1

Framework strategy

for

Teaching

English Across the Curriculum1

Presentation outline • Background• English vs LAC• LAC

o Language and LoLTo Concepto Illustrationso Aims o Focus

• Common learning skills• Planning for LAC• Assessing knowledge

2

Background • Language Compensation - 1998• 5% for all learners taught in a language that is not their HL• Condition: to strengthen use of English as LoLT• Concession to run out in 2014 - UMALUSI• In order to help learners deal with the impact of concession

withdrawal, a concerted effort on the part of every teacher in the school is of vital importance.

• Every teacher is an English teacher!!

3

Background• The Framework Strategy for Teaching English Across of the Language Compensation Policy• Language use (English) in content is explored in order to access and enhance knowledge acquisition• The language skills learnt from other languages are also employed to reach the above goal• The Framework Strategy employs Language Across the Curriculum (LAC) as a base for mediating the impact of the language compensation withdrawal

4

Background …cont• Why

o Content subjects taught in Englisho English the language of assessmento ‘therefore’, harmony between LoLT and language of assessment

equals enhanced performance

• Implications for the content subject teachero Engages learners in LoLT - the language in which the child is being

assessed

5

Purpose of LAC Addresses the English in your subject e.g.

o Scaffolding, o simplification of instructions, o explanation of subject specific vocabulary / academic language

and conceptso Subject-speako Assessment-speak (Literature self-study guide, p.3)o Team teaching and planning for enhanced learner attainment

6

Activity 1

1. Mention and discuss assessment-speak in your subject.2. Are there words/concepts used in other subjects which

may mean something else in English? Mention and discuss them.

3. Discuss how the Framework strategy would enhance the spirit of co-operation among members of staff.

4. Discuss how an enhanced team teaching approach will enhance learner attainment.

5. Feedback and discussion.

7

In response

1. Many assessment aspects are common : Requirements the same – same learning skills across

learning – locate, find, discuss, explain, evaluate The four language skills central to learning and teaching. Mention and discuss assessment-speak in your subject. Analysis of literature Essays, Letters PAT/orals More common ground across subjects eg cartoons in both

languages and History

8

In response

2. Are there words/concepts used in other subjects which may mean something else in English? Mention and discuss them.

Examples Displacement (Science/Psychology/English) Conceive (English/Life Sciences/Agric) Energy (Science/English) Mouse ( CAT/IT/English) Bake (English/Consumer)

9

In response

3. Discuss how the Framework strategy would enhance the spirit of co-operation

Allows for : broader consultation among colleagues sharing skills and expertise colleagues to complement each other team teaching work load to be reduced

10

In response

4. Discuss how an enhanced spirit of co-operation will enhance learner attainment

Consolidation of common concepts Broadened grasp of concepts – repeated in different

subjects Breaking down of compartmentalised learning A new culture of learning Team work is strengthened

11

Language Across the Curriculum Carrasquillo and Rodriguez (132: 2002)

Science is, in itself, a language and each different science (biology, physics, chemistry) is a separate languageIf chemistry is a language as well as a body of content, then it needs to be taught as a language as well as a body of content.

12

Language Across the Curriculum • Language

- a tool for conceptualizing content and knowledge, and - expressing oneself accordingly in a rational,

“academic” style, based on subject-specific conventions and registers.

• LoLT development - not only by the English/language teacher, but by all teachers while disseminating knowledge.

13

14

Language Across the Curriculum

14

The Concept • as old as education• a means of bridging the barriers between content

knowledge and language • Simplified: one needs to understand the language

before one can decode the science in the knowledge presented

• specialised language, technical vocabulary, text types and illustrations to be unlocked for acquisition to be enhanced.

1515

Illustrations

• Critical language awareness• Word formations• Key words• Pointers• Subject-speak versus language use NB. Important for all subject teachers to understand how

language is used in their subjects in order to mediate knowledge.

Language Across the Curriculum

16

Language Across the Curriculum

16

Aims • To support language development in each learner, in all

domains of language use, in each learning activity in school;• To enhance knowledge acquisition through awareness of

language use;• To create a link through the learning processes;• To enhance awareness of the relatedness of aspects;• To develop critical reading, writing and learning; and • To give learners feedback about their progress.

17

Language Across the Curriculum Focuses on: • Skills of language, viz. Reading, Writing, Listening and

Speaking; and• all non-verbal means of representation and expression that

we use when communicating.It enhances: • knowledge acquisition• interrogation of knowledge• expression and presentation of knowledge – in writing or

spoken form• critical thinking, reading and writing

17

18

Common learning skills • Locating information • Gathering facts.• Organising information • Acquiring information - using strategies through reading • Acquiring information - setting purpose for listening • Communicating orally - speaking with accuracy and pose,

and in writing with clarity and exactness, using the writing process.

