APatternLanguageforTeachinginaForeignLanguage-Part2ChristianKoppeandMarielleNijstenHogeschoolUtrecht,InstituteforInformation&CommunicationTechnology,Postbus182,3500ADUtrecht,Netherlands{christian.koppe,marielle.nijsten}@hu.nlhttp://www.hu.nlAbstract. Teachingatechnical subjectinaforeignlanguageisnotjustswitchingtotheforeign language. There are specic problems related to the integration of content and learn-ing. This paper is part of ongoing work with mining of patterns which address these problemsandintendstooerpractical helptoteachersbyworkingtowardsapatternlanguagefortechnical instructorswhoteachstudentsinasecondlanguage, andwhoarenottrainedinlanguagepedagogy.Thisisthepre-conferenceversionforthePLoP12conference.Notetoworkshopparticipants:for the PLoP 2012 conference we would like to focus on following patterns: Content-CompatibleLanguage, CommentedAction, and LanguageMonitor. We also would like to work on thelist of related educational patterns. However, feedback on the other patterns is more than welcome,theyarethereforeallincludedinthisworkshopversionofthepaper.1 IntroductionTheset of patterns introducedinthis paper is aimedat instructors whooccasionallywant or havetoteachaclassinaforeignlanguageinsteadof their mother tongue. Thepatternsaremeanttosupporttheseinstructorsinpreparingfortheseclassesinsuchawaythataforeignlanguage will not be a barrier to students understanding of the course content. This set of patternsispartofalargerprojectfordevelopingapatternlanguageforteachinginaforeignlanguage.Inan introductory paper an overview of patterns for teaching in a foreign language is given as well asthreepatterns[13], Part1introducesintegratedlanguagelearning(helpingtechnical instructorsdevelopcoursesinaforeignlanguage, usingintegratedlanguagelearning)and4morepatterns[12].Thispaperdiscusseshowtoimproveadvancedstudentslanguageprociencywhileteachinginaforeignlanguageandintroducesthreemorepatterns.2 EnhancingForeignLanguageProciencythroughIntegratedLearningIngeneral, teachersareprocientinonedomain, eitherinforeignlanguagepedagogyorinthesubject-speciccontentsofacourse.Itisdiculttobegoodinbothandbepedagogicallyawareofbothdomains[4].Quiteoftenteachingcontentandteachingaforeignlanguagearestillseenasseparatepedagogicalissues[16].Theteachingoflanguageandcontentinacoursecouldbedoneinateamwhereoneteacherisresponsibleforthelanguagepartandtheotherforthecontent.Studiesshowthatthissplittingisnotveryeectiveandcanbecounter-productive[4].ContentBasedInstruction(CBI)andContentandLanguageIntegratedLearning(CLIL)arebothmethodologiesof improvingsecondlanguageprociencythroughteachingspecicsubjects,providingthe benet of functional exposure toforeignlanguages [9]. CBI is aimedat secondlanguage learners living in English speaking countries, who lack uency due to extensive use of theirmothertongueoutsidetheclassroom;teachersarenativespeakersofstudentssecondlanguage.CLILis aimedat classes inwhichbothteachers andstudents arestill developingtheir secondlanguage skills bygivingor takingextendedclasses onspecic subjects inasecondlanguage.Typical components of a CLIL or CBI approach are vocabulary and cooperative learning strategies,andpracticingreading,writing,listeninganddiscussion.2 APatternLanguageforTeachinginaForeignLanguage-Part22.1 BeginnersandadvancedlearnershavedierenteducationalneedsBeginnersinforeignlanguageacquisitionmayhavelimitedunderstandingof thecoursesubjectmatter,whichwillkeepthemfromenhancingtheirforeignlanguagecompetencyaswell[4].Justgivingstudentstheopportunitytousetheotherlanguageinaprogrammeisnotenoughforsu-cientlearning[16].AccordingtoSchleppegrelletal.,visualisationandhands-onactivitiesareusefulmeansforbegin-ners in learning foreign language to grasp the meaning of a teachers instruction [20]. Yet advancedlearnersneedagreaterfocusonlanguagetoimprovetheirlevelofprociency.The focus of this work is therefore to identify ways of integrating the second language in a speciccourseor class insuchawaythat languageuencyincreases without loosingthefocus onthespeciccoursecontent.Thisimprovementcanbeacceleratedbyadjustingthecontentteachinginsmallwaysthathelpwithsuccessfullanguageacquisition.3 ThePatternsThesepatternsweremainlyminedinexistingliteratureandexperiencereports. Thereforetheyoftenmiss sucient knownuses andfail at this moment tofollowthe rule of three. However,weintendtoincludemoreknownusesafterthesepatternshavebeenappliedandadjustedmorebroadlyandmakethemavailableasawholepatternlanguage.The patterns use a version of the Alexandrian pattern format, as described in [1]. The rst partof eachpatternisashortdescriptionof thecontext, followedbythreediamonds. Inthesecondpart, theproblem(inbold) andtheforces aredescribed, followedbyanother threediamonds.Thethirdpart oers thesolution(againinbold), the(empirical) background, consequences ofthepatternapplicationwhicharepartof theresultingcontextandadiscussionof possi-bleimplementations. Inthenal partof eachpattern, showninitalics, wepresentsomeknownapplications.In the following sections we present the following patterns: Content-Compatible Language,CommentedAction,andLanguageMonitor.Afterthattheshortversionsoftheotherpat-ternsthepatletsarepresented, thecompletepatternsarepublishedin[13, 12]. Wenallyprovide an overview of pedagogical patterns which are especially applicable in the context of teach-ingcontentinaforeignlanguage.APatternLanguageforTeachinginaForeignLanguage-Part2 3CONTENT-COMPATIBLELANGUAGEYouidentiedtheContent-ObligatoryLanguageandincludedinthecoursedesignoppor-tunitiessothatthestudentscanmasterit. However, mostdomainscontainmoreelementsof aspeciclanguage:synonyms,proverbs,expressions,phrases,metaphors,etc.OOOOnlymasteringtheobligatorylanguageof acoursescontentmightbesucienttofulll