target language course and though the context is given by specific content areas, the focus of assessment is on language skills and functions (Lorenzo, Casal, & Moore, 2010, p. 421; Navés, 2009; Yassin, Tek, Alimon, Baharom, & Ying, 2010, pp. 47-48).
language-driven approaches
• the adjunct model and language for specific purposes. • The adjunct model (Met, 1999) combines a language
course with a content course. Both courses share the same content base and the aim is to help learners at university level master academic content, materials, as well as language skills. • A similar stance is evidenced in the language for spe-
cific purposes models (Ruiz-Garrido & Fortanet-Gómez, 2009).
content-driven approaches
• utilise language as a mediating tool for content learning. • include single or dual, semi or total immersion (Dalton-
Puffer, 2007; Grabe & Stoller, 1997, p. 80), bilingual edu-cation, and translanguaging, that is, the ability of multilin-gual students to shuttle between languages while treating them as an integrated system (Canagarajah, 2011, p. 401; Creese & Blackledge, 2010). • The sheltered-content approach also belongs to this
group as it consists of a content course taught by a con-tent area specialist in the target language using authentic materials (Rodgers, 2006, p. 373-375).
five different bilingual/CLIL models Vázquez (2007, pp. 99-100) in German secondary schools
• First, the classic model or full CLIL is a continuing bilingual programme through sub-jects such as History and Geography which are taught in English. Its aim is related to the job market and bilingualism through an emphasis on subject-matter instruction. This model may be compared to its counterpart in the Netherlands where a maxi-mum of 50% of the total number of lessons may be taught in English or any other target language (Roza, 2009, p. 130).
• The short-term CLIL model, on the other hand, is carried out during a specific period of time through certain subjects.
• Thirdly, the bilingual models and the bilingual projects models can be placed close to the language end of the continuum since language classes adopt theme-based units of work in which subjects and topics vary and, in fact, attempt to integrate more than two curriculum areas.
• Last, and perhaps the most innovative in terms of how languages are used, the for-eign language integrated model seeks to integrate L1 and L2 through nonlanguage classes which are taught in German but whose preferably authentic texts and mate-rials are in the foreign language.
Three-directional model by Ramos (2009, pp. 174-179).
• It is curriculum-driven and text-based, which could be associated with bilin-gual education or interdisciplinary models (Coyle, Hood, & Marsh, 2010).
• horizontality, verticality, and diagonality. • Horizontality: is concerned with how the lesson is structured. • Verticality, is realised by the task of including in each stage the vocabulary,
grammatical patterns and learning strategies the teacher has set as objec-tives. In other words, the model emphasises the importance of cohesion as each aspect of the lesson is recaptured and revitalised in a dynamic process.
• Diagonality. is intimately linked with the teaching discourse of explicitly telling learners what goals have been achieved at the end of each stage and the goals to be pursued in the coming stage. In conclusion, this model may be similar to any other model or approach within the communicative language teaching realm.
What is SBLT?
1. What is
SBLT?
SBLT (Subject Based Language Teaching)
• Teaching other subject in English in Eng-lish lessons focusing both on learning English and content.
En
Su
SBLT
Contents
Same Grade Level
Embed lan-guage ob-jectives
Clear ob-jectives
Principle 1: Following the local curriculum.
Topics from the same grade subjects
• Interactionists' view• Motivational aspects
Yoyo Play Time Level 2 – Social Stud-ies
Principle 2 : A specific content and language objectives.
English
Specific Language Objectives
Implicit + Explicit
Re-peated
Principle 3: Language Objectives should be Recycled Systematically and meaningfully through out the Lesson.
• Watch Cause and Effect Animation part.
How Language should be pre-sented?
• Perceptual salience• Frequency• Expectation• Skill level: Readiness• Task demands(Schmidt, 1990)
Schmidt and noticingInfluence on noticing
Working memory
Long-term memory
Input-frequency
-salient
Instruction
Noticing Output
Principle 6: Both skill-getting and skill-using tasks should be provided in a balanced manner.
• Chunk of language• Memorization• Thinking • Meaningful interaction
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 lan-
guage objectives.• Have to have skill getting and skill using tasks.
Principle 6: Language Objectives should be Recycled Systematically and meaningfully through out the Lesson.
Psycholinguists
VanPattern’s model of processing and acquisition
InputIntake Developing
system
VanPattern’s model of processing and acquisition
InputIntake Developing
system
Relate forms to emerging hypothesis about the structure
Deliberate attemptTo attend to aspects of form
Skehan’s model of processing and acquisition
InputIntake Developing
system
Processng Task types
Familiarity task types
How Language should be pre-sented?
• Perceptual salience• Frequency• Expectation• Skill level: Readiness• Task demands(Schmidt, 1990)
Schmidt and noticingInfluence on noticing
Working memory
Long-term memory
Input-frequency
-salient
Instruction
Noticing Output
Priniciple 7: Both skill-getting and skill-using tasks should be provided in a balanced manner.
• Chunk of language• Memorization• Thinking • Meaningful interaction