CBI, CLIL, and SBLT

CBI, CLIL, AND SBLTWeek 4, Curricula and Materials Design, NJ Kang

What is CBI?

Diverse definition of CBI

Crandall and Tucker (1990) define it as “...an ap-proach to language instruction that integrates the presentation of topics or tasks from sub-ject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language” (p. 187).

Curtain and Pesola (1994) use the term in a more restricted way, limiting it to only those “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students...” (p. 35).

Definitions of Contents in CBI

Crandall and Tucker: “academic subject matter” Genesee (1994) :...need not be academic; it can in-

clude any topic, theme or non-language issue of inter-est or

importance to the learners” (p. 3). Chaput (1993):...any topic of intellectual substance

which contributes to the students’ understanding of language in general, and the target language in partic-ular”

Met (1999) : …‘content’ in content-based programs represents material that is cognitively engaging and demanding for the learner, and is material that extends beyond the target language or target culture”

So CBI

Language

Subject Content

Interlanguage

When? For whom?

• Met

1980s

• Linguistically ad-vanced onesAll

age

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 sub-jects (Mehisto, et al., 2008)

So

Language

Subject Content

Interlanguage Teach-

ing Meth-ods

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.

Theo-ries in CLIL?

Theoretical background of CLIL Nuero cognitive approach: noticing

theory Socio constructivism: (Piaget, vygot-

sky, ZPD, scaffolding) Natural setting Output hypothesis theory TBLT cognitive engagement, prob-

lem solving, and higher-order think-ing

So CLIL is

Learning strategies

ContentLanguage

So CLIL needs

Language of Learning

Language through Learn-

ing

Language for learning

Language learning and lan-

guage us-ing

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 lan-guage environment.

What language should be taught? (appropriate language level for the learners’ linguistic level)

Language through learning

Is based on the principle that effec-tive learning cannot take place with-out active involvement of language and thinking

What topics should be used? Interesting and cognitively appropri-

ate topics motivate learners’ lan-guage and content learning

Types of CBI?

Content and Language Continuum

Content Driven Language driven

Total Im-mersion

Partial Immersion

Shel-tered Model

Adjunct Model

Theme based cour-ses

Lan-guage

focused with some

contents

Content drivenTotal immersionPartial immersionSheltered modelAdjunct 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 stu-dents attain are not native-like (Swain and Johnson, 1997; Genesee, 1994).

Total immersion

Teach all the subjects following the local curriculum in the target lan-guage.

No intention for teaching the target language

Partial immersion

Teach not all the subjects in the tar-get language.

So immersion

Subjects contents

L2

Content at-tainment

Sheltered English Immer-sion (SEI) The goal is to provide English Language Learners (ELLs) with a com-

prehensive 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 Con-tents Adjusted

Taught in L2

Subject Contents

Language Attainment

Adjunct Immersion Pro-gramme 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

L2

Subject Contents Language Attainment

Language driven

Theme based programsLanguage focused programs

Language has primacy, and content facili-tates language growth.

Content learning may be considered a by-product,

Neither students nor their teachers are held accountable for ensuring that students learn it.

Content provides rich avenues for meaningful and purposeful language use and learning (Brinton, Snow and Wesche, 1989; Curtain and Pesola, 1994; Met, 1991).

Instruction can be done in the student’s na-tive language, but does not substitute for it.

So language driven

Language

content

Language at-tainment

The Theme Based Model

Is language-driven: the goal of these courses is to help students develop L2 skills and proficiency.

Themes are selected based on their potential to con-tribute to the learner’s language growth in specific topical or functional domains.

Unlike sheltered courses, which are taught by con-tent instructors, 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-play-ing

Language objectives

Singing songs Surveys

Assess-ment

Drawing

Language Attain-ment

Task 1 Select one mate-rial 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

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%

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 respon

se

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 cate-gories

Topics for 3rd grade ‘Read-ing’

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?

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 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 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

English text content

Students’ cognitive level

GeographyEnviron-mentFuture jobsFriendshipHistoryEmpiresWarCookingIndustriesCultureComputersEtc…

ColorsMy familyZoo animalsLikes

English Classes

Other Subjects

Regular classes

English classes

EFL Content

Cognitive Development

Kindergarten 6th Grade

Show lesson samples

IMMER-SION?

CBELT?

Result? (Sample lessons)

TOO EASY?TOO DIFFI-CULT?

How?

SBLT?

