by asst. prof. dr. mustafa kurt near east university nicosia march 2014
TRANSCRIPT
By Asst. Prof. Dr. Mustafa Kurt
Near East UniversityNicosia
March 2014
Content-Based Learning (CBL) / Content and language integrated
learning (CLIL)
1. What is CBL 2. Background 3. Theory of Learning 4. Types of CBL 5. Objectives 6. Principles 7. Learner Roles 8. Teacher Roles 9. Assessment 10. Pros & Cons 11. Activity
Presentation structure
Two for onecontent knowledge and increased language proficiencya study of both language acquisition and subject matter
What is CBL?
Language across the curriculum movement in 1970’s in England
Integrate the teaching of reading and
writing Specialized language courses with relevant
content ESP
BACKGROUND
Cognitive Learning TheoryComprehensible input Hypothesis
The Whole Language Approach Scaffolding Language to be regarded holistically rather than as
pieces Top-down approach Meaning then Language Structures Best way of Learning when working to understand
the meaning of whole texts Learning process best when students are engaged
in purposeful use of language
THEORY OF LEARNING
Content-rich curriculum Errors as part of learning: encourage
students to experiment with reading and writing to promote both their enjoyment and ownership.
A social process: learning is best served by collaboration between teacher and students and among students
THEORY OF LEARNING
Adjunct Model Sheltered Model Theme Based Model
Types of CBL
Adjunct Model Language course that is linked to the academic
course Content material while simultaneously acquiring
academic language proficiency. Helping students process the language in order to
understand the academic content presented by the subject teacher.
The aim: to prepare students for "mainstream" classes where they will join English L1 learners.
Some adjunct classes are taught during the summer months before classes begin
Types of CBL
Sheltered Model
Sheltered because learners are given special assistance to help them understand regular classes
Both native and non-native speakers of a particular language follow a regular academic curriculum
To enable ESL students to study the same content material as regular English L1 students.
Two teachers can work together. The content specialist will give a short lecture. English specialist will check that the students have understood the important words by reviewing them later.
Sheltered-language instructors support their students through the use of particular instructional techniques and materials
‘sheltered’ instruction is geared to students' developing second language proficiency
Types of CBL
Theme Based Model These classes can be taught by EFL
teachers who create content material based on the needs and interests of the students.
The goal of these courses is to help students develop L2 skills and proficiency.
Content learning is secondary. Theme based CBL works well in EFL
contexts.
Types of CBL
Mastery of subject content Mastery of English Language
OBJECTIVES
The subject matter content for language teaching purposes
Teaching build on students’ previous experience. When learners perceive the relevance of their
language use, they are motivated to learn. They know that it is means to an end, rather than an end in itself.
The teacher 'scaffolds' the linguistic content Language is learned most effectively when it is
used as a medium to convey informational content of interest to the students.
PRINCIPLES
Vocabulary easier to acquire when contextual clues
When work with authentic subject matter, students need language support.
Meaningful, cognitively demanding language and content within the context of authentic material and tasks.
Communicative competence involves more than using language conversationally. Includes the ability to read, discuss, and write about content from other fields.
PRINCIPLES
Autonomous Support each other Active interpreters of input Willing to tolerate uncertainty Willing to explore alternative learning
strategies and sources of content
Learner Roles
Analysts of students’ needs Knowledgeable in the subject matter. Balances context and comprehensibility. A good knowledge about both the language and
the subject matter in order to reach his/her goal. Prepares materials that will increase the students
motivation for learning both the content and the target language.
Creates a learner-centered classroom environment in order to make the students use the target language actively while learning the subject matter.
Teacher Roles
CBL should not only focus on the evaluation of linguistic structure;
Students must be required “to integrate information, to form, and to articulate their own opinions about the subject matter’’
Interactive process Highly contextualised Meaningful and Authentic Should measure LA as cognitive higher order
learning task, not only Bottom-up, top-down processing.
Assessment
Language learning becomes more interesting and motivating.
Increase in intristic motivation Offers a wide educational knowledge to
learners in the form of the different topics instructed.
Helps students develop valuable study skills such as note taking, summarizing.
Develops collaborative skills
Pros of CBL
May give students the impression that they are not actually learning language.
Overuse of native language can be a problem in some parts of the lesson.
Finding information sources and texts at lower levels
The teacher must have a good knowledge about both the subject matter and the language
Difficult to comprehend the input. Assessment is difficult.
Cons of CBL
Topic : Save water!Level: A1.1, A1.2, A2.1, A2.2Age: 8–12
Organization: whole class, groups
Aims: To identify ways of saving water in our everyday lives; to design a poster to encourage people to save water; to develop awareness of water as a precious resource; to collaborate with others.
Language focus: imperatives, use, everyday activities and routines
Materials: Essential - poster-size paper or card (one sheet per group), multi-coloured pens
ACTIVITY: Save water!
Procedure1 Briefly talk about the importance of water in relation to your context.
2 Ask the children to identify all the ways we use water in our daily lives, eg to have a bath or shower, to wash our hands.
3 Ask the children if they think it is important to save water and listen to their ideas.
4 Divide the class into groups.
Save water!
5 Ask them to think of as many ways as they can to save water and to note their ideas.
have showers and not bathsturn the tap off when you clean your teethuse the washing machine or dish washer only
when it’s full.
Save water!
6 Count up and review all the children’s ideas.
7 Give out poster-size paper or card and multi-coloured pens to each group. Ask the children to design a poster, including pictures and slogans, to encourage people to save water.
8 At the end, children can present their posters and water-saving ideas to the rest of the class. Also the posters can then be displayed either in the classroom or elsewhere in the school.
Save water!
Save water!
Brown, H. D. (2001). Teaching by principles, an interactive approach to language pedagogy. New York: Addison-Wesley. Davison, C., & Williams, A. (2001). Integrating language and content: Unresolved issues. In B. Mohan, C. Leung, & C. Davison (Eds.), English as a second language in the mainstream : Teaching learning and identity (pp. 51-70). New York: Longman. Dupuy, B. C. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals, 33, 205-223. Kasper, L. F. (Ed.) (2000). Content-based college ESL instruction. Mahwah, NJ:
Lawrence Erlbaum. Krueger, M., & Ryan, F. (Eds.) (1993). Language and content: Discipline and content-based approaches to language study. Lexington, MA: D.C. Heath. Larsen-Freeman, D., & Anderson, M. (2011). Techniques & principles in language teaching. (Third ed.). Oxford: Oxford Univiversity Press.
REFERENCES