Using “Content” for Language

Learning

Robert J. Dickey, MPA JD

Keimyung University

Daegu, S. Korea

Past President, Korea TESOL

a starting point …

• “Prescriptive” vs. “Descriptive”

• “Theory-driven” vs. “Reality-based”

• For classrooms “where a commitment has been made to content learning as well as language learning.”

(sigh)

Language Teaching Investigators are

NOT

Semanticists

by many names …

Content-based Instruction (CBI) Content-based Language InstructionIntegration of Content and Language (content & language, ICL)Content and Language Integrated Learning (CLIL) Content-enriched / Content-focused / Content-centered / Content-drivenContent-sensitive / Content-oriented / Content-infused Theme-based / Topic-based / Discipline-based Sheltered Subject Matter Teaching Dual-focused Language InstructionTeaching (Content) Through English / Teaching Through Foreign LanguagesBilingual Integration of Languages and Disciplines (BILD) Immersion / Foreign Language Immersion Program (FLIP)English Across the Curriculum / Foreign Languages Across the Curriculum (FLAC) Enhanced Second Language Learning / Extended Language Instruction Learning with Languages / Learning through an additional languageIntegrated Curriculum Bridge ProgramCross-Curricular Teaching Interdisciplinary Teaching Four-handed foreign language instruction Learning skills based ELT / ESP Applied Languages

General Aims

• “Killing two birds with one stone”

• “Learning by Doing”

• “Language in Context”

“not talking about language, but using language to learn language and content”

… or …

Brumfit (1979)

“Learning to communicate, or

Communicating to learn?”

* using content to learn language, or using language to learn content ???

Subject-matter & language

Subject-matterClass (History)

Subject-matterClass (History)

Language Class (English)

Language Class (English)

Where’s the focus?

Cognitive Load

Teaching M

ath

Through English

English and

Literature

Topics inthe newspaper

Swimming

Contents in the LiteratureLaw/Legal Writing (Hong Kong) Sociology (Korea, Indonesia)cartoons (Korea) Political Science, Sociology

/Adjunct (Japan)Psychology (Japan) (Korea)Pre-Science (Malaysia)Natural Science (Japan)Topics in the History of Science

(Malaysia)Western Civilization (Japan)American History (Japan)Literature (Japan)Linguistics (Japan)

Art History /Adjunct (Japan) History of Western Art (Japan)Film (Hong Kong)cartoons (Korea) Business/Accounting case-study

(Hong Kong)Tourism/Cultural Assets (Korea) Theological Studies (Japan)

(Korea)Conversation (Japan) General English (reading)

(Japan) HS Literature (Malaysia)HS Math (Malaysia)HS Science (Malaysia)

Methods & Approaches

• does not dictate teaching techniques:– works well with Task-based, as well as

with the more teacher-centered systems– probably all “methods” can and have

used a content-based syllabus at one time or another

• does not dictate medium of instruction:– distance learning– CALL/video/audio/other

How?

• A framework for course development (single hour, or full-term planning)1. Identify the specific course and group of

students to teach.

2. Identify the content to be utilized.

3. Identify why the students should care!

4. Identify the specific “teaching point(s).”

5. Develop/locate an exemplar text.

6. Design student responses to the text.

• See this video from my channel at www.youtube.com/user/rjdickey/

• See this powerpoint at Slideshare www.slideshare.net/RobertDickey/Bahawalpur

• Supplementary article available at www.content-english.org/data/dickey-ei.pdf

Email me: rjdickey@content-english.org