thecoursesrequirements, butitlimitsthestudentsintheirexpressivenessanddoesnotimprovetheoverallqualityofstudentslanguageskills.ContentFirst. As the content is often the more important part of a course, any way of showingthatithasbeenmasteredissucient.Thequalityandexpressivenessofthisshowingseemsoflesspriority.LanguageVariety. Things in general are better understood if described in dierent ways. Usingonlyonesetoflanguageconstructsrestrictsthelanguagevariety.Atthesametime,manythingscan be described in dierent ways. An example: to understand and be able to use the mathematicalconcept of subtraction, the expression subtract from might be sucient. But there are many otherexpressionswhichcanbeusedsynonymously:decreasedby,less,minus,dier,lessthan,ortakeaway[7].Language Elements. Most domains contain more elements of a specic language than only nounsandverbs:synonyms,proverbsorotherexpressions.Butmostoftenonlythenounsandverbsaretaughttothestudents.UnknownSynonymity. Eventhoughthesynonymityof expressions might beobvious totheteacher,thisisnotalwaysthecaseforthestudents.OOOTherefore: Identifythelanguageconstructsandexpressionsofthecoursedomainwhichareadditional totheobligatoryelements. Includeopportunities for learningtheseinyourcoursedesignandcourseexecution.Oering a broadervarietyofdescriptive possibilities mighthelpwiththe betterunderstandingofthecontent.DocumentingSynonyms(asapartoftheContent-CompatibleLanguage)inadvancecreatesanawarenessofthese,whichalsocanlaterbeusedinaCommentedAction.Includingtoomanyorevenallcontent-compatibleelementscouldbeoverwhelmingandisinmostcasesnotnecessary.Thefocusshouldbeoneitherthemostusedonesinthedomainofthecourseortheoneswhichmatchthecurrentlanguagelevelofthestudentsbest.Forexample,theoretical academicterms of thedomainmight beinappropriatefor beginningundergraduatestudentswhileappropriateforgraduatestudents. Termswhichareusedinthecompanieswherestudents take an internship could also be important sources of Content-Compatible Language.ThismeansthatthecorpusoftheContent-CompatibleLanguageisvariableanddependentonthecourselevel.OnestartingpointforthisistheLanguageStatusQuo. Butitisalsonecessarytolookatthelong-termlanguagelearningobjectives.Thiswaysomevocabularycanalreadybeincludedwhichenrichesthecurrentlanguage,butisobligatoryforfollow-upcourses[18].Implementing this pattern might require a lot of time, as usually no collections of theseContent-CompatibleLanguageelementsexist.Itisagoodideatoimplementthispatterninaniterativewaybyincrementallyaddingnewlyidentiedlanguageelementstothecollectionandintegratingtheminthecoursedesign.Therst authorincludedasectionintheteachersguideforacourseonPatterns&Frame-works,listingthemostimportantconstructsoftheContent-CompatibleLanguage.Thiscon-structs were thenused during the lectures and especially CommentedActions. Examples ofterms/constructsonthislistare:Is-arelationship,liabilities,responsibilities,Sketch,Members,orsectionsinclassrepresentations.4 APatternLanguageforTeachinginaForeignLanguage-Part2COMMENTEDACTIONAlsoknownas:ThinkAloudProtocol,ShowandTell.Oftenincoursesorlecturesyoushowordemonstratesomecontent-specicactivities.YouareawarethatyouareaLanguageRoleModelandhaveidentiedtheContent-ObligatoryLanguage and the Content-CompatibleLanguage of your course. Students do not yet knowtheselanguageconstructsorwerejustintroducedtothem.OOOIf thestudentsonlyseetheactivitiesdonebytheteacher, theymightbeabletoexecutethemthemselves,butwillhavedicultiesdescribingintheforeignlanguagewhattheyaredoing.Theirvocabularyandexpressivenesswillnotincrease.LimitedVocabulary. If all peoplewouldonlyusetheContent-ObligatoryLanguageofadomain, thencommunicationwouldbene. Butdierentpeopleinthedomainhavedierentways of expressing things, which increases the chance of miscommunication because of expressionsunfamiliartothestudents.LanguageMisunderstandings.StudentsmighthavewronginterpretationsofsomepartsoftheContent-ObligatoryLanguageandtheContent-CompatibleLanguage.Iftheydonotrecognizethesemisunderstandingstheycannotcorrectthem.Tell vs. Show.Ifthemeaningoflanguageexpressionsisonlytoldtostudents, thenitishardforthemtoreallygraspthemeaningcompletely.OOOTherefore: Donotonlyshowordemonstratecomplexabilitiesbutgiveaspokendescription of the steps you are taking. Use the earlier identied language terms whenyoushowtheirmeaning.ThissolutionprovidesanexcellentopportunityforusingContent-ObligatoryLanguageandContent-CompatibleLanguageintherightcontext. Thusstudentscanbeexposedtorelevant language parts and may use this input for language acquisition as well. The teacher shouldmakeconscioususeofit,alsoexposingthestudentstolanguagevariationsusinge.g.synonymsordierent language constructs for describing the same action. Important is that actions and spokendescriptionsareinsync,oneshouldexpressexactlywhatoneisdoingatthemoment.Usingspokendescriptionsmaybenetstudentswhohavedicultiesgraspingthecontent, astheadditionalexplanationsprovidedhelpthemgetabetterunderstandingofthematterathand.Beawarethattheactionsandtheusedlanguageconstructsshouldmatchthelanguageofthestudents. Itdoesnotmakesenseandwouldbecounterproductivetousealanguagewhichistoocomplexforthestudents,whichareinrstplacetryingtounderstandthecontentoftheactivity.Iftheamountoflanguageexpressionsyouwanttointroduceinthecourseishighthenmakeuseof this pattern iteratively by using a small subset of the language expressions rst and, when thesearegraspedbythestudents,moveonwithsomemorecomplexexpressions.ItisnoteasytoapplythispatternfortheContent-CompatibleLanguage, asthereisachance that teachers fall back to standard terms when actually presenting the action live. ApplyingthispatternthereforerequiresexperiencewithusingdierentlanguageconstructsforthesameactionsandalsogoodknowledgeoftheearlieridentiedContent-CompatibleLanguage.Oneimplementationof