English English LanguageLanguage InstructionInstruction for for CLILCLIL

Lleida 2010

Is there any instructional method to teach content through English as a foreign language?

Different Approaches to an Instructional Model

Manuel F. Lara Garridobilingeduc@lara25.com

English Language Instruction for CLIL

Building Academic English Competence

…. teachers need more practical awareness of the language that is what I call the lifeblood of learning in all classes.

(Jeff Zwiers, 2008, p. XV)

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Three concepts we have to work on:

1.CLIL2.Instruction in English

3.Academic English Competence (Academic Literacy Competence in

English)

To teach academic subjects through a Foreign

Language - English

The main goal in our context:The main goal in our context:

What kind of Instruction can we use in order to

instruct Content through a Foreign Language?

Sheltered InstructionThree aspects we have to take into account

A means for making grade-level academic

content (e.g., science, social studies, math)

more accessible (understandable and comprehensible) for CLIL students.

S.I. - Sheltered Instruction 1S.I. - Sheltered Instruction 1

S.I. - Sheltered Instruction 2S.I. - Sheltered Instruction 2

A means for promoting students’ English languageDevelopment (ELD) and

literacy.

S.I. - Sheltered Instruction 3S.I. - Sheltered Instruction 3A means for providing support to

students while performing the required tasks in English.

Explicit instruction of learning strategies.

Scaffolding

ScaffoldingScaffolding

Scaffolding is one of the main characteristics of Shetered

Instruction

What is Scaffolding?What is Scaffolding?

Scaffolding is an instructional technique whereby the teacher

models the desired learning strategy or task, then gradually shifts responsibility to the students.

What is its purpose?What is its purpose?

Scaffolding essentially means doing some of the work for the student who isn't quite ready to accomplish a task independently. Like the supports that construction workers use on

buildings, scaffolding is intended to be temporary. It is there to aid the completion of a

task and it is eventually removed.

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Sheltered Instruction cannot work just on Content or just

on Language.

Language & Content have to go together.

M.A.K. Halliday (1993) says:

You can neither teach content without language nor teach

language without content. Both, Language & Content go together.

Language is not a domain of human knowledge (except in the special

context of linguistics, where it becomes an object of scientific study); language is the essential condition of knowing,

the process by which experience becomes knowledge. (Halliday, 1993,

p.94)

Teachers should be aware of the power of language in the

development of what students learn. “Learning language” and “learning

through language” are simultaneous. (Halliday, 1993)

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Language is a system which relates what is being talked about (content) and the means used to talk about it (expression). Linguistic

content is inseparable from linguistic expression. In subject matter learning we

overlook the role of language as a medium of learning and in language learning we overlook the fact that content is being communicated.

Mohan (1986)

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Two types of Sheltered Instruction

1. S.I. focused on Language: Language teaching through

Content2. S.I. Focused on Content: Content

teaching through Language

Language & Content should go toguether.

Let's have a look to some instructional models, sheltered

instruction models.

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20

English Language Development English Language Development (ELD)(ELD)

ELD – English Language ELD – English Language DevelomentDeveloment

English Language Development (ELD) is an instructional model designed to systematically develop the English language proficiency of

English learners. ELD instruction emphasizes the development of all four language skills: listening,

speaking, reading and writing. ELD is defined as instruction to develop knowledge of English language skills and

content-area vocabulary (academic English) through the medium of academic content and

subject matter.

Strategies for Teaching English Language Learners(A veteran teacher helps understand current research

and put theory into practice)

By Andrea J. Spillett

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23

Systematic ELD

A Focused Approach for English Learner Instruction

A coherent approach for developing proficiency in English is essential to any plan for increasing the academic achievement of English learners. This must include explicit language support for

literacy and content instruction taught in English, as well as a plan for providing instruction in English as its own subject of

study.

CBI - Content Based InstructionCBI - Content Based Instruction

Content based instruction (CBI) is a teaching method that emphasizes learning about something rather than learning about language.

Nevertheless, CBI is an effective method of combining language and

content learning.

CBI is "...the integration of particular content with language teaching aims...the concurrent teaching of academic subject

matter and second language skills" (Brinton et al., 1989, p. 2).CBI approaches "...view the target language largely as the

vehicle through which subject matter content is learned rather than as the immediate object of study" (Brinton et al., 1989, p.

5).CBI is aimed at 'the development of use-oriented second and

foreign language skills' and is 'distinguished by the concurrent learning of a specific content and related language use skills'

(Wesche, 1993).CBI is "...an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes

(e.g., math, social studies) within the context of teaching a second or foreign language" (Crandall & Tucker, 1990, p. 187).

