thematic and content based curriculum€¦ · 20/08/2016 · cbi implies the total integration of...
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THEMATIC AND CONTENT BASED CURRICULUM Juliana Wijaya, PhD Widya Mandala Catholic University August 20, 2018
Different Approaches • PORTFOLIOS AND PROJECTS • STANDARDS BASED • PROFICIENCY BASED • CONTENT BASED • CURRICULUM BASED • PROGRAM REQUIREMENTS • DIFFERENTIATED INSTRUCTION • LEARNER CENTERED
Plan/Design appropriate curriculum for Foreign Language Classes Make sure that the curriculum is standards based, rigorous, and relevant to the learning needs of students in the 21st century. Teaching Approaches:
Communicative Modes: Interpretive, Inter-personal, Presentational, Content-based, Proficiency-Based, Project-Based, Community-based
Identifying our learners: What are their disciplines and where do our graduates work? • Universities • Research centers/think tanks • State Department • Defense (Military) • World Bank • The UN • Non-profit political, social, educational organizations • Businesses • Nursing/Medical • Law • Technology/Engineering Companies • Media/Translation
Relevance • Integrating students’ interest and the current states of the area and global studies and development in the curriculum • Topics include a wide variety of issues:
linguistic, contemporary music, modern architecture, globalization and economy ecological implications of tourism politics and economic development religions topics in STEM
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Content-Based Approach CBI implies the total integration of language learning and content learning. CBI curriculum is one that: • is based on a subject-matter core • uses authentic language and texts • is appropriate to the needs of specific groups of students.
Content-based Instruction (CBI) Philosophy: “empowering students to become independent learners and continue the learning process beyond classroom,” (Stryker and Leaver, 1997 ) Aims: • enhance students’ motivation • accelerate students’ acquisition of language proficiency
• broaden cross-cultural knowledge • make the language learning experience more enjoyable and fulfilling
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Connection (5Cs)
Connect with other disciplines and acquire information and diverse perspectives in order to use the language to function in academic and career-related situations • Making Connections: Learners build, reinforce, and
expand their knowledge of other disciplines while using the language to develop critical thinking and to solve problems creatively
• Acquiring Information and Diverse Perspectives: Learners access and evaluate information and diverse perspectives that are available through the language and its cultures
(ACTFL World-Readiness Standards)
Foreign Language Education Supports Intellectual Empowerment
• FL education is more than acquisition and mastery of linguistic knowledge and the development of communicative skills
• Bridging disciplines: in common use includes strong
components of studies of history, political science, food science, literature, economics, media studies, and so forth.
(Cammarata L, 2016)
CBI is designed to help learners: • construct knowledge and develop understandings about a
topic and a learning task • use language meaningfully and purposefully • learn about language in the context of learning through
language.
• CBI has a “dual commitment to language- and content-learning objectives” (Stoller, 2004, p. 261).
(CARLA-CoBaLTT)
Authentic Materials
The authentic materials are current and reflecting a variety of genres.
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General Professional Proficiency Able to speak accurately and with enough vocabulary to handle social interaction and professional discussions within special fields of knowledge; able to read most materials found in daily newspapers.
High level language proficiency: • opportunities in multiple careers • analytical skills, cognitive flexibility, critical thinking
• transferable skills in public speaking, writing, and collaborative problem solving
• ability to function multi-culturally, an essential and marketable asset in the globalized world
(UCLA Russian Flagship Center)
BLOOM’S TAXONOMY
Language Domain • Functions • Context and Content • Text Type • Language Control • Vocabulary • Communication Strategies • Cultural Awareness
Situating Language Learning in Disciplinary Language Practices • Language Objectives
What does the language at each level look like?
• Content Objectives:
One discipline/subject with different themes/ stages Several disciplines/subjects
Theme: Geography-Environment Language Development/Production Intermediate: Isolated Sentences-String of sentences, simple
paragraphs Travel Itinerary/activities
Advanced: Single Paragraphs, Connected Paragraphs Narrating: Research Experience Facts: News (e.g. flood, earthquake) Detailed descriptions Instructions/Process: Recycling
Advanced High-Superior: Multiple paragraphs, Extended Cogent (clear, logical and convincing) Discourse
Discussion of abstract topics, building and presenting opinions/ argument/hypothesis) -The Impact of Global Warming/Cooling -Coastal Development Problems
Beginning Level (Novice) Word-phrases-Isolated sentences
Days/Time/Dates countries Names of places Means of Transportation
Intermediate Isolated Sentences-String of sentences, simple paragraphs:
Travel Itinerary/Plan Talking about/Describing travel activities
Role plays:
Booking a ticket/tour Booking a hotel
Advanced Single Paragraphs, Connected Paragraphs
Narrating interesting/funny/embarrassing/ frightening experience travel experience Describing interesting places they visit/see: museums, aquariums, traditional markets, buildings/bridges Giving travel recommendations/advice/tips
Advanced High-Superior Multiple paragraphs, Extended Cogent Discourse
Discussion of abstract topics Building and presenting opinions/ arguments/hypotheses) The Impact of Tourism: -Overdevelopment for Tourism -Coastal Development Problems caused by Tourism
Resources: Selecting Materials
• Subject/discipline • Content • Language Level
Samples of CBI Lesson Plans http://carla.umn.edu/cobaltt/lessonplans/results.php Exploring Our Use and Relationship with Water http://carla.umn.edu/cobaltt/lessonplans/detail_unit.php?unitID=407 CoBaLTT: Written Text Analysis Form http://carla.umn.edu/cobaltt/modules/curriculum/Written_text_analysis%20form_2009.pdf
ISSUES CONNECTIONS-CONTENT: • Beyond scope of most teachers at university level
• Danger of crashing since knowledge well above language level
• Selecting Materials