thispatterncouldbetoExposetheProcess[19], whichhelpsingeneral forabetterunderstandingofthecontentbut, ifappliedinaforeignlanguage, alsowiththelearningofthislanguage.This pattern was applied by the rst author during the explanation of a possible implementationof a design pattern. He not just sketched the possible implementation diagram, but also talked aloudwhiledoingit, statinge.g. Letsrst paint arectangle, whichisthestylefordrawingclassesinUML, andthenthetwolinesseparatingthedierentsectionsof theclassrepresentation, Letsdescribe the attributes now, which are written in the second section, the one below the name. WhichAPatternLanguageforTeachinginaForeignLanguage-Part2 5potential memberscanweincludehere?,Letsrstdrawthevisibilityhere.Asitisnotpubliclyvisible,itcannotbeseenandusedbyanotherclass,wecannotusetheplussignasthisstandforprivatevisibility, etc. Thesecomments includedmanyterms andsynonyms (likee.g. membersandattributes)oftheContent-CompatibleLanguage.6 APatternLanguageforTeachinginaForeignLanguage-Part2LANGUAGEMONITORAlsoknownas:FormativeAssessment.You have designed a course with a focus on both content and language, identied the Content-ObligatoryLanguageandtheContent-CompatibleLanguageandusedthisforInputSelection. You have chosen specic learning activities to stimulate Metatalk, support languagelearning with CommentedActions and are aware that you are a LanguageRoleModel. Younow want to assess whether your learning activities have had the expected result: an improvementofthestudentsforeignlanguageskills.OOOJudgingtheprogressstudentsmakewithlanguageacquisitionisnotpossibledur-inglecturing,asthisalreadyrequiresalleortoftheteacher.Butwithoutjudgementyoudontknowifthestudentsmakeprogresswithlanguageacquisition.StudentVisibility.Evenifyouareagoodeducator,itwillbenearlyalwaysthecasethatsomeofyourstudentsaremorevisibleandsomearelessvisible.Especiallyforthelessvisibleonesitishardtodeterminetheirlearningoutcomeduringthecourseexecution.PhraseRepetition. If studentsusephrasesof thedomainlanguageduringlecturesorwrittenassignments,onecannotbesureiftheyjustrepeatedthemasheardbeforeoriftheyreallyhavegraspedthemeaning.ContentFocus. Students might be too focused on the content part of the course and neglectingtheopportunitiestoimprovetheirforeignlanguageskillstoo.LanguageUnawareness. If onlytheunderstandingof thecontentisassessed, studentsdonotbecomeawareoftheirlanguageshortcomings.OOOTherefore:Implementregularassessmentsonthelanguageskillsofthestudentstodeterminewhethertheygraspedthecontentandwhethertheirlanguageskillshaveimproved,andusetheseoutcomestointermittentlyadaptyourcourse.Continuouslymonitoringstudents progressinbothareasallowsyoutoredesignyourclassesbasedonwhatstudentshavedemonstrated.Suchmonitorsarealsoreferredtoasassessmentsoflearningorformativetests.Themeansofassessmentinuencesthewaystudentsstudyfortheirtests. If a test only covers the course content, students will put less eort in expressing themselvesproperlyintheforeignlanguage. Thisisnottheteachersaim, asimprovementoflanguageskillswill help students better understand the course content. Formative tests should assess both contentandlanguageinsuchawaythatstudentswillgainaninsightintheircurrentknowledgeandwillbemotivatedtocloseanygapsthathavebecomeapparent. Formativetestsmayinclude: classroom observations, presentations, assessments of team products, posters, reports and the like. Metalsosuggeststheformof small conferencesasagoodsourcefordata[18]. Thebestassessmentsarebasedonrubrics,amatrixofarangeofcriteriaand3-4categoriesdescribingdierentlevels.Boththelanguageandthecoursecontentareamongthecriteria.Another wayof applyingthis patternis comparingthe results of twodierent LanguageStatusQuos, determinedatthebeginningandattheendof acourseorthebeginningof thenextcourse.Thesearecalledsummativetests.Theycannotbeusedtomotivatestudentsduringcoursesortoalterthecourseslearningactivitiesduringthecourse.Theyarehowevermuchlesstime-consumingtocreatethanformativetestsusingrubrics, astheyoftenconsistofcloseendedquestions,reportsorpresentationsexamstyle,resultinginasinglemark.ALanguageMonitorcanalsobeappliedusingself assessments of thestudents. Butlerreported some positive eects of regular self assessments among young learners of English, includinganincreasedcondenceinlearningEnglishandagreaterabilityinassessingtheiractual level ofEnglish[2].One of the results of applyingthis patternare insights intohowtoadapt the Content-Obligatory Language and Content-Compatible Language objectives in future lessons andunits[18].APatternLanguageforTeachinginaForeignLanguage-Part2 7MarielleNijstenandChristianKoppeusedthispatternbytakingtheLanguageStatusQuoat twodierent moments andcomparingtheresults of these. This wayanincreaseinboththeabilitiesofspeakingandwritingcouldbeobserved.8 APatternLanguageforTeachinginaForeignLanguage-Part2TheotherpatternsLANGUAGESTATUSQUOYou assume that students are at a sucient level of general foreign language competences, i.e. theyhaveknowledgeof basiccommonvocabularyandgrammarandcanusethelanguage. Younowwanttostartteachingacourseinthisforeignlanguage, withaforeignlanguageasamediumofinstructionsoastoimprovetheuseofthislanguageinaprofessionalsetting.OOOWithoutknowingtheactuallevelofforeignlanguagecompetencesofthestudentsitislikelythatthelanguagepartsofthecoursedesignareeithertoodicultforthestudentswhichhindersthemingraspingthecontentoraretoosimpleforthemwhichmeansthattheirlanguageunderstandingprobablydoesnotimprove.Inundergraduateorgraduateprograms, studentswill oftenhavedierentlevelsof languageprociencyduetotheirdierentbackgrounds.Cultural Background. Somecourses aretaught