Identifying language for content learning

Universidad de La Rioja,

Keith Kelly

keithpkelly@yahoo.co.uk

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English-German School, Plovdiv

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‘Zh’ Class

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Speed reaction test

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Which language?

Subject-specific language Words you can’t really do without

General academic language Language of learning

Peripheral language Classroom ‘chat’

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750,000 650,000 40,000-45,000 Every 12th

2500 = 80% 7500 = 90% 10%

1 Words you can’t do without – which words?

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Numbers

750,000 – words in English 650,000 – words in OED 40,000-45,000 – used by average speaker Every 12th – ‘the’ 2500 = 80% of all words we use 7500 = 90% of all words we use (star words) 10% = the rest, topic specific (black words)

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Curriculum discourse analysisTask - Identify the ‘black’ words in the text below, there are 12 of

them.

InfectionsFood and water are sources of infection. Raw food is covered inmicroorganisms. Most are harmless or do the body good. Theygrow in our intestines and protect them from more harmful germs,but others cause disease, especially if food's been contaminated bysewage or animal waste, or hasn't been cooked properly. Contactwith animals also exposes us to new microorganisms. A bite froman infected dog could lead to rabies, for example. While cleaningout a lizard's cage could lead to salmonella.

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Curriculum discourse analysisInfections

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Curriculum discourse analysisInfections

Food(***) and water(***) are sources(***) of infection(**). Raw(***)food(***) is covered in microorganisms. Most(***) areharmless(*) or do the body(***) good(***). They grow(***) in ourintestines and protect(***) them from more harmful(*)germs, but others cause(***) disease(***), especially(***) iffood's been contaminated by sewage or animal(*) waste(***), orhasn't been cooked properly(***). Contact(***) with animals(***)also(***) exposes(**) us to new(***) microorganisms. A bite(*) from an infected dog(***) could(***) lead(***) to rabies, for example(***).Cleaning(***) out a lizard's(*) cage(*) could lead to salmonella.

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Textbook discourse analysis

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Top 100 Science textbook words

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Verbs and root words: ‘form’

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The root word ‘form’

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Concordancing software

SCP - Simple concordancing programme

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SWF – Searching for words in files

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Task – Take a look at this list of wordsPlant Reproduction:asexual sexualcuttingsvegetativetissue culturenaturalartificialcormbulbgerminationsepalspistilreceptacle

flowerpollinationsporesstamenstylebuddinggraftingfertilizationdispersalrhizomestem tubertaprootsrunnersfilamentantherovarystigma

What links and relationships can you see between the words in the list?

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Task – Take a look at this list of wordsCooking:

eggs with sweet plaintains

cornbread

chicken tortillas

rice with pigeon peas

chili chicken

chicken stew

empanadas

cheesy potato patties

custard

cookies

ingredients

garlic

LookTastysaltycookputhampeasflourwaterriceonionshelpdelicioustrymixyummy

What links and relationships can you see between the words in the list?

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What if all content vocabulary could be mapped?

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Organising words

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Knowledge and language maps

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Tools for learning- building word trees and diagrams

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Tools for learning- annotating diagrams

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Vocabulary / Glossaries

Pronunciation Translation Contextualization Accessible Easy to organize

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2 General academic language The language of thinking (Clegg)

2 Classifying Statements

There are three

kindstypesformsclassescategories

of ………

……..fall

into threekindstypesclassescategories

can be divided classified

We/you/one can classify … according to …criteriaThis class has…characteristics/features

Teacher questions

How would you classify…?How many kinds of …are there?Who can classify…?

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The Language of Science

Curriculum Specifications - Science Form 1 (11 year olds)Ministry of Education, Malaysia, 2003

Scientific SkillsObservingClassifyingMeasuring and using numbersInferringPredictingCommunicatingUsing space-time relationshipsInterpreting dataDefining operationallyControlling variablesHypothesisingExperimentingManipulative skillsThinking strategiesConceptualisingMaking decisionsProblem solvingReasoning

Thinking skills (Critical and creative)Critical thinking skills:AttributingComparing and contrastingGrouping and classifyingSequencingPrioritisingAnalysingDetecting biasEvaluatingMaking conclusionsCreative thinking skills:Generating ideasRelatingMaking inferencesPredictingMaking generalisationsVisualisingMaking hypothesesMaking analogiesInventing

Malaysia

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Critical thinking skills

AttributingIdentifying criteria such as characteristics, features, qualities and elements of a concept or an object.

Comparing and ContrastingFinding similarities and differences based on criteria such as characteristics, features, qualities and elements of a concept or event.

Grouping and ClassifyingSeparating and grouping objects or phenomena into categories based on certain criteria such as common characteristics or features.

The languageWhat’s missing?

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What are living things made of?

The Structure of Simple CellsToday, scientists using powerful microscopes are able to observe what makes up cells. They have discovered that every cell is a self-contained unit and that all cells are made up of a substance called protoplasm.Protoplasm is the basic living material. It is always made up of carbon (C), oxygen (02), hydrogen (H), nitrogen (N) and very often sulphur (S) and phosphorus (P). Protoplasm is usually colourless and contains a large amount of water. It feels and looks like jelly. Only living things can make new proto plasm or repair damaged protoplasm.Cells are made up of two kinds of proto plasm: the nucleus and the cytoplasm. They are separated from their environment by an outer cell membrane, which restricts the passage of materials in and out of the cell.

Task Find and underline all of the verbs in the text which are used for talking about ‘structure, function and location’ of cells and tissues.

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Structure, function and locationVerb phrases Adverbial phrases

Structure:… are made up of…… organized in…… is a self-contained unit… contains…… feels/looks like…… are separated from… by…… are small…… tend to be…… can take other shapes…… it includes…… have…… is a part that contains…… consist of…… are joined together… (to…)Types:…there are ……have various shapes……are divided into……are arranged in……resembles…

Location:… is found in……surrounded by…… form……form one or several……includes……is located under/around……is most abundant under……is common in……is found mainly in……along … runs…Function:…have parts which……builds up……lines……exhibits ……release……connects……has the function of……provides……builds up…

…amidst…

…often……very often……usually…… likely to be……just…

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Discourse analysis

General academic school language Awareness of ALL of the language Opportunities for student access Embed the language in the content

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3 Peripheral language

Parachute jump

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Which is the correct graph, why?

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Parachute graph 3

MA – He jumps out of the plane, falls fast towards the ground after a few seconds his parachute opens. He slows down, and then falls to the ground at a steady speed. So, it is B, it is B, because the first little bit of the graph is the bit before his parachute opens, the second little bit is the bit after his parachute opens when he’s going slower so it’s a more gradual decline, he doesn’t go through as much, it takes longer to go through the same kind of distance, that means he’s traveling slower. A and D both suggest a gradual slowing down, not an abrupt change with the parachute opening.

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Explanation language analysis 2Structures

We know when … that … (which is …) -relative clauses and conjunctions

The … is the … that … is … -definitionsIf we had a … it would be … -third conditionalA graph of the … against … should be a … -modal auxiliary

verb for deductionC is wrong because that would suggest that …-modal would to make

statement sound less definite

He goes from … to … in … (time) -prepositions… after a few seconds … and then … -sequencing phrases… it takes … so … that means … -concludingA and D both suggest …, not … -juxtaposing

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Language as classroom environment rich input accessible input at the level of the learners scaffolded ‘semi-scripted’

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Where to start? - Examples in

Science Get to know the curriculum Explore content websites Try out resources Identify language Understand the skills Adapt materials to suit your students

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Exploring the content curriculum

www.bbsrc.ac.uk

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Your own GM person

Create …

… and present

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The language of heredity

Describing facial featuresS/He has / has gotHer/His … is/are …(brown, green, blue, blond, red, grey)(round, thin, fat, long, short, flat, curly, straight, spiky, wavy)

Naming parts of the faceEyes, nose, ears, earlobes, eyebrows,hair, chin, cheeks

Describing inherited characteristicsHe gets his … from his …She gets her … from her …He looks like his …She looks like her …He takes after his … with hisShe takes after her … with herHe has inherited his mother’s …She has inherited her mother’s …

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CLIL - The ResourcesScience Across the World www.scienceacross.org

a) a bank of resources for general Science projects

b) a database of contacts for carrying out a curriculum exchange project with a school in another country,

c) an internet-based and ICT focus to learning.

Example – What did you eat?

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Food and drink diary

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Ice Cream Consumption in Europe Who eats the most?

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Curriculum area?

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Curriculum area?

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CLIL – The Skills

- research work

- dealing with data (gathering, presenting)

- presentation work

Example - HeredityHair colour, eye colour, skin colour, height, ear lobes, mid finger hair, tongue rolling

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CLIL – The language

Three broad areas of language in content:

i) subject-specific languageii) general academic languageiii) peripheral language

Knowing what this language is, and what to do with it, i.e., how to scaffold or support it, is what CLIL is all about.

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Linear content input

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Organizing content input

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CLIL for Language Teachers - Conclusions

1) Explore the content curriculum:- resources- skills - the language

2) Identify an appealing aspect of this context for you and students

- a skill - PPTs- a grammar area - passive voice - general academic language for the content curriculum - economy

3) Offer a focus in your language lesson.

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Which language? All language. Subject-specific language

question of organization and management

General academic language as important as specific language

Peripheral language equals rich context

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References Forum for Across the Curriculum Teaching

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Young learners and teens group younglearners@yahoogroups.com, onestopclil discussion forum

www.onestopclil.com/forum_board.asp?catid=80 Gibbons, P (2002) Scaffolding Language, Scaffolding Learning,

Heinemann Science across the world www.scienceacross.org Biotechnology and Biological Sciences Research Council,

www.bbsrc.ac.uk UK National Curriculum Website http://curriculum.qca.org.uk/ Association for Science Education

www.ase.org.uk www.sycd.co.uk