content-focused language instruction - akita/iwate jalt
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CONTENT-FOCUSED LANGUAGE INSTRUCTIONBRENT A. JONESKONAN UNIVERSITY, HIRAO SCHOOL OF MANAGEMENT
http://tinyurl.com/bjones-cbi-handout
KONAN CUBEENGLISH LANGUAGE PROGRAM
GOALS & AIMS (PRE-2009)• internationally-minded citizens
• integrate English, liberal arts and other courses
• communicative competence and confidence
• creativity and a sense of curiosity
• practical skills
• global literacy
• critical thinking
• studying in English
• reading/writing/presentation
REQUIRED ENGLISH COURSES
Semester One Semester Two Semester Three
Global Challenges
(twice a week)
American Studies
(twice a week)European Studies
Speech & Discussion
(twice a week)
Discussion & Debate
(twice a week)Japan Studies
CUBE English I CUBE English II Business Communication
TOEIC Preparation
ELECTIVES (SEMESTERS 4 - 8)
Regional StudiesAsian Neighbors, Cultural
Look at Spain
Studies in LiteratureThe Graphic Novel, Sports in
Literature
Business Skills IIAdvanced Business, The Auto
Industry
Media StudiesNews & the Media, Web 2.0,
Film Studies
Liberal Arts KnowledgeHistory of European Thought,
Socratic Dialogs
Communication Skills ILanguage & Culture of Spain,
Cross-Cultural Communication
Cross Disciplinary Sustainable Living
CBI & CLIL . . . AND MANY, MANY MORE
• content-based language instruction
• content and language integrated learning
• content-focused language learning
• enhanced language learning
• teaching language through content
• immersion
WHAT ARE WE TALKING ABOUT?
USE OF SUBJECT MATTER AS A
VEHICLE (OR FRAMEWORK) FOR
LANGUAGE TEACHING/LEARNING
BENEFITS (OR PURPOSE)
• Learning “authentic” language
• Exposure to lots of language
• Language learning as a bi-product of academic
endeavours
• Useful language embedded in relevant, meaningful
contexts
• Increased intrinsic motivation
Students will not be motivated to
learn unless they regard the
material they are taught as worth
learning.
Dörnyei, 2001
CREATING SLES
• Learning Goals
• Feedback & Assessment
• Learning & Teaching Activities
SLEs = Significant Learning Experiences
KONAN CUBE
ENGLISH LANGUAGE PROGRAM
MODULES
• Society & Culture
• Business & The Economy
• The Environment
• Government & Politics
SOCIETY & CULTURE
SHADOWING
DICTATION & DICTOGLOSS
BUSINESS & THE ECONOMY
CONVERGENT & DIVERGENT TASKS
THE ENVIRONMENT
GENRE WRITING & THE
READING/WRITING CONNECTION
GOVERNMENT & POLITICS
PEER-ASSESSED INTERVIEWS
SCAFFOLDING
KONAN CUBE
ENGLISH LANGUAGE PROGRAM
TYPES OF CBI
• Adjunct Model
• Sheltered Model
• Theme-based Model
Alternative models of CLIL
Soft CLIL Type of CLIL Time Context
Language-
led
one class
per week
Some subject topics
taught during a language
course
Subject-led
(modular)
15 classes
per term
Schools or teachers
choose parts of the
subject syllabus to teach
in target language
Hard CLIL
Subject-led
(partial
immersion
approx. 50%
of
curriculum
Half of subject curriculum
taught in target language.
MORE ACRONYMS?
• Problem-Based Learning (PBL)
• Project-Based Learning (PBL)
• Task-Based Learning (TBL)
LESSONS LEARNED
• Involve students in the choice of topics and activities.
• Avoid the Double Whammy.
• Keep the focus on language for thinking and school
learning.
• Offer scaffolding when and where it is needed.
CONSIDERATIONS
• Group Learning Trajectory / Individual Learning Path
BACKWARD DESIGN & FORWARD
ASSESSMENT
• Backward Design
• What’s important now and years after the course?
• What should students do in the course to succeed?
• Forward Assessment
• Imagine students in a situation where they would use the
knowledge and/or skills.
• Focus the learning on realistic, meaningful tasks.
A HOLISTIC VIEW OF ACTIVE LEARNING
Experiences- Doing, Observing
- Actual, simulated
- “Rich learning
experiences
Info and Ideas- Primary/secondary
- Accessing them in class,
out-of-class, online
Reflecting- On what one is learning
and how one is learning
- Alone and with others
Fink, 2003
KEY CONCEPTS - REVIEW
• Learning Outcomes (include student voice)
• Emphasis on High Frequency Vocabulary
• Lots of Comprehensible Input
• Reading-Writing Connection (Genre)
• “Can Do” Statements
• Relevance
• Focus on Content (with practice j all 4 skills)
• Blended Learning (Flipped Classroom)
• Scaffolding (just in time, just enough)
GOOD COURSES ARE COURSES THAT . . .
• challenge students to significant kinds of learning
• use active forms of learning
• have teachers who care about the subject, their
students, and teaching and learning
• have teachers who interact well with students
• have a good system for feedback, assessment and
grading
L. Dee Fink
WWW.BRENTJONES.COM
Cognitive Load
Theory
POSITIVES• Achieving program goals
• High and appropriate expectations
• Student satisfaction
• Year by year improvements
• Gaining recognition as innovative
• Increased use of English O-Zone
CHALLENGES• Monitoring student progress
• Wide ability/motivation/expectation gaps
• Quality control
• Stuck in outdated model
• Low “buy in” (students, faculty, staff)
FRAMEWORK FOR IMPROVEMENTS
• Accreditation process (external accountability)
• How to better serve students (internal)
• 21st century skills
• Relevance
• Societal needs
• Catch their imagination (inspiration)
ACTFL
Proficiency
Guidelines
CEFR “Can Do” Statements / iBT
range / TOEIC range
One-Step Minimum per YEAR
LEARNING OBJECTIVES• Cognitive objectives:
• What do you want your graduates to know?
• Affective objectives:
• What do you want your graduates to think or care about?
• Behavioral objectives:
• What do you want your graduates to be able to do?
LEARNING OBJECTIVES• Mastery objectives are typically concerned with the minimum performance essentials – those learning
tasks/skills that must be mastered before moving on to the next level of instruction.
• Developmental objectives are concerned with more complex learning outcomes – those learning tasks
on which students can be expected to demonstrate varying degrees of progress.
GLOBAL CHALLENGES• Schema Building
• Reading/Writing Connection
• Stories (non-fiction)
• Case Studies
• Problem-Based Learning
• Critical Thinking
• Self Awareness
• Cause/Effect/Links
• Vocabulary Building
• Research Skills
• Discussion/Presentation
SPEECH & DISCUSSION• Physical Message
• Body/Voice
• Visual Message
• Story Message
• Confidence Building
• Logical Thinking
• Transitions
• Speech Writing
• Types of Speech/Discussion
• Supporting Ideas
• Extemporaneous/Impromptu Speaking
CUBE ENGLISH I & II• Multimodal input
• Training the ear
• Vocabulary building
• Ambiguity tolerance
• Foundation for TOEIC
• Listening shower
• Authentic material
• Graded tasks
• Blended learning
• Schema building
• Self access/autonomy
• Strategies & sub-skills
AMERICAN STUDIES• Schema Building
• Blended Learning
• Modules
• History/Geography
• Society/Culture
• Government/Politics
• Research Project
• American Fair
• Reading/Writing Connection
• Learning Portfolio
• Genre Writing
CUBE ENGLISH PROGRAM
EPISODE TWO – CONTENT BASED INSTRUCTION