inaforeignlanguageoftenEnglishtoattractstudentsfromabroadandenablethemtotakepart.Theleveloflanguageprociencyandthewaythesestudentshavelearnedthelanguageintheiroriginal countriesaectsthewaytheforeignlanguagecanbeusedinsuchacourse. Asecondbackgroundissuemaybethestudentslevel of academic English which can vary greatly, depending on the type of education students havehad before entering the course and their knowledge of academic language in their rst language [3,20].Available Material. Inmanydomains, like e.g. ICTrelatedsubjects, the writtenclassroommaterialsusedareoftenavailableinEnglishonly,makingitharderforinstructorstoteachthesesubjectsintheirmothertongue, asitforcesteachersandstudentstotranslatepartsofthetextsused into the mother tongue, e.g. when giving explanations or answering questions. This results inpoorqualitytranslationsandnegativelyaectsboththeteachingandthelearningprocess.Educational Career.Manycourses(orstudies)deneminimallanguagerequirements,likelan-guage courses which have to be attended and nished. This just gives an indication of the minimumlevel ateachercanexpectfromthestudentsandstill doesnotsayanythingaboutthevarietyoflanguagelevelspresentamongstudents.StandardLanguage. Eventhoughitshowsthattheunderstandingandgeneral knowledgeoftheforeignlanguageisatasucientlevel, itstill canleadtoproblems. Intechnologycourses,thecontentcontainsalotof specictermsjargonisusedaswell aslanguage-structureswithcontent-specicsemantics. Knowledgeof this vocabularyis not reectedbystandardlanguagecerticates.Context-specicpretests.Pretestingisoftenaimedatanarrowrangeofaspects:whatdostu-dentsknowonthesubject?Whatistheirgenerallanguageprociency?Whatisneededforcom-petencebasedlearningorintegratedlearning,isaspecicpretestoncommunicationcompetencesused while performing selected professional and educational tasks in a specic branch or sector youtrain students for. Context-specic pretests are often tailormade, though their components may beselectedfromexistingprociencytests.OOOTherefore: Gettoknowthelanguagelevel of all studentsatthestartof acoursetoobtainarealisticoverviewforyourspecicprofessionalandeducationalgoals.Useappropriate tests that include both general language competences and context speciclinguisticcompetences, suchasclassroomlanguage, formal academiclanguage, andcoreprofessional activitiesinyoureld. Thisisthebasisforanadequatelanguageintegrationinthecoursedesign.APatternLanguageforTeachinginaForeignLanguage-Part2 9TheLanguageStatusQuoisusuallygatheredbyoneormoretestsandshouldcovertheaspectsrelevantforthecourseathand.Theseaspectscaninclude:1. generallanguagecompetences Grammar and general vocabulary, but also reading, listening,writing,andspeaking.2. content-speciclanguagecompetences Knowledgeof thecoursedomainlanguage, likejar-gonoroftenusedlanguageconstructsetc. TheContent-ObligatoryLanguageandtheContent-CompatibleLanguagecanbeusedfortestingtheseaspects.3. language-relatedcompetences Likegiving(ordaring togive)presentationsintheforeignlanguage, discussingproblemsinthelanguage, speakingthelanguageinfrontof agroup, orcreatingformalwritingsintheforeignlanguage.The rst aspect can be covered by looking at which courses in the foreign language the studentsalreadyfollowedorthelanguagecerticatesthestudentsown.Itishelpfultouseprociencytestsbasedoninternational standardframeworksforlanguageexamination, suchastheInternationalEnglishLanguageTestingSystem(IELTS),CommonEuropeanFrameworkofReferenceforLan-guages(CEFR)orAssociationofLanguageTestersofEurope(ALTE).But,asdescribedearlier,therearemoreaspectswhichare(usually)notcoveredbysuchtests.Insomecasesitcanbeuseful todeterminethecontent-speciclanguagecompetencesof thestudents, if e.g. thestudentsinacoursehavedierenteducational backgrounds. If thestudentsfollowaxedstudyschemeanditcanbeassumedthattheyhaveamoreorlessequivalentleveloflanguageknowledge,thisaspectcanbeomitted.Commonlyusedprociencyorplacementtests(often)donotincludethecompetencestousethe language in dierent educational and professional contexts. Missing these competences can leadto situations where students are not able to give a presentation because they have trouble speakinginfrontof groupsintheforeignlanguage(andnotbecausetheydontunderstandthecontent).Thesetests(oftenselfreective)giveaclearerpictureonhowstudentsapplythelanguage.Knowingthestudents currentlevelsperaspectformsthebasisforanappropriateset-upoflanguageelementsinacourse.Dependingontherelevantaspectsthefollowingconsequencescanbeidentied:Diculties ingrammar andgeneral language competences canbe improvedbypromotingMetatalkandincludingthemissingpartsintheContent-CompatibleLanguage.Depending on the strengths and weaknesses of the students competences to read, listen, writeorspeaktheforeignlanguage, anaccordinglybalancedmixof thefourleavesof theLuckyLanguageClovershouldbeincludedinstudentactivities.If content-specic language competences already are present, then the Content-ObligatoryLanguageandtheContent-CompatibleLanguagecanbeadjustedtocoverabroaderordeeperrangeoflanguageaspects.Anotherconsequencecouldbethatlessexercisesneedtoputthefocusinbothcontentandlanguageaspects.If content-specic language competences are not (suciently) present, then the missing parts oftheContent-ObligatoryLanguageandtheContent-CompatibleLanguageshouldbetakenintoaccountduringcoursedesignorcourseadjustment.Exercisesshouldexposethestudentsrepeatedlytotheselanguageaspectsindierentways, e.g. bylettingthemresearchthemeaningofdierentcontent-specicwords, usingCommentedActionsduringlecturesandworkinggroups,orletthemgivepresentationswhichrequiretheknowledgeandusageofcontentlanguage(andalsomakesuseoftheLuckyLanguageClover.If the students have shortcomings in language-related competences then include exercises