supporting language development. vygotsky’s zone of proximal development
DESCRIPTION
Zone of Proximal Development ZPD is the zone beyond current knowledge ZPD can be reached by assistance from teachers and peersTRANSCRIPT
Supporting Language Development
Vygotsky’s Zone of Proximal Development
https://www.pinterest.com/pin/255368241346479646/
Zone of Proximal Development
• ZPD is the zone beyond current knowledge
• ZPD can be reached by assistance from teachers and peers
Scaffolding
The Challenge
• Learners may need to use language structures beyond their level
• Lecturers need to support language learning as a CLIL component
The Implications
Teachers identify and justify how content and language learning will be achieved
Learners must be cognitively challenged but linguistically supported
An enquiry-based teaching and learning
approach needed
BICS (Basic Interpersonal Communication Skills)
• Day-to-day language skills needed for social interaction
CALP (Cognitive Academic Language Proficiency)
• Content-compatible language - non-specific language applicable across the curriculum
• Content-obligatory language - grammatical structures and functional expressions needed for a specific subject
When supporting language…
• Decide what students must know to understand the content
• Look through the materials to be presented. What language structures are there?
• Let students interact using the content-obligatory language
Vocabulary Development
• Meaning (in the context of our lesson)
• Form (how to spell it, what words it is used with, what part of speech it is)
• Pronunciation (sound, stress) • Appropriacy (what context it is used in)
Three stages of vocabulary uptake
1. NOTICING
2. RETRIEVING 3. USING GENERATIVELY
Types of Meaning-focused Vocabulary Activities
• Matching definitions
• Finding common meanings • Word maps/brainstorming • Finding substitute/synonyms • Explaining connections
Types of Meaning-focused Vocabulary Activities
• Classifying words
• Listing examples
• Finding collocations • Identifying connotations • Explaining semantic distinction
Giving Feedback on Vocabulary Errors
• Explicit correction
• Recasts • Clarification requests • Metalinguistic feedback
• Elicitation • Repetition
When supporting language…
• Make sure you always use English
• Speak clearly but not unnaturally slowly
• Support what you say with gestures, facial expressions, and repetition
Gap-fill (language-content task)
When should teachers scaffold?
• When giving instructions to tasks
• When giving texts and other input
Scaffolding
• Support for learners
• It is temporary
• It engages students actively
• Takes students into the ZPD
Ways to scaffold
• Glossary of key terms • Simplified language • Graphic organizers (charts, diagrams, graphs)• Pictures and realia • Key text highlighted • Smaller chunks of text
Glossaries
Read the handout given to you. Pick out words or phrases that may be put into a glossary.
Glossary of terms
Closer scrutiny: more careful study Elements: parts, componentsA matter for judgment: not a fact, something to be
decided on Heightens: increases Incorporate: include Explicitly: fully and clearly Make little sense: are not very logical Revisions: changes
Simplified language
• Read the handout given to you and do what is asked.
Graphic organizers • Bar chart• Binary Key • Cycle • Mind map • Carroll diagram • Flow diagram or flow chart • Grid • Line graph • Pie chart • Process/cause effect diagram
Graphic organizers
• Concept map • Fishbone map • KWHL chart • Story map • Storyboard • Tree• Venn diagram • Problem-solution guide • The 7R strategy
The Seven Rs Strategy RECOGNIZE What feelings do we have about this problem?
RESEARCH What information do we need?
REPRESENT Can we draw a picture, diagram of this problem?
RELATE How is this related to other problems we have solved?
REDUCE Can we break this problem into smaller parts?
REFLECT What assumptions should we question? Is all the information there?
RESOURCES Who can help us?
What I Know
What I Want to Know
What I Learned
Scaffolding: Instructions
“with a friend, attempt to reach a consensus on the key, er…vital and overriding requirements that underlie the decision that must be undertaken regarding the location, or proposed location, of a hotel.”
Scaffolding instructionWhat do students need to know: • Are they writing or speaking?• Are they producing full sentences? Numbers?
Words? • Who are they working with?• How much time do they have?• What is going to happen with their answers?
Scaffolding: Checking understanding
• Visual/Graphic organizers - students tell you which is the correct
representation of the point covered
• Summaries - students produce summaries (spoken or
written)- students complete summaries (gap fill)
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https://www.youtube.com/watch?v=uIRZWn7-x2YBentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press.Bertaux, P., Coonan, C.M. Frigols-Martin, M.J., Mehiso. P. (2009). The CLIL teachers’ competences grid. Retrieved from
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https://www.youtube.com/watch?v=-Czdg8-6mJACoonan, C.M. (2013 Oct 29). The role of CLIL teachers. [video file]. Retrieved from
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from http://clilenlaule.blogspot.com.es/