Content Based Instruction in EFL Contexts

Stephen Daviessdavies@ miyazaki-mic.ac.jp

Miyazaki International College (Miyazaki, Japan)

The Internet TESL Journal, Vol. IX, No. 2, February 2003

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27

The SIOP ModelThe SIOP Model

The Sheltered Instruction Observation Protocol (SIOP) Its main goal is to make content material

more comprehensible to English Language Learners. The model was developed by

JanaEchevarria, Mary Ellen Vogt and Deborah J.

Short.The SIOP Model includes the following

eight components:

Lesson Preparation

* Clearly defined content objectives for students * Clearly defined language objectives for students

* Content concepts appropriate for age and educational background

* Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., graphs,

models, visuals) * Adaptation of content (e.g., text, assignment) to all

levels of student proficiency * Meaningful activities that integrate lesson concepts

(e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for

reading, writing, listening, and/or speaking

Building Background

1. Concepts should be directly linked to students’ background experience. This experience can be

personal, cultural or academic.

2. Links should be explicitly made between past learning and new concepts.

3. Key vocabulary is emphasized. New vocabulary is presented in context. The number of

vocabulary items is limited.

Comprehensible Input

1. Use speech that is appropriate for students' language proficiency.

2. Make the explanation of the task clear using step-by-step manner with visuals.

3. Use of a variety of techniques to make content concepts clear. Teachers need to focus attention selectively on the most important information.

Introduce new learning in context. Help students learn strategies such as predicting, summarizing.

Strategies

1. Provide ample opportunities for students to use learning strategies. Learning strategies should be taught through

explicit instruction. You want students to develop independence in self-monitoring.

2. Consistent use of scaffolding techniques throughout the lesson. Introduce a new concept using a lot of

scaffolding and decrease support as time goes on. Restate a student's response or use think-alouds

3. Use of a variety of question types, including those that promote higher level thinking skills.

Interaction

Provide students with:

1. frequent opportunities for interactions about lesson concepts which encourage higher level thinking skills.

2. grouping which supports language and content objectives. Cooperative groups, buddies, pairs, large and

small groups

3. ample wait time for responses

4. opportunities for clarification in native language, if possible.

Practice and Application

Lessons should include:

1. hands-on materials or manipulatives for student practice.

2. activities for students to apply content and language knowledge in the classroom.

3. activities that integrate all language skills :listening, speaking, reading and writing.

Lesson Delivery

1. Content and Language objectives supported by lesson delivery.

3. Students engaged 90% to 100% of the period.

4. Pacing of the lesson appropriate to students’ ability level.

Review and Assessment

* Comprehensive review of key vocabulary * Comprehensive review of key content concepts

* Regular feedback to students on their output * Assessment of student comprehension and

learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

The SIOP Model follows Krashen's idea that second language acquisition is enhanced by comprehensible

input (Krashen, 1982; 1985), which is a key pedagogical technique in content-based instruction; however, comprehensible input alone is not enough—students need form-focused content instruction

(an explicit focus on relevant and contextually appropriate language forms to support content

learning) (Swain, 1985)

The SIOP Institute.

S.D.A.I.E. - Specially Designed S.D.A.I.E. - Specially Designed Academic Instruction In EnglishAcademic Instruction In English

S.D.A.I.E. or Sheltered English as it often still referred to in various parts of the United States

was originally established as an accepted transitional step for students learning English as their second language. It allows them to move

forward with academic courses such as mathematics and science while at the same time

learning English through the contextual clues provided by the course of study.

European

CLIL

Can CLIL be consider a real Instructional Model?

What is CLIL?What is CLIL?

C - ContentL – Language (FL)I - IntegratedL – LearningT - Teaching

The main question:

How can we integrate ...

Content: Academic ContentLanguage: Academic English

In learning and teaching academic subjects?

A CLIL lesson is not a language lesson neither is it a subject lesson transmitted in a foreign language. According to the 4Cs curriculum (Coyle 1999), a

successful CLIL lesson should combine elements of the following:

Content - Progression in knowledge, skills and understanding related to specific elements of a

defined curriculumCommunication - Using language to learn whilst

learning to use languageCognition - Developing thinking skills which link

concept formation (abstract and concrete), understanding and language

Culture - Exposure to alternative perspectives and shared understandings, which deepen awareness of

otherness and self.