whichletthemdevelopandpracticethesecompetences.DeGraafetal. suggestthatstudentsshouldbeexposedtoinputata(just)challenginglevel[9]. Inordertodeterminethislevel, knowledgeoftheLanguageStatusQuoisrequired. ThiscanalsobeusedastherstcheckoftheLanguageMonitor.Thefollowingcheckscanthenbecomparedwiththebeginningsituation.One advantage of testing is that students will become more aware of their language prociencyandthat theyareabletodeterminethemselves whether their languagecompetences needfur-therimprovement.Adisadvantageofapplyingthispatternisthatitrequiresmoreworkfromtheteacherandalsoextratimefromthestudents.The authors applied this pattern at the beginning of a course which was taught in English to stu-dentswhosemothertonguewasDutch.Theyhadtollinashortsurveystatingtheirlastfollowed10 APatternLanguageforTeachinginaForeignLanguage-Part2coursesinEnglishandthegradesreceivedforthose.Thelevelsofthesecourseswereknowntotheauthors, makingit easytorelatethegradesforthesecoursestolevelsof international standardframeworksliketheCommonEuropeanFrameworkofReferenceforLanguages.Furthermoretheywerealsoaskedtollinaself-evaluationabouttheircompetencesandeaseofgivingpresentations,reading technical documentations, explaining technical problems, etc. The test showed the most stu-dentswereafraidofgivingpresentationsinEnglishatthebeginningofthecourse,sotheamountofexercisesandassignmentswhichrequiredstudentpresentationswasincreased,startingwithjustgivingsmall presentationsabout asmall-scopedproblemandendingwithapresentationof theirnal projectresult.APatternLanguageforTeachinginaForeignLanguage-Part2 11INPUTSELECTIONMost courses make use of material literature, websites, tutorials etc. which covers the contentof thecourse. YouhaveidentiedboththeContent-ObligatoryLanguageandmostpartsof theContent-CompatibleLanguageandyouknowtheLanguageStatus Quoof thestudentslanguagelevels.YounowwanttostarttolookforthematerialOOOAvailablematerialoftendiersinbothlanguagelevelsandcomprehensibility,andcanbetoodicultortooeasyforstudents. Bothcaseswill leadtoproblemsduringthecourse.Complexity. Long sentences and words, academic words, complex concepts and a dense writingstylerequiringanalysis,makestextshardtounderstand.Text cues. Cues suchas headings, lists, signal words, andvisuals helpstudents understandcoursetexts.Dierent Writing Styles. Each author has a specic writing style, and as a result, some authorstextsaremucheasiertoreadthanothers. Gettingusedtodierentwritingstylestakesgettingusedto.Dierent bookaudience. Mostof thetextbooksavailablewhichcoverthecontentof acourseand are written in the foreign language are made for people usingthis language and not for peoplelearningthislanguage. Thesebooksthereforedonotincludelanguagedidactics, whichmightbenecessaryorhelpfulifthisbookisusedasinput.OOOTherefore:selectcomprehensiblecourseinputthatexplainsthesubjectmatterinawaythatmatchesstudentslanguagelevelsandinterests.Krashenlooksuponcomprehensibleinputastheprimarymotivatoroflanguagedevelopment,immersingstudentsinmeaningfulinput,withoutanyexplicitteachingofgrammar[14].Teachers shouldexplainthe course content instudents ownwords. Byaskingopen-endedquestions, asking students to justify their answers, they can help students understand the structureoftexts.AccordingtoCarrell,teachersshouldfocusonthereadersbackgroundinsteadofonthetext[3]. Students need sucient knowledge of text content as well as text structure and grammar. Theymayfailtounderstandtextsduetolackoftextcuesorschemata,orculturallyspecicschemata.She suggests narrow reading, i.e. limiting the number of authors to one. She also advocates studentspreviewingtexts,whichmayincludepresentingdiculttermsandexpressionsusedinthesetexts[3].AccordingtoDaleetal., asaruleof thumb, nomorethan5of thewordsonapageshouldbeunfamiliar[6].Readabilityinstrumentscanbefoundonline,helpinginstructorsdeterminethelevelofdicultyoftexts1.Aconsequenceofapplyingthispatternisalongerpreparationtime,asthematerialhastobecheckedonappropriatenessforbothcontentandlanguage.KoppeusesforacourseonPatterns&Frameworksdierentkindsofliterature.AsthebookbyGammaetal.[8]isaquitedicultreadingforundergraduatestudents,thematerial wascomple-mentedwithlinkstowebsiteswhichdescribethedesignpatternsinashorterandmorecomprehen-sibleway. Butinthelaterphaseof thecoursethestudentshadtousetheDesignPatternsbook,butwerebetterpreparedforitastheyunderstoodtheContent-ObligatoryLanguageandtheContent-CompatibleLanguage.1http://www.online-utility.org/english/readability_test_and_improve.jsp12 APatternLanguageforTeachinginaForeignLanguage-Part2CONTENT-OBLIGATORYLANGUAGEThe content of a course is mostly focused on one domain, which often has specic terminology usedinthisdomain.Ifstudentshavealowgenerallanguageprociency,thechancesofthemfailingtounderstandtherealmeaningofthisterminologyincreases[18].OOOSome lexical items and terminology of the foreign language are so closely related tothecontentofacoursethatmasteringthemiscrucialtostudentsinordertoachievethecourseobjectives.Somestudentsmaygetthewrongunderstandingofthedomainofthecoursecontents.Whenexplaining this terminology in the foreign language, they use phrases in the foreign language with-outgraspingtheirmeaning.DenitionRepetition. Students knowthat it is sometimes sucient tomemorizedenitionswithout understanding, as tests areoftenaskingfor memorizedknowledgeonly. Not all thingshavetobeunderstoodmoredeeplyandinthebroadercontext.False Friends. Whenreadingatext inaforeignlanguage there are oftenwords whichareunknownorthemeaningisonlyvaguelyknown.Usuallythemeaningbecomessomewhatclearerinthebroader context andthroughthepositionof thewords, but thesearejust assumptions.Especiallyterminologyinspecicdomainscangiveadierentmeaningtocommonknownwords,whichcanleadtofalsefriends.OOOTherefore: Dene the content-obligatory language before and during course design.Exposethestudentstothislanguagecontinuouslyindierentwayswithanemphasisat thebeginningof thecourse. Let this languagerepeatedlycomebackduringthewholecoursetoimproveassimilationandunderstandingofthislanguage.Thecontent-obligatorylanguagecanconsistofdierentparts:vocabulary-thetermsusedin, andspecicfor, thedomaincoveredinthecourse. Exampleformathematicswouldbetheterms:Subtraction,Addition,Division,andMultiplication.languageconstructs- domain-specicwaysof usingthelanguage, whicharespecicforthedomain. Examplesarethemathematical constructs: xissubtractedformyorfactoroutthegreatestcommonfactor.The language specic for a domain often includes visuals as well, but these are mostly indepen-dent of the language used and should therefore already be included in the content-related material.However, these are also very helpful in language acquisition [9], as they help in relating knowledgestructurestoassociatedlanguageexpressions[16].Insomecasesitthereforecanconsideredtobehelpful if thesevisualsarealsoexplicitlyaddedtothecontent-obligatorylanguage. Theknownusessectiongivesanexampleofthis.Thedenedlanguageisareferenceforthecoursedesigntheusedmaterials,presentations,etc.ItthereforealsoformsthebasisforInputSelection.Usedierent communicationways as denedbytheLuckyLanguageCloverforexplaining the language and exposing students to the language and letting students grasp, practiceandapplythelanguage.Tocheckwhethertheyreallyunderstoodthedomainconcepts, askstudentstoexplainthemintheirownwords. Thiswayyouwill ndoutwhethertheyvesimplylearnedphrasesorreallygrasped a deeper understanding of the concepts and terminology. Especially in the beginning theseexplanations can also be in the students mother tongue, which gives more insight into the deepnessofunderstanding[17].DeGraaf et al. suggest thelearners shouldbestimulatedtorequest newvocabularyitems[9]. However, inorder toensurethat theseitemscontributetothecontent too, alist withtheessential vocabulary items should be made in advance. This list could also contain the items of theContent-CompatibleLanguage.APatternLanguageforTeachinginaForeignLanguage-Part2 13A serious risk when dening the Content-Obligatory Language is that is costs the teachera lot of preparation time, mainly for two reasons: (a) it is not always obvious which parts of the lan-guage are really essential for understanding the course content, so determining these parts requiresextratimeand(b)theamountofrelevanttermsandconstructscanbeoverwhelming,leadingtoexcessivelistswhicharenoteasytocreateandhandle.Toavoidthis,selectinputtextsoftheap-propriate level, using the INPUT SELECTION pattern or use visuals to explain domain language.Koppe and Weber dened in a course on (Design) Patterns & Frameworks a list with the essen-tial terms(andimportantvisualslikeUMLclass-andsequence-diagrams), whichincluded: class,association,generalization,specialization,inheritance,interface,Pattern,Framework,sections(ofapattern), context, forces, abstraction, couplingetc. Eventhoughsomeof thesetermscanbeas-sumed as known to the students because of earlier programming and UML courses, they are includedagainhereastheyareessential forunderstandingthepatternsbutalsothepatternsolutionsandtheirimpactontheoverall design.IntherstlecturethestudentshadtogiveshortpresentationsinEnglishaboutgeneral designprinciplesandtechniquesincludingexamples.Theuseofsomeofthetermswasimplicitlyrequiredforthisexercise,andtheteachersemphasizedtheimportanceofthesetermsbyimmediatelyaskingquestionslikeWhyhaveyouchosenageneralizationandnotanassociationwhichrequiresdeeperunderstandingofthetermsinordertobeansweredcorrectly.Thisexercisegaveagoodoverviewof whichtermsthestudentsalreadyknewat asucient levelandwhichtermsdidneedmoreexplanationandrepetitiveattentionduringthefollowinglectures.14 APatternLanguageforTeachinginaForeignLanguage-Part2LUCKYLANGUAGECLOVERYou are thinking about the tasks you want to include in the course design and want to ensure thattheyalsocover theContent-ObligatoryLanguageandtheContent-CompatibleLan-guageaspectsappropriately.OOOExposingthestudentstolanguagecomprehensiononlyreadingandlisteningisnotsucientforimprovingproductionlevelsoftheforeignlanguages.Usagemotivation. Usingaforeignlanguageasmediumof contentinstructiondoesnotauto-maticallyleadtolanguageusageof thestudents too. Somestudents aresimplynot motivatedenough.Potential Hubris. Manypeoplethinkthattheymasteraforeignlanguagequitewell becausetheycanreadandunderstandthe foreignlanguage. These people oftenfail whenit comes tospeakingandwriting.OOOTherefore: Includeall fourtypesof linguisticcompetencesinyourcoursedesign.Promotereadingandlistening,buthavestudentswritingandspeakingintheforeignlanguageaswell.Learningalanguagerequiresmasteryofalltypesoflinguisticcompetences:reading,listening,writing, andspeakingthefourleavesof theLuckyLanguageClover. Thisisreferredtoasexposuretoinputorcomprehension(i.e.,readingandwriting)andso-calledpushedoutputorproduction(i.e., writing and speaking). But language input does not always lead to language intake.Itisbyactivelyusingthelanguageinputinstimulatingassignmentsthathelpstudentsgraspitsactual meaning, the input is actually stored in students long term memory. So just giving lecturesintheforeignlanguageandrequiringthestudentstoreadliteratureintheforeignlanguageisnotsucient. Courses must allow for students to write and speak in the foreign language as well, witha special focus on speaking [17]. Producing output requires students to use their passive knowledgeofthelanguagetomakethemselvesunderstood.Thus,theirmasteryofthislanguageisenhanced[22].Exercises,assignments,anddidacticsshouldthereforetakeallfourleavesoftheLuckyLan-guageCloverintoaccount.Thiscouldbeachievedthroughtheuseofavarietyofpedagogicalpatterns, e.g. PreferWriting, PeerFeedback[19], andmanyothers. Swainsuggestsacol-laborative