CBELT Family Tree

CBLT

Partial Immer-

sion

Theme Based SBLT

Com-plete

Immer-sion

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

SBLT

Language

Familiaritytasks

Processing tasks

SubjectSame grade

Teachable unit

SBLT Mediated TV Pro-grammes 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 Stud-

ies. 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 language objectives.

English

Specific Language Ob-jectives

Implicit + ExplicitRepeated

Put Korean social study book example Do a task

Principle 3: Language Ob-jectives should be Recy-cled 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

No con-tent

No Eng-lish

Learners' and teachers' low English ability

Psycholinguists

VanPattern’s model of pro-cessing and acquisition

InputIntake Developing

system

VanPattern’s model of pro-cessing and acquisition


system

Relate forms to emerging hypothesis about the structure

Deliberate attemptTo attend to aspects of form

Skehan’s model of process-ing and acquisition


system

Processng Task types

Familiarity task types

Schmidt and noticingInfluence on noticing

Working memory

Long-term memory

Input-frequency

-salient

Instruction

Noticing Output

Principle 4: Both skill-getting and skill-using tasks should be provided in a balanced manner.

Chunk of language Memorization Thinking Meaningful interaction

•Practice•Skill getting

Familiar-ity

•Produce•Skill using

Process-ing

Activity 2:

What would be the content objec-tives?

What is the language objectives?

Let’s Practice

Select contentSelect lan-

guage

Sample 2 6th grade scienceSelect

one unitteacheable partssimple sentences that can be re-peated.

Language objectives

Should be clearly identified Used repeatedly through out the les-

son 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

GradeGrade

Number of stu-dents answer

1st 62nd

42

3rd -4th 2075th -6th -To-tal

255

① 1st ② 2nd ③ 3rd ④ 4th ⑤ 5th ⑥ 6th0

50

100

150

200

250

6

42

0

207

0 0

Duration of learning EnglishNum-

ber of stu-dents answer

Note

Less than 1 year

52 No An-swer: 221- 2

years74

More than 3 years

107

Total 233

① less than 1 yr

② 1~2 yrs ③ more than 3 years

0

20

40

60

80

100

120

52

74

107

Q2. Do you think Yoyo Playtime classes are fun?


Note

Extremely fun 70 No An-swer: 4Fun 70

So so 82

Not fun 14

Extremely not fun

10

Other 5

Total 251

① Extremely fun ② Fun ③ So so ④ Not fun ⑤ Extremely not fun

⑥ Other0

10

20

30

40

50

60

70

80

90

70 70

82

14 105

Q4. What did you learn from the Yoyo Playtime book?


Note

English (conversa-tion)

95 No Answer: 5

Duplicated Answer: 21

Science 9

Mathematics 162

Social Studies 1

Other 4

Total 271

①English(conversati

on)

② Science ③ Mathmatics ④ Social Studies ⑤ Other0

20406080

100120140160180

95

9

162

1 4

Q5. What subject did you like the most from Yoyo Play-time?

Number of students answer

Note

English 79 No Answer: 19Science 5

Mathematics 148

Social Studies 4

Total 236

① English ② Science ③ Mathmatics ④ Social Studies0

20

40

60

80

100

120

140

160

79

5

148

4

Q7. What do you think about the English level used in Yoyo Playtime, compared to other books?


Note

Very hard 5 No Answer: 4

Hard 10

So so 71

Easy 63

Very easy 102

Total 251

① Very hard ② Hard ③ So so ④ Easy ⑤ Very easy0

20

40

60

80

100

120

5 10

7163

102

Q9. How much of Yoyo Playtime English did you under-stand?


Note

100 % 118 No Answer: 6

80 % 70

60 % 32

40 % 22

20 % 7

Total 249

① 100% ② 80% ③ 60% ④ 40% ⑤ 20%0

20

40

60

80

100

120

140118

70

3222

7

Q10. Which English material do you like better- Yoyo Playtime or textbooks used in school?


Note

Yoyo Play-time

182 No Answer: 7

School textbooks

66

Total 248

① Yoyo Playtime ② school textbooks0

50

100

150

200 182

66


Yoyo Playtime Number of answers

School textbooks Number of an-swers

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 under-stand

1

A lot of pictures 1


Yoyo Playtime Number of an-swers

School textbooks Num-ber of an-swers

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 us-ing English

3

Because it has video clips

4

Helps improve vocabu-lary skills

2

Because it has stories 3

Q14. What textbook material would you like to use in your future English classes?