• Interpreting pictures • Evaluating and applying - applying problem-solving and

information critical thinking skills.18

19

Common learning skills

• Learners to be taught these skills and consciously, be made aware that they apply in all subjects.

• Guidance should be given on how one goes about identifying use of the above.

• See example of practical activity (pages 5 - 6 of The Framework Strategy...)

• See question words to help you formulate questions (page 3 - 4 of self study Literature Study Guide)

19

20

Incorporating LAC in Teaching • Establish learners’ prior-knowledge of new content/theme

and their language ability.• Identify new terminology and concepts.• Structure and plan meaningful tasks and create

experiences for learners to acquire effective listening, speaking, reading and writing skills

• Create opportunities for learners to > learn how to 'think critically about what they hear...'

> 'Use oral language to gather, process and present information' and > communicate in a wide variety of social contexts to a wide variety of audiences.

20

21

Assessing knowledge – lang skills • The focus of assessment will be on a learner’s

progress in understanding skills, concepts and terminology in an area of study.

• Use different assessment strategies, methods and tools to cater for language needs of learners.

• Assess learners’ degree of knowledge and understanding by what they say, read or write

• Establish routines for observing and recording the progress of individual learners’ language development.

21

22

Planning for LAC • Establish strategies to manage all forms of

communication to ensure all learners have fair and equitable opportunities to develop their interpersonal speaking and listening skills, e.g. large and small group discussions.

• Model approaches, processes, strategies and activities of the different language skills to enable learners to develop.

• Secure resources needed.• Establish different assessment strategies, methods

and tools to cater for language needs of learners.

22

Language Skills in LAC

Every lesson should incorporate the following:• Listening and Speaking• Reading and Viewing• Writing and Presenting

23

24

Writing • Melissa Kelly, (About.com Guide): due to growing

disappointment about the writing ability of high school graduates, content subjects are realizing that writing instruction can no longer be confined to the English classroom.

• As teachers in various disciplines added writing to their courses, they have discovered that writing assignments bring great benefits.

• Not only do they enhance students' general writing ability, but they also increase both the understanding of content while learning the specific vocabulary of the disciplines.

24

25

Writing Writing strategies

• Writing-to-learn• Writing-to-demonstrate knowledge

25

26

Writing: Writing-to-learn • Employed throughout and/or at the end of a lesson to

engage learners and develop big ideas and concepts,• Activities are impromptu, • Short or informal writing tasks designed to enhance

thinking skills - through key concepts and ideas• Write reports, essays, persuasive writing, and creative or

expressive writing, as well as research papers• May be limited to less than 5 minutes of class time or

assigned as brief, out-of-class assignments• Attention on ideas rather than correctness of style,

grammar or spelling. • .

26

27

Writing: Writing-to-demonstrate knowledge • Learners show what they have learnt. They apply

knowledge in new ways or use academic structures for research and/or formal writing.

• Requires learners to:owrite reports, essays, persuasive writing, and creative or

expressive writing, as well as research paperso synthesize information and explaining understanding of

concepts and ideasowrite for an audience with a specific purpose

27

28

Writing: Writing-to-demonstrate knowledge • Apply knowledge in new ways, e.g. essays that deal

with specific questions or problems, letters, projects, and more formal assignments or papers prepared over weeks or over a course

• Adhere to format and style guidelines or standards typical of professional papers, such as reports, article reviews, and research papers and should be checked before being submitted by the student for correctness of spelling, grammar, and transition word usage.

28

Activity 2• Refer to pp. 21-24 in the CAPS training manual• Select one of the history texts and prepare a lesson

plan using the process approach• Outline how you will support learners who

experience barriers to learning e.g. dyslexia, visual impairment, lack of proficiency in language use

• Set five questions using the terminology on p.3 of the literature self-study guide

• Feedback and discussion

29

30

So • LoLT can be changed from being a barrier to a carrier

of knowledge through LAC (The Framework Strategy for teaching English Across the Curriculum)

• The importance of addressing the language in the subject needs to be emphasised for enhanced knowledge acquisition

• Learners need to be grounded in all the aspects addressed above, which are applicable to all subjects, for them to make better progress in acquiring, dealing with and interrogating new knowledge

30

31

And …

THAT’S IT.

31