form of writing, as this implies the need for talking about the content [21] and thereforealsopromotestheuseofMetatalk.Whenstudents are askedtoexplainconcepts intheir ownwords whether inspokenorwrittenformithelpsthemstoretheseconceptsintheirlong-termmemoryandretrievethemwhenneeded. Talkingandwritingpromotelearningcontentandlearninglanguagesatthesametime. DeGraaf etal. alsoemphasizetheimportanceof practicethroughrelevantspeakingandwritingassignments[9].Implementing Lucky Language Clover requires careful selection of exercises. Coonan showedthatGroupsWork[19] leadstoamuchhigheroral outputthanaclassical teacher-ledlesson[5]. IfLuckyLanguageCloverwill beappliedinteacher-ledlessons, thenanextendedfocusshouldbeputonthequestionsaskedduringthelesson, e.g. byapplyingCarefullyCraftedQuestions[15],whichobligesthestudentstoelaboratetheirresponsesmorerichly[5].Anotherimportantaspectisthatnotallstudentsmakeuseoftheopportunitytospeak,mostoftenweseeasmall groupof studentswhichanswersmostof thequestions. Theteacherhastoensure that the oral participation is spread over all students equally if possible in order to increasethelanguagelearningeectforthewholegroup.Thisalsorequiresanatmospherewherestudentsdaretospeak,anotherimportantaspecttheteacherhastotakecareof.But eveningroups workdonot all students automaticallymakeuseof theopportunitytospeak[5]. Theyarepedagogical patternswhichhelptoincreasetheparticipationofall students,likeThinkPairShare[15]orStudentDesignSprint[19].APatternLanguageforTeachinginaForeignLanguage-Part2 15Anotherquestionwhichneedstobeaddressedwhenapplyingthispatterniswhethertheuseof thenativelanguageis permittedat all andif so, under whichcircumstances. Mehistoet al.suggest that especially when the students are exposed for the rst time to content being taught inaforeignlanguagetheyalsoshouldbeallowedtousetheirnativelanguagewhennecessary[17].Thisshouldonlybeseenasbridgingtechniqueandthestudentsshouldalwaysbeencouragedtousetheforeignlanguageasmuchaspossible. Ithastobeclearthatusingthelanguageatall ismoreimportantthanusingit100%correctly.ThestudentsinacourseonModelDrivenDevelopmentattheHogeschoolUtrechthadtoworkonalongerlastingassignment whichincludedaModel-to-Text transformationimplementedinatool newtothestudents.Aftertherstweekall studentgroups(mostly2students)hadtoprepareandgiveapresentationabout oneof theproblemstheyencounteredduringtherst weekof theassignment. This includedthereforewriting(thecontent of thepresentation) andspeaking(dis-cussingthecontentandgivingthepresentation).Inanothercourseat theHogeschool Utrecht onPatterns &Frameworks whichwas giveninEnglish this pattern was implemented by having the students regularly give presentations on dierenttopics, e.g. as part of the implementation of Discover Your OwnPattern [11]. A survey takenat theendof thecourseshowedthat their abilityandself-consciousness regardingspeakingandwritingimprovedremarkably.16 APatternLanguageforTeachinginaForeignLanguage-Part2METATALKStudentsunderstandthecontentandareusingtheforeignlanguage,makinguseofallfourleavesoftheLuckyLanguageClover,butthelanguagecompetencesofthestudentsstillvary.OOOStudentsarenotawareoftheirforeignlanguageshortcomingsandkeepusingin-correctlanguageconstructsandterms.Hands-onactivities. It seems common sense that hands-on activities are of benet for studentswhenlearningnewinformationandlanguageexpressions[16].Butthisisratherbasedongeneralpedagogical principles. Butthepurefactofhands-onactivitydoesnotnecessarilystimulatelan-guagelearning.Noself-reection.Studentsoftenjustapplytheforeignlanguage,butdousuallynotreectontheirlanguageuse.Insucientfeedback. As teacher there is not enough time to correct all occurring incorrect lan-guage uses of students. The students are therefore missing sucient feedback needed for correctionandimprovementoftheirlanguageuse.OOOTherefore:Stimulateforeignlanguagelearningbyincludingexercisesorotherap-propriatecoursepartswhichrequireacollaborativereectiononlanguageusage.Westho[22] explainsthatlanguagelearnersoftendonotapplygrammatical rulestheyhavelearned in grammar classes, even though they understand them. It appears that in language learn-ing, people in fact apply grammar rules they deducted from input they were exposed to. They haveall kinds of assumptions and hidden knowledge in the back of their minds, which become clear themomenttheytrytoexpressthemselvesinaforeignlanguage. Soevenstudentswhopassedtheirgrammartestsanddidtheirvocabularyexercises,willnotimmediatelyusethisknowledgeinac-tualcommunication.However,whentalkingorcomposingajointtext,theywillbecomeawareoftheir lack of knowledge, by themselves or as pointed out by others. When given frequent correctivefeedback, either by peers or by teachers, students accuracy, correct use of expressions and grammarruleswillimprove[22].Theusageoflanguagetoindicateanawarenessabouttheirown,ortheirinterlocutors,useoflanguageiscalledMetatalk[21].MetatalkhelpsinacquiringContent-CompatibleLanguage,as students discuss dierent ways of saying something and therefore broaden their vocabulary andmeansofexpression.Thishelpsstudentsinmakinguseofforeignlanguagelearningstrategies.It is important that metatalk is encouraged in contexts in which learners are engaged in makingmeaning. Implementationcanbethroughadictogloss task[21]. E.g. readthedescriptionof apatterntothe students, let themwrite downfamiliar words andphrases andafterwards havethemreconstructthepatternbasedontheirsharedresources. Thesecanthenbecomparedwiththeoriginal text. Another possibilityis ajigsawstoryconstructiontask(givesomepictures inunsortedorder,letstudentssortthemandwritethestorydown).If onestudentinthegroupisreallygood, chancesarethatall theothersarefollowingthisstudent, omittingdiscussionsonlanguageusage. Soyouhavetobeawareof thiswhenforminggroupsofstudentswhicharetoworktogether.EncourageallmemberstoparticipateinapplyingMetatalk.ThispatternmakesuseofLuckyLanguageClover,asdiscussionsaremostlydoneorallyandtheresultsaremanifestedinwrittenform. ThesewrittenresultscouldalsobeusedfortheLanguageMonitor.MetatalkcanalsobestimulatedinaPeerFeedback[19] situation, asalsosuggestedbyDeGraafetal.