Yoyo Playtime Num-ber of an-swers

Note

Yoyo Playtime 157No An-swer: 18

Different English textbooks

57

Other 23Total 237

Then is it OK in Korean public ele-mentary context?

Yo yo play time Survey data.

16

Experimental lesson 1 test result

2010 IGSE 영어교육연구소 세미나영어몰입교육 (ELT Immersion)

2010. 11. 4

숙명여자대학교 tesol 대학원 : 장애순 [email protected]

Before After05

101520253035404550

0-4950-6970-100

16

Experimental lesson 2 test result

2010 IGSE 영어교육연구소 세미나영어몰입교육 (ELT Immersion)

2010. 11. 4

숙명여자대학교 tesol 대학원 : 장애순 [email protected]

Before After0

10

20

30

40

50

60

0-4950-6970-100

Found out

SBLT Better More for high level Should use for right grade

Still

Many VariablesBut we’ll try again.

English and Korean In-tegration

Halliwell’s four ways

① Using language classes to provide material for work in other lessons.

② Using techniques from other sub-jects to stimulate language work.

③ Introducing topics from other sub-jects into language lessons.

④ Teaching whole lessons of other sub-jects in English.

The First and the Second Ways

The first way describes materials that are produced as an outcome of language-practicing 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 subject in the English lessons for the purpose of practicing and learning language.

The same language pattern, such as "Who's wearing jeans? Who has blue eyes? Who has blue eyes and is wearing jeans?", can be practiced re-peatedly by conducting a survey, and this gather-ing of information through a survey can be turned into the intersecting sets which were learned from the math class. This math concept can be expanded as the learners gain confidence with the language 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 lan-guage. 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 con-cept 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 Fourth Way of Halliwell (2002)

<Figure 1>

1. Basic theme teaching in a mother tongue class

2. Se-lected theme teaching in English as a con-tinuation of other subject class.

3. Ex-tended theme teaching 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 learn-ers 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 recom-mended 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 lan-guage through imitation and repetition of short phrases attached to particular kinds of situation in the same way without understanding the rules of the language.

Wong-Fillmore (1979) argues that children learn lan-guage 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 memorized short phrases or a sentence without understanding the structure or individual vocabulary.

Implicit + Explicit

Mitchell and Martin (1997) is not the same as learn-ing the rules of the grammar isolated from a mean-ingful context and explicit practicing of its rules. It is about providing EFL learners with an artificial and fictitious but meaningful context in which they can be exposed to repeatedly - produced sentences, short phrases and vocabulary attached to a particu-lar situation similarl to that which the first and sec-ond language learners have. In my understanding it may be better to give EFL learners an opportunity to listen to and speak the same patterns of language or short phrases as often as possible so that they can implicitly or explicitly 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 lan-guage input. Evaluating language in-put 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 lesson in the mother tongue and CBELT would be one of the solutions. Selecting topics and themes that can be introduced using a lot of visual methods, demonstrations and hands-on activities, would be another. Provision of easy and simple sentences and an appropri-ate amount of vocabulary, activities or tasks that enable learners to use their background knowledge and procedural knowledge would be another important factor to take into con-sideration in CBELT lessons.

Four principles

1) CBELT Classes can be Integrated with Other Subject Classes in the Mother Tongue

2) Themes and Topics of a Subject can be Selected when These can be Introduced Explicitly through Supportive Methods

3) Language Objectives Should be Appro-priate for the Learners' Current Language Level

4) Language Objectives should be Recycled Systematically and meaningfully through out the Lesson.

3. Designing a Lesson Procedure Using Four Principles.

1) Application of principle 1 & 2

Social Stud-ies 6-1

Science 6-1 Social Studies 6-2

Establishment of Korea

Ko-Chosun, Shilla, Balhae, Kokuryeo

Various Rocks

Earth Quake, Natural disas-ters

The global world we are living

2) Application of principle 3

Reflecting the idea of comprehensible input, this material will not exceed three different sentences and 10 vo-cabulary 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 de-scribed and an attempt is made to use this language input repeatedly and as many times as possible using different tasks and activities. Meanwhile these sentences and words are used again and again in the lesson, so the learners learn this language naturally but explicitly and at the same time the concept of the les-son can be understood by the learners.

Homework

Please design a structure of your ma-terial 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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Documents

CBI, CLIL, and SBLT