Content-Based Instruction: Integrating Language and

ContentCYPRUS SUMMER

INSTITUTEJune 18 – June 29, 2007

Patricia Prinz

Content of the InstituteBroad overview of Content Based InstructionPedagogical approachesTheories of learningHands-on experiences that apply theories and pedagogyReflection

Today

Overview of Content Based InstructionEffective classroom interactions

What is content based instruction?Simultaneous study of

Academic subject: science, math, social studies, literatureSecond or foreign language

Goal of CBI

Mastery of subject contentMastery of English

CBI ModelsContent driven Language driven

Total immersion in subject

Instruction inSubject + Language

Language focused

Content theme

Haley, M.H. &Austin, T. Y.(2004) Content-Based Second Langue Teaching and Learning. Boston: Pearson

Orientations to Language LearningPHILOSOPHICAL

BASEINSTRUCTIONALORIENTATION

METHODS

Expansion of intellect.Learn vocab & grammar to translate, not communicate

GRAMMAR-BASED Grammar Translation

Behaviorist influence; Learning is habit formation; Lessons based on dialogue and exercises

EMPIRICIST Notional-Functional ApproachAudiolingual Methods

Applied LinguisticsFocus ion oral communication

COMMUNICATIVE Direct Method

Orientations to Language LearningPHILOSOPHICAL

BASEINSTRUCTIONALORIENTATION

METHODS

Applies theories ofthe developmental process

of L1 to L2cognitive theories of

learning.

RATIONALISTSilent WayCommunity Language LearningTotal Physical ResponseNatural ApproachCALLA

Includes social/individual psychological aspects of learning and miscue analysis

SOCIOCULTURALPSYCHOLINGUISTIC

Problem PosingContent-Based Language Teaching

Adapted from: Freeman & Freeman, ESL/EFL Teaching: Principles for Success

CBI Influenced bySociocultural theory of learning

Psycholinguistic theory of language development

Sociocultural Theory of LearningLanguage and culture central to human development

Social interaction: Learning takes place through interaction with a more capable adult or peer.Zone of proximal development: A level beyond independent functioning of the learner. The distance between what the student can accomplish independently and what he or she can accomplish with assistanceScaffolding: Support and assistance to permit the student to perform at the next level of development. Scaffolds are contextual, social, and temporary frameworks designed with a specific learning situation in mind. VYGOTSKY(1896-1934)

V

Vygotsky, L. S. (1962). Thought and language. Cambridge, MA: MIT Press.

Social interaction

Classroom interactionsTeacher-studentPeer-PeerStudent content

Zone of proximal development

Instruction one level above students’ current competence in

-Content curriculum-Language curriculum-Literacy curriculum-Learning strategies

Based on ongoing assessment

ScaffoldingSupport learning through:

Pedagogy Teaching learning strategiesModifications to contentStructure of lessonsGradual release of responsibility

Psycholinguistic TheoryThe study of the influence of psychological

factors on the development, use, and understanding of language.

LANGUAGE

•Grammar

•Pronunciation

•Fluency

•Sociolinguistic

•Discourse

•Strategic

•Abstract thinking

•Critical thinking

Social Proficiency

2 - 3 years

Academic language Proficiency

5 - 8 years

Adapted from; Cummins, J. (2000). Language, Power, ad Pedagogy. Clevedon: Multilingual Matters

CUMMINS THEORY OF SECOND LANGUAGE PROFICIENCY

Social LanguageFace to Face interactionConcrete Meaning negotiatedContextualizedConversational

Academic LanguagePresentationsAbstract, theoreticalSpecialized Language and DiscourseDecontextualizedExpository

Cummins, J. (2000). Language, Power, ad Pedagogy. Clevedon: Multilingual Matters

Academic Language and Literacy

Academic language is the spectrum of words and phrases that help students organize and process core knowledge and skills in schools.

Academic Literacy is the specific language demands of reading, writing and oral participation characteristic of particular disciplines.

Content-Based Instruction

Explicit attention to academic literacy and language development

Subject area

Academic Language

LexisSyntaxDiscourse patterns/text structure Academic language functions

Academic Literacy

Content Vocabulary

Academic Thinking Skills

Classroom Discussion Skills

Academic Reading and

Writing

Academic Literary (Echevarria, Vogt, & Short, 2004)

Preparationlanguage and content objectives

Building Backgroundvocabulary development, student connections

Comprehensible Input ESL techniques

StrategiesMetacognitive and cognitive strategies

Academic Literary (Echevarria, Vogt, & Short, 2004)

Interactionoral language

Practice & Application practice all 4 language skills

Lesson Deliverymeet objectives

Review & Assessment review vocabulary and concepts

Background KnowledgeContent Culture Cognitive functionsDiscourse communityCritical Thinking

Activating Background Knowledge

Connects to students’ personal experiences

Connects to past lessons

Focuses on academic vocabulary

Comprehensible Input

Modifications in syntaxReduction in new vocabularyOne level beyond student’s current language proficiencyAllows student to focus on content

CBI Institute

Plenary sessions provide theoretical overview of these principles Interactive sessions provide opportunities see the principles in action and practice activities based on theories.Focus on elements of Academic Literacy (Echevarria, Vogt, & Short, 2004)

Focus of Today’s Workshop:Classroom Interactions

Designing lessons to:To maximize opportunities to use and practice EnglishFocus on language of content areaStructure pair and group work to keep students on task and interacting