[9].Theartifactsfeedbackisgivenonshouldbemadeusingtheforeignlanguage.InacourseonModel DrivenDevelopment, ChristianKoppeletstudentsdocumentaproblemthatstudentsexperiencedduringtheimplementationoftheirassignments.Theseassignmentsweredoneinpairs. Thestudentshadtoprepareajointpresentationof theproblem. TherequirementsAPatternLanguageforTeachinginaForeignLanguage-Part2 17forthispresentationwereanaccuratedescriptioninproperEnglishofthewholeproblemincludingcontext andotherrelevant information, aswell aspossiblesolutionstheyhadalreadytried. Thepreparationalsorequiredthestudentstonotonlydiscusswhattheirproblemactuallywas,butalsohowtodescribeit incorrect English. ThisprocesspromotedMetatalkincombinationwiththeLuckyLanguageCloverandledtogoodpresentations.18 APatternLanguageforTeachinginaForeignLanguage-Part2LANGUAGEROLEMODELYouareaskedtogiveacourseinaforeignlanguage.OOOLearningisalsoimitating,butimitatingincorrectlanguageusageofateacherwillaectthestudentslearningofthelanguagenegatively.MotherTongue. Not allteachers who give a course in a foreign language are native speakers ofthislanguage.Theirownlanguageskillsmightbelimited.Qualication. Teachingcontentinaforeignlanguagerequirestheabilityof doingso. Evenlyimportantistheabilitytoselect andapplytheappropriateinstructionaloptions.LinguisticCondence. Thecombinationof teachingaspeciccontent whileusingaforeignlanguage correctly can be overwhelming, as it requires a greater repertoire of instructional optionsasfallbackifobservationsindicatethattheusedoptiondoesnotworkforthestudents[18].Facilitation. Theteacher shouldhavethefacilities neededfor teachingcontent inaforeignlanguage. These facilities include material, time for preparation (including InputSelection andgeneralcoursedesign),and,ifnecessary,additionallyavailablelanguagecourses.Curriculumobjectives. If thelanguageabilitiesof ateacheraresucientforgivingaspeciccourseinaforeignlanguagedependsonthedenedcurriculumobjectivesregardingtheforeignlanguage.Content-Focused. Swain observed that in cases when considerable teaching of content occurred,noorlessattentionwaspaidtotheaccuracyofthetargetlanguageuse[21].OOOTherefore:makecarefullanguagepreparationstoensurethatyoucaninstructstu-dentsusingaforeignlanguageinacorrectwayforallrelatedlanguageparts.Usethelanguageduringthecoursealwaysascorrectaspossible.AsteacheryoushouldbeaLanguageRoleModelforthestudentsandusetheContent-ObligatoryLanguage, theContent-CompatibleLanguageandthegeneral languageascorrectaspossible.Theprocessof implementingthispatternconsistsof threesteps: (1)assessyourlevel intheforeignlanguage(freeonlineresourcesareavailable, suchastheDialangtest2)andcompareitwiththelevel of thecurriculumobjectives, (2)carefullyprepareyourclassestoensurethatyouasteacherareabletogivethecourseusingtheforeignlanguageinanappropriatewayand(3)useyourlanguageconsciouslyduringthecoursewhiletakingthedierentlanguageaspectsintoaccount.Properlanguageassessmentwillhelpyoudecidewhetheryouaretherightpersontoteachinaforeignlanguage. Yourlevel intheforeignlanguageshouldclearlyexceedtherequiredlevel asdenedinthelanguageobjectivesofthecurriculum.Peoplejustacquiringspecicskillsareoftenunsureif theyalsocanapplythemsuciently,evenifthequalicationtodosoissucient.Ifthisisthecaseitmighthelptorehearsepartsofyourclassesinfrontofcolleaguesandaskforfeedback.Youcouldalsovideotapeyourclassesandreviewthem,todetectpointsofimprovement.ChristianKoppeusedthispatternforacourseonPatterns&Frameworks. AshedgiventhecourseinEnglishbeforeitwasensuredthathislanguageskillswereappropriate.Duringthecoursehemadeuseof Content-ObligatoryLanguageandContent-CompatibleLanguageingeneral andalsoatspecicCommentedActions.2seehttp://www.lancs.ac.uk/researchenterprise/dialang/about,lastvisitedon13june2012APatternLanguageforTeachinginaForeignLanguage-Part2 19RelatedEducationalPatternsSomeproblemswhichcanoccurwhenteachingthroughaforeignlanguagearealreadyaddressedbyexistingeducationalpatterns.Theserelatedpatternsaredescribedinthefollowingsections.ExtraWaitingTimeItisgoodpracticetogivestudentstimeforformulatingananswertothequestionraisedbytheteacher. ThepatternPregnantPause[15] addressesthisissue. Inaforeignlanguagecontextthisisespeciallyimportantasstudentsdonotonlyhavetothinkaboutananswer,butalsoneedtoformulateit.Thisrequiresthereforesomeextratime.StudentActivitiesThestudentscanbeintroducedtotheLearningPatternsLanguageShower[10]andForeignLanguageEveryDay(unpublishedyet).HonorQuestionsItishelpful toHonorQuestions[15] whicharerelatedbothtothecontentandthelanguage.Thisshouldbeemphasizedcontinuously.AcknowledgementsWehighlyappreciatethefeedbackofourPLoP12shepherdChristianKohls.Hiscommentswerealwaysclearandhelpedalottoimprovethiswork.References1. Christopher Alexander, Sara Ishikawa, and Murray Silverstein.A Pattern Language: Towns, Buildings,Construction(CenterforEnvironmental StructureSeries). OxfordUniversityPress,August1977.2. YukoGotoButlerandJiyoonLee. Theeectsof self-assessmentamongyounglearnersof English.LanguageTesting,27(1):531,January2010.3. Patricia L. Carrell andJoanC. Eisterhold. Schema TheoryandESLReading Pedagogy. TesolQuarterly,17(4):553574,October1983.4. 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