The Role of Content -based Instruction in Developing Pupils Competences

8/10/2019 The Role of Content -based Instruction in Developing Pupils Competences

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THEROLEOFCONTENTBASED

I

NSTRUCTION

IN

D

EVELOPING

Y

OUNG

L

EARNERS

I

NTERDISCIPLINARY

C

OMPETENCES

Chiinu, 2013


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CONTENTBASEDINSTRUCTION(CBI) ISA

TEACHINGMETHODTHATEMPHASIZESLEARNING

ABOUTSOMETHINGRATHERTHANLEARNING

ABOUTLANGUAGE

CBI is an approach which offers

students opportunities to actively

engage in communication in order

to achieve a goal or complete a

task. CBI seeks to develop

studentsinter-language through

providing a task and then using

language to solve it.


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Focuses on grammaticalstructures and isolated

items of vocabulary

Communicativecompetence becomes

the priority.


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Language and subject

matter in CBI

Subjectmatterclasses

Languageclasses


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THEGOALOFTHERESEARCHISTODRAWASETOFACTIVITIESTO

DEVELOPINTERDISCIPLINARYCOMPETENCESOFTHEYOUNG

LEARNERSWITHINENGLISHCLASSESUSINGCONTENT-BASED

INSTRUCTIONAPPROACH.

Objectives:

curriculum analysis in order to establish interculturalcompetence of the 5thgrade students;

textbook analysis in order to establish the tasksproposed activities and tasks to develop theintercultural competence;

Setting the degree of textbooks tasks compliance tothe requirement of curriculum regarding interculturalcompetences;

Studying the level of development of the interculturalcompetence of the students from the experimentalgroup;

Developing a psycho-pedagogical model to widen theinterdisciplinary competence and implementing it inthe teaching process;

Retesting the level of the interdisciplinarycompetence;

Formulating conclusions and recommendations.


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ITISARGUEDINTHISPAPERTHAT

INTERDISCIPLINARYTRAININGCOULDBE

INTRODUCEDINTHEEXISTINGEDUCATIONALPROGRAMMESWITHOUT

REPLACINGESTABLISHEDCOURSES.

PROGRAMME-SPECIFICKNOWLEDGEANDSKILLSCONSTITUTETHEBASISFORTHE

INDIVIDUALIDENTITYANDSENSEOF

AFFILIATIONTO

APROFESSIONAL

ROLE

,ANDTHESEAREIMPORTANTPARTSOF

THEINTERDISCIPLINARYCOMPETENCE.


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TYPES OF INTERDISCIPLINARY

INSTRUCTION

Multidisciplinary: lessons developed

across many disciplines with a common

organized topic;

Curriculum integration: integration ofexperiences,

social integration,

integration of knowledge.


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A NALYSIS

Identification in simple

statements, written and oral

words and expressions with

linguistic similarities in the

student's native language.

Reading the correct figures and

numbers.

Explanation of a simple plan

(street, neighbourhood).

Identification and testing ofphysical states.

Use kinaesthetic intelligence

(body) to express some

nonverbal behaviours, actions,

moods, feelings.

Each lesson teaches functionallanguage, grammar and vocabulary,pronunciation and skills.

The book is pupil-centered and itdoes not focus only on learning

specific language items. It involvespupils in the process of learning.

The activities include a wide variety ofgames, such as guessing, grammarand memory games, puzzles andquizzes, as well as plenty ofopportunities for pupils to be creative.

English for You follows an integratedapproach to language learning,concentrating on moral education,health education, environmentaleducation, education of culturaldiversity, geographical and historicaleducation.

School Curriculum relatingto formation of the

interdisciplinary skills

School Book, English for You,

(5th Form, Editura ARC, 2010)


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SECOND-LANGUAGEACQUISITIONOFTHE

YOUNGLEARNERS.

Second-language acquisition theorymay help explain the puzzlingsituation of children who acquirelanguages more quickly and

apparently with much less effort thando their parents when placed in asecond-language environment: thechildren would be acqui r inglanguage, while the parents wouldbe learningit.


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THEACQUISITION- LEARNINGDISTINCTION

Learning:

Conscious byinstructors;

knowing aboutgrammar rules

Acquisition:

Sub-conscious;

Picking up

words


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MULTIPLE INTELLIGENCES AND THEIR APPLICATIONS

TO THE LANGUAGE CLASSROOM

Multiple

intelligences

Linguistic

Logical

Mathematical

Spatial

Bodily

Kinesthetic

Interpersonal

Intrapersonal


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THE EXPERIMENTAL IMPACT OF CONTENT-BASED

INSTRUCTION IN YOUNG LEARNERS CLASSES

For the reason to to find out if CBI is useful and

effective in developing interdisciplinary

competences, was realized a research. The subjects

of this work are the fifth-grade students the Art

Lyceum Ion i Doina Aldea-Teodorovici, from

Chiinu.

Analyzing the lessons from the textbook, we can

say that this book is designed to develop the general

competences, but is paying too little attention to the

development of interdisciplinary skills.


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STUDYINGTHELEVELOFDEVELOPMENTOFTHE

INTERCULTURALCOMPETENCEOFTHESTUDENTS

FROMTHEEXPERIMENTALGROUP

For the experiment were chosen two classes:an experimental and a control one. Firstly, wasdeveloped a preliminary test to identify thelevel of interdisciplinary skills students had.

For this reason, children were required to askthe following questions:

Where are you from?

Give three adjectives to describe yourcountry.

What is the capital of your country?

How do you get to school?

Name three great personalities of yourcountry.


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The followinggraphs show thatthe pre-testgiven in twoclasses is almostequal to theresult.

Children didnot clearly

answer thequestions.

OBSERVATIONS

50%

55%

Control Group ExperimentalGroup

Preliminary testing results


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DEVELOPING A PSYCHO PEDAGOGICAL MODEL TO

WIDEN THE INTERDISCIPLINARY COMPETENCE

Aims of the experimental project:

to learn not just a foreign language but to

use a foreign language as a tool for

learning;

to increase motivation for learning a

foreign language or for learning other

subjects through that language;

to improve the effectiveness of foreign

language learning and to acquire a better

knowledge of other subjects;

to use abilities, knowledge, and skills

from other disciplines.


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The content of these lessons are

intended to promote a kind of

learning which are an active andcreative up of the child's skills

through practical experience,

observation, conceptualization, and

experiment.

Lessons on the proposed model

were carried out in a month.

Children are very active in theclassroom, happy to perform all

actions.


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RETESTINGTHELEVELOFTHE

INTERDISCIPLINARYCOMPETENCE.

50%

80%

Control Group ExperimentalGroup

Post-experiment results These graphsshow that duringthe re-testingthe results havechanged

significantly.In the

experimentalclass theparameters are

considerablyincreased.


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CONCLUSION

Principle of Content-based instruction isthat it emphasizes learning about

something rather than learning about

language. It is an effective method of

combining language and content learning.

Recommendations:It is necessary to implement in teaching

content-based approach which develops theinterdisciplinary competences, especiallyfor young learners.


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The Role of Content -based Instruction in Developing Pupils Competences