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David MarshDavid MarshEvery Teacher is a Language TeacherPrácticas en Educación Bilingüe/Plurilingüe nº1

CLIL is one key which is available to those teachers who want to embrace change, and it is here on our doorstep now. In CLIL every teacher is indeed a language teacher; Some teachers teach language, and others alternative subjects, but they each use an integrated approach which ensures that content, language, and thinking skills objectives are interwoven into the teaching and learning process. This is the core success of language across the curriculum.

Lorenza Lara and D.W. Moore (2009) consider a priority helping

teachers connect language, literacy, and content during subject matter

instruction. Teachers must integrate literacy instruction into the content

domains.

We still treat language learning as separate from acquiring discipline-based knowledge.

By envisioning an integrated approach to instruction, we will benefit all students. In fact, explicitly attending to the linguistic features of

content-area instruction has the potential to benefit any student whose "home language," is

markedly different from standard academic English.

Lara L. & Moore, D.W. (2009)

Teachers are either fully qualified language teachers or fully qualified

content subject teachers.So the language/content subject balance

mentioned above is very difficult to achieve through

one person, except by providing appropriate in-service training by team

teaching.

What model of instruction can we use in order to enhance Academic

Literacy in our students?

How can Language & Content be balanced?

By means of

ACADEMIC LITERACY INSTRUCTION

(ALI)

What's Academic Language?Academic language is the language used in instruction, textbooks and exams. Academic

language differs in structure and vocabulary from language used in daily social interactions.

BICS & CALPCummins, J. (1979)

Academic language is the set of words, grammar, and organizational strategies used to describe complex

ideas, higher-order thinking processes, and abstract concepts.

Why is academic language so important?

• Students who master academic language are more likely to:

- be successful in academic and professional  settings

• Students who do not learn academic language may:

– struggle academically – be at a higher risk of dropping out of school

Literacy is broadly viewed as more than just an individual's ability to read. Literacy is an individual's ability to read, write, speak in English, compute, and solve problems at levels of proficiency necessary to function at school, on

the job, in the family, and in society.

The concept of literacy has evolved from the ability of an individual to read and/or write to include multiple

activities (reading, writing, listening, speaking, viewing, symbolizing, etc.) with multiple associated texts (print,

digital, video, symbolic, images, diagrams, graphs, conversations, etc.).

What's Literacy?

Teaching Disciplinary Literacy toAdolescents: Rethinking Content-Area Literacy

Timothy Shanahan & Cynthia ShanahanUniversity of Illinois at Chicago

Harvard Educational Review  Vol. 78  No. 1  Spring 2008

Academic LiteracyAcademic Literacy is the ability to use reading and

writing as tools for learning subject matter.

[Reading] is essential in every content subject, such as history, geography, arithmetic, science, and

literature. In fact, rapid progress in these subjects depends in a large degree on the ability of pupils to read independently and intelligently. It follows that good teaching must provide for the improvement

and refinement of the reading attitudes, habits, and skills that are needed in all school activities

involving reading.(W. S. Gray, 1925, 1-2)

Balanced Literacy

The Balanced Literacy approach is characterized by explicit skill instruction and the use of authentic texts. Through various modalities, the teacher

implements a well-planned comprehensive literacy program that reflects a gradual release of control, whereby centricity and responsibility is

gradually shifted from the teacher to the students. Assessment-based planning is at the core of this

model.

Academic literacy builds students' academic content knowledge and their reading, writing, and thinking skills at

the same time.

Teachers must integrate literacy instruction into the content domains.

Literacy & Content

Literacy instruction that centers on reading and writing to learn content focuses on goal-centered reading, content comprehension, and application

of content knowledge. Literacy activities provide students with practice as

they develop proficiencies necessary to make meaning with content-area texts. These activities help students read print materials, learn important content vocabulary, and write about what they are

learning.

Academic Literacy Instruction

Reading & Writing are the core features of literacy

Teachers should include regular and explicit instruction in reading and writing to

support students' content learning and literacy development.

Academic Literacy Instruction (continue)

Development of academic literacy is complex –need to use students’ everyday literacy

practices to explicitly teach them to navigate across texts & contexts

Instruction should explicitly focus on strategies/practices for critically reading

across texts

Instruction should take up students’ sociocultural knowledge to help make sense

of academic texts

Academic Literacy Instruction (continue)

By infusing literacy instruction with content instruction, content-area teachers support

students in gaining necessary literacy proficiencies while deepening content learning.

Furthermore, teachers are responsible for literacy instruction that also promotes content-area

learning.

Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline.

Academic Literacy Instruction & content-area learning

Most of the Learning Strategies will refer to Reading & Writing as the centre of

Academic Literacy

CLIL students will have problems at comprehension

We'll have to implement sheltered instruction strategies.

What's sheltered instruction?

02/05/23

Predicting and inferring.Self-questioning.

Monitoring and clarifying.Evaluating and determining

importance.Summarizing and synthesizing.

Thinking strategies proficient readers use:

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The following skills have been identified as critical to comprehension…

1.Activating prior knowledge and making connections

2.Predicting and inferring3.Visualizing

4.Determining the important ideas5.Summarizing and synthesizing

6.Questioning: generating and answering7.Monitoring and clarifying

Key Comprehension Strategies

SQP2RSSQP2RSSurvey: Explore the text before reading

Question: Generate questions that we will be able to answer after we read

Predict: Predict 3 things we will learn while reading

Read: Take notes while readingRespond: Answer your questions and develop new

onesSummarize: In 2-3 sentences summarize the

readingVogt, M.E. (2002). SQP2RS: Increasing students’ understandings of expository

text through cognitive and metacognitive strategy application. Paper presented at 52nd Annual Meeting of the National Reading Conference.text

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Let's see now some projects, websites, institutions &

organizations working on Academic Literacy

LICI (Language in Content Instruction, 229850-CP-1-2006-1-FI-LINGUA-L2PP)

is a 3-year Lingua 2 project, part of the Socrates programme, carried out between

the years 2006 and 2009.

The project is coordinated by Heini-Marja Järvinen from University of Turku,

Finland.

The aim of the LICI project and its products is the language of learning and instruction in a CLIL environment. The leading principle of the LICI project is that by enhancing language in content

teaching, the dual focus of learning both language and content is realized optimally.

The theoretical basis for linking content with language is found in general and content-specific

thinking skills and strategies.

WIDA is a consortium of states dedicated to the design and implementation of high standards and equitable educational

opportunities for English language learners.

WIDA educational products and services fall into three main categories: standards and assessments, professional

development for educators, and research.

WIDA ConsortiumWisconsin Center for Educational Research (WCER)

University of Wisconsin-Madison

CORI – Concept-Oriented Reading Instruction

Concept-Oriented Reading Instruction (CORI) was developed

by Dr. John Guthrie and some classroom teachers and graduate

students at the University of Maryland in 1993.

The objective of CORI in the classroom is to increase the amount of engaged reading.

Engaged reading refers to reading strategically (using background knowledge, questioning,

organizing graphically, summarizing, and other strategies), with motivational goals of learning

from text, interacting with other students to learn, experiencing hands-on activities, and gaining conceptual understanding of science through

reading.

The ADDIE model is a generic and simplified instructional systems design (ISD) model. ADDIE is short for Analyze, Design, Develop, Implement, and

Evaluate.

Idaho State University College of EducationScience, Math, & Technology Education

A. W. Strickland, Ph.D.

In the analyze phase, the instructional problem is clarified, the goals and

objectives are established, and the learning environment and

learner characteristics are identified.

Analyze

The design phase is where the intructional strategies are

designed and media choices are made.

Design

Develop

In the develop phase, materials are produced according to decisions made during the

design phase.

Implement

The implement phase includes the testing of prototypes (with

targeted audience), putting the product in full production, and training learners and instructors

on how to use the product.

Evaluate

The evaluation phase consists of two parts: formative and summative.

Formative evaluation is present in each stage.

Summative evaluation consists of tests for criterion-related referenced items and

providing opportunities for feedback from the users.

Literacy Matters offers you "the best of the best on the Web"—web sites containing background

information, research-based instructional strategies, lesson plans, sample activities, guidelines, book lists, and resources to strengthen your students' literacy skills, and thus, strengthen their content

learning.

Literacy Matters is housed at Education Development Center, Inc. (EDC) located in Newton

Academic Success depends on learning to read well.

Learning to read well depends onrich language knowledge.

Explicit English language instructionhelps ensure English learners gain the

knowledge they need to beacademically successful.

The National Institute for Literacy, a federal agency, provides leadership on literacy issues, including the

improvement of reading instruction for children, youth, and adults.

Since its creation in 1991, the National Institute for Literacy has served as a catalyst for improving opportunities for adults, youth, and children to

thrive in a progressively literate world.

The National Institute for Literacy, 1775 I Street, NW, Suite 730,Washington, DC 20006, Phone: (202) 233-2025; Fax: (202) 233-2050; Website: http://www.nifl.gov. For publications contact EDPUBS at 1-877-

433-7827

SIM overriding goal has been to develop an integrated model to address many of the needs of

diverse learners.Center for Research on Learning – The University of Kansas

SIM - Strategