CBI and CLILWeek 8 CIS NJ Kang

What is CBI and CLIL

CBI (Content Based Instruction)CLIL (Content and Language Integrated Learning)

•similar approaches •content + foreign/second language learning •through various method-ologies and models

What is CBLT?

What is CBI?Language

Sub-ject Con-tent

Interlan-guage

When? For whom?

CBI 1980s

•Met

CLIL1994

•David Marsh

Theoretical ra-tionales of CBI

Interactionist’s perspectives

LanguageHow to

talk

ContentWhat to

talk about

Language learning

Learning language through meaningful interaction

A sociocultural view of CBI-CLIL.

• Language is the mediating tool through which con-tent and language are co-constructed in a learning environment (Moate, 2010). • This integration could also become more complex when

learners focus on language-focused talk as well as content focused talk. • Need tasks

A caution advanced by Pica (2002).• ways in which teachers modified interaction about

content. • a strong focus on meaning and function, would weaken form• language learning will be incidental and errors may

never be corrected. • at some point, poor language development will block

content learning.• Need scaffolding on both language and content under-

standing

Kinds of scaffolding in CBI and CLIL

• personal experiences, previous content taught in their L1, or through skills work in tasks (Mehisto, Marsh, & Frigols, 2008, p. 139-140). • reversing the focus on language to urging teachers to

attend to the role of content in scaffolding second language learning (Bailey, Burkett, & Freeman, 2010, p. 615). • scaffolding only acts as a safe net for the introduction of new

content (Coyle, Hood, & Marsh, 2010). • If the CLIL lesson is only reduced to the repetition of the L1

curriculum in another language, motivation and cognitive engagement may be threatened.

Comprehensible language input

Motivating con-tent

Scaffolding acts

people learn another language more successfully • when they acquire information through it. • Richards and Rodgers (2001, p. 215) also point out that

CBI has two major goals: autonomous learning (cf. Wolff, 2003, p. 211-215), and the adoption of differ-ent roles by learners such as interpreter, explorer, source of content, and joint participant in content and activity selection. • collaborative work between educators and learners

EFL Content

Cognitive Development

Kindergarten 6th Grade

Learners’ Perceptions Concerning English lasses

very interesti

ng

interesting so so boring very

boring

No response

Total

3 59 51% 42 37% 8 7% 2 2% 4 3% 0 115100%

4 51 50% 25 25% 22 22% 1 1% 2 2% 0 101 100%

5 27 23.5%

50 43.5%

26 23% 8 7% 4 3% 0 115 100%

6 19 10% 62 34% 84 45% 17 9% 2 1% 21% 186

100%

Learners’ Picture of Their Participation Rate in the English Classes

Always Some times

Rarely No response

Total

3rd 70 61% 38 33% 4 3% 4 3% 115100%

4th 63 62% 33 33% 3 3% 2 2% 101100%

5th 7363.5%

36 31% 2 2% 43.5%

115100%

6th 81 44% 86 46% 11 6% 8 4% 186100%

Survey

Subjects: 517 learners of Korean public primary schools in Kyungi province.

Questions:• What are the learners’ perceptions about their English

classes?• What are the learners’ impressions about their partici-

pation in English classes?• What view do the learners have about their participation

in other subject classes

Learners’ Participation Rate in Other Sub-jects

Grade 3 Grade 4 Grade 5 Grade 6

Always 49 43% 35 35% 87 76% 107 58%

Some times

57 50% 63 62% 25 22% 75 40%

Rarely 6 5% 1 1% 3 2% 4 2%

No respon

se

3 3% 2 2% 0 0% 0 0%

English text content

Students’ cognitive level

English Topics for 3rd grade (1997)

Topics Units Language

Weather Unit 16 Sunny, Cloudy, Snowy, Rainy, Cold, Hot,

Food; Unit 11, 15 Hamburgers, Sandwich, Orange juice, Ice-cream.

Clothes Unit 12 Shirt, Skirt, Cap, Dress

Animal Unit 14 Cow, Dog, Pig, Cat

Sports Unit 13 Soccer, Baseball, Basketball, Badminton

Family Unit 10 Father, Mother, Sister, Brother

Personal objects

Unit 3, 4, 6 Cap, Pencil, Glove, Ball, Book bag, Book

House Unit 5 and 9 My room, Bathroom, Kitchen, Living Room

Others Unit 1, 2, 7, 8 These units can not be included in any cate-gories

Topics for 3rd grade ‘Reading’

Title Topics Category Learning Focus

1 One by one 1) A life story of asalmon2) A pond skater, the swimmer

InformativeScience- Fiction

Summarize the story into a beginning, middle and ending

3 The clean country

1) The Sol River2) Keeping water clean3) Kyu-Hee’s Story.4) Yun-soo’s Story5) Gun-ho’s Story

Environment studies

- A fiction about a polluting driver- Children’s personal opinion about keeping the water clean- What is your opinion?

4 Researching Attitudes

1) Life of Pabre the in-sect researcher2) Suk,Joo-Myung,the butterfly researcher

Biographical stories

- summarize the lives of these re-searchers- What is the reason for them to study insects?- What did they do to carry out their research?- What do you think about them?

EFL Content

Cognitive Development

Kindergarten 6th Grade

Topics in English textbook (2007)Topics 3rd 4th 5th Language

Numbers 6 3, 48

6 1 ~ 10, 1~20. How old are you? What time is it?How much is it? 1~ 30

Food 5 Apples, chicken, meat, grapes, ice-cream, bananas

ClothesWeather

88

1 15 Shirt, sweater, jumper, boots, pants, mittenSnowing, raining, sunny, cold, hot, warm

Animal 6 Cows, monkeys, bears, dogs, pigs, cats, kangaroos,

Sports 7 7 8, 11

Swim, skating, skiing, jumping, running, dancing, tennis, football, baseball, kicking

Personal ob-jects

Body parts

2,3

4

6

2

9

7

Cap, Pencil, Book bag, Book, Tooth, eyes, mouth, hands, nose, wash,

Don’t do ~

Topics in Social Studies and Practical Stud-ies for 6th Grade

Subject Topic (content)

Social study • Pre-history –United Silla, Balhae, Unified Korea and its politics, culture. Chosun Dynasty and its politics, culture, wars.

The latter period of Chosun and its culture. Development of its agriculture and commercial industry, The religions, The invasion of foreign countries, The period of the Korean empire

• Modern Society : Independent Korea from Japan, The foundation of Korean and its development

Practical Stud-ies

• Variety kinds of jobs in the world – Understanding different functions and roles of jobs. Planning personal future jobs through analyz-ing individual characteristics, aptitude.• Environmental studies• Cooking• Learning to use and making things using a sewing machine• Making things with wood• Raising a pet• Working with the computer

GeographyEnviron-mentFuture jobsFriendshipHistoryEmpiresWarCookingIndustriesCultureComputersEtc…

ColorsMy familyZoo animalsLikes

English Classes

Other Subjects

Regular classes

English classes

Defining Lan-guage in CBI-CLIL

Language in CBI-CLIL

• Is for communication and for learning (Coyle, Hood, & Marsh, 2010, p. 54)• content-obligatory language (subject-specific )and • content-compatible language (general discourse ) (Bentley 2010, p. 11) .

Language Triptych

1. language of learning, that is, the learning of key words and phrases to access content.

2. language for learning focuses on the language stu-dents will need to carry out classroom tasks such as debating, or organising and presenting information.

3. language through learning makes room for unpre-dictable language learning as it is concerned with new language emerging from the cognitive process stu-dents are engaged in

Defining Con-tent in CBI-CLIL

Content deals with

• nonlanguage subjects or scientific disciplines (Wolff, 2010, p. 103) students’ L1 school curriculum

• subject area instead of content (Barwell 2005, pp. 143-144)

So CLIL

• focus on form and meaning should not be reduced to incidental or unplanned grammar.• content is an abbreviation of curricular content from subjects

such as History, Geography, Biology, or Economics among others. • content should also include language as a system of subsys-tems, as an object of study positioned in systemic functional linguistics. • Content will dictate what will be learnt and through which specific

subject-related discourse. • However, what specific contents may be used is not clear-cut (see

pp. 123-126).

Approaches in CBI and CLIL

Approaches in CBI

CBI, CBILT, or CLIL approaches

CBLT

Content Driven Language Driven

A CONTINUUM OF CONTENT AND LANGUAGEINTEGRATION

 Content-Driven Language-Driven Content is taught in L2. Content learning is priority. Language learning is secondary. Content objectives determined by course goals or curriculum. Teachers must select language objectives. Students evaluated on content mastery.

 Content is used to learn L2. Language learning is  priority. Content learning is incidental. Language objectives determined by L2 course goals or curriculum Students evaluated on content to be integrated. Students evaluated on language skills/proficiency.

Content drivenTotal immersion

Partial immersion

Sheltered model

Con-tent Driven

ContentSchool Curriculum

Total immer-sion, the entire school curriculum is taught initially through the foreign lan-guage, with content instruction in the L1 gradually increasing through the grades;

Partial immer-sion, at least half the school day is spent learning school subjects in another language.

“...subject matter teachers ...may adapt their instruction to accommodate different levels of language proficiency in their classes... [T]he language teacher acts as a resource for other teachers, and ideally, helps those other teachers to increase the mastery of academic concepts and skills on the part of linguistic minority students” (Crandall and Tucker 1990).

Rosen and Sasser (1997) note that “...[i]n sheltered English content-area teachers use a variety of language teaching strate-gies to enhance understanding of grade- and age-appropriate subject-area con-cepts” (p. 35).

Sheltered courses • Students learn one or two subjects en-

tirely through the foreign language, and do not learn these same subjects in L1. • The course subject matter defines the

learning objectives. • There may be little, if any, explicit lan-

guage instruction.

• Subject courses are taught in the L2 using linguistically sensitive teaching strategies in order to make content accessible  to learners who have less than native-like pro-ficiency. • The goal is for students to master content;

students are evaluated in terms of content learning, and language learning is sec-ondary.

About language teaching

Aim to produce students with oral and written profi-ciency in a foreign language,

There may not, be a foreign language curriculum, with defined learning objectives or specific content (func-tions, vocabulary, grammar, discourse or social compe-tencies, etc.).

Rather, the language that students acquire emerges from content instruction and from the day-to-day inter-actions between teacher and students, or among stu-dents themselves.

So

Immersion programs, whether partial or total, are often judged successful based on student attainment of con-tent, and may be deemed effective even though the levels of language proficiency students attain are not native-like (Swain and Johnson, 1997; Genesee, 1994).

 

So immersionSub-jects con-tents

L2

Content attainment

So Sheltered programsSub-jects con-tents

L2

Content>language

attainment

Language drivenAdjunct Model

Theme Based Programmes

Language Focused Programmes

So language drivenLanguage

content

Language attainment

The adjunct model

Both language and content are the goal. Lies at the center of the continuum of content/language integration. Students are expected to learn content material while simultane-

ously acquiring academic language proficiency. Content instructors and language instructors share responsibility for

student learning, with students evaluated by content instructors for subject matter mastery, and by language instructors for ‘language skills.

Unlike sheltered courses, where students are all learning content in an L2, in the adjunct model content classes may be comprised of both L1 and L2 content learners, but language instruction is almost always for L2 learners.

So The Adjunct ModelLanguage

Content

Language and con-tent at-

tainment

The Theme Based Model

Is language-driven: the goal of these courses is to help stu-dents develop L2 skills and proficiency.

Themes are selected based on their potential to contribute to the learner’s language growth in specific topical or functional domains.

Unlike sheltered courses, which are taught by content instruc-tors, and adjunct courses that are co-taught, theme-based courses are taught by language instructors to L2 Learners who are evaluated in terms of their language growth. Students (and their teachers) are not necessarily accountable for content mastery. Indeed, content learning is incidental.

 

So The Theme Based Model

Theme or topic

Role-playing

Language ob-jectives

Singing songsSurveys Assessment

Drawing

Language Attain-ment

Content and Language Continuum

Content Driven Language driven

Total Immer-

sion

Partial Immer-

sion

Shel-tered Model

Adjunct Model

Theme based cour-ses

Lan-guage

focused with some

contents

Then, What shall we use?Total

Immer-sion?

Partial Immer-sion?

Sheltered Pro-

grammes?

Adjunct Pro-

grammes?Theme

Based Pro-

grammes?Language

Focused Pro-

grammes?

How’s content driven programmes?Total

Immer-sion?

Partial Immer-sion?

Sheltered Pro-

grammes?

For High level in

L2?

Fossilized expres-sion?

Too diffi-cult for

Teachers?

How about language driven?Too bor-

ing??

Misunder-standing

cogni-tively ap-propriate theme??

Lose inter-est?

Theme Based Pro-

grammes?

Language Focused

Pro-grammes

?

Adjunct Model?

Yeah! But need specific

language

and con-tent in-

put.

Language Focused

Pro-grammes

?

Because!

Approaches in CLIL

• German-Franco programmes’ interest in bilingualism and supranational education (Lorenzo, Casal, & Moore, 2010, p. 419). • CLIL is an approach in which various methodologies are

used to achieve a dual-focused form of instruction in language and content.

five models

• dual-school education, • bilingual education,• interdisciplinary module approach, • language based projects, and • specific-domain vocational CLIL.

language-driven approaches

• content may be seen as a mediating tool for language learning. • A theme-based course is structured around unrelated topics which

provide the context for language instruction. • This model bears some resemblances to cross-curricular projects

(Harris, 2008; Savage, 2011, pp. 404-442) and also to English across the curriculum, where language teachers may work together with a content teacher on a particular topic.• Theme-based instruction then occurs within the ESL/EFL or any other target language course and though the context is given by specific content areas, the focus of assessment is on language skills and functions (Lorenzo, Casal, & Moore, 2010, p. 421; Navés, 2009; Yassin, Tek, Alimon, Baharom, & Ying, 2010, pp. 47-48).

language-driven approaches

• the adjunct model and language for specific purposes. • The adjunct model (Met, 1999) combines a language

course with a content course. Both courses share the same content base and the aim is to help learners at university level master academic content, materials, as well as language skills. • A similar stance is evidenced in the language for spe-

cific purposes models (Ruiz-Garrido & Fortanet-Gómez, 2009).

content-driven approaches

• utilise language as a mediating tool for content learning. • include single or dual, semi or total immersion (Dalton-

Puffer, 2007; Grabe & Stoller, 1997, p. 80), bilingual edu-cation, and translanguaging, that is, the ability of multilin-gual students to shuttle between languages while treating them as an integrated system (Canagarajah, 2011, p. 401; Creese & Blackledge, 2010). • The sheltered-content approach also belongs to this

group as it consists of a content course taught by a con-tent area specialist in the target language using authentic materials (Rodgers, 2006, p. 373-375).

five different bilingual/CLIL models Vázquez (2007, pp. 99-100) in German secondary schools

• First, the classic model or full CLIL is a continuing bilingual programme through sub-jects such as History and Geography which are taught in English. Its aim is related to the job market and bilingualism through an emphasis on subject-matter instruction. This model may be compared to its counterpart in the Netherlands where a maxi-mum of 50% of the total number of lessons may be taught in English or any other target language (Roza, 2009, p. 130).

• The short-term CLIL model, on the other hand, is carried out during a specific period of time through certain subjects.

• Thirdly, the bilingual models and the bilingual projects models can be placed close to the language end of the continuum since language classes adopt theme-based units of work in which subjects and topics vary and, in fact, attempt to integrate more than two curriculum areas.

• Last, and perhaps the most innovative in terms of how languages are used, the for-eign language integrated model seeks to integrate L1 and L2 through nonlanguage classes which are taught in German but whose preferably authentic texts and mate-rials are in the foreign language.

Three-directional model by Ramos (2009, pp. 174-179).

• It is curriculum-driven and text-based, which could be associated with bilin-gual education or interdisciplinary models (Coyle, Hood, & Marsh, 2010).

• horizontality, verticality, and diagonality. • Horizontality: is concerned with how the lesson is structured. • Verticality, is realised by the task of including in each stage the vocabulary,

grammatical patterns and learning strategies the teacher has set as objec-tives. In other words, the model emphasises the importance of cohesion as each aspect of the lesson is recaptured and revitalised in a dynamic process.

• Diagonality. is intimately linked with the teaching discourse of explicitly telling learners what goals have been achieved at the end of each stage and the goals to be pursued in the coming stage. In conclusion, this model may be similar to any other model or approach within the communicative language teaching realm.

What is SBLT?

1. What is

SBLT?

SBLT (Subject Based Language Teaching)

• Teaching other subject in English in Eng-lish lessons focusing both on learning English and content.

En

Su

SBLT

Contents

Same Grade Level

Embed lan-guage ob-jectives

Clear ob-jectives

Principle 1: Following the local curriculum.

Topics from the same grade subjects

• Interactionists' view• Motivational aspects

Yoyo Play Time Level 2 – Social Stud-ies

Principle 2 : A specific content and language objectives.

English

Specific Language Objectives

Implicit + Explicit

Re-peated

Principle 3: Language Objectives should be Recycled Systematically and meaningfully through out the Lesson.

• Watch Cause and Effect Animation part.

How Language should be pre-sented?

• Perceptual salience• Frequency• Expectation• Skill level: Readiness• Task demands(Schmidt, 1990)

Schmidt and noticingInfluence on noticing

Working memory

Long-term memory

Input-frequency

-salient

Instruction

Noticing Output

Principle 6: Both skill-getting and skill-using tasks should be provided in a balanced manner.

• Chunk of language• Memorization• Thinking • Meaningful interaction

Language objectives

• Should be clearly identified• Used repeatedly through out the lesson• Embedding the content

Content objectives

• Selected from the textbook of other subjects in the same grade.• Carry it out through out the lesson embedding the lan-

guage objectives.• Have to have skill getting and skill using tasks.

Principle 6: Language Objectives should be Recycled Systematically and meaningfully through out the Lesson.

Psycholinguists

VanPattern’s model of processing and acquisition

InputIntake Developing

system

VanPattern’s model of processing and acquisition

InputIntake Developing

system

Relate forms to emerging hypothesis about the structure

Deliberate attemptTo attend to aspects of form

Skehan’s model of processing and acquisition

InputIntake Developing

system

Processng Task types

Familiarity task types

How Language should be pre-sented?

• Perceptual salience• Frequency• Expectation• Skill level: Readiness• Task demands(Schmidt, 1990)

Schmidt and noticingInfluence on noticing

Working memory

Long-term memory

Input-frequency

-salient

Instruction

Noticing Output

Priniciple 7: Both skill-getting and skill-using tasks should be provided in a balanced manner.

• Chunk of language• Memorization• Thinking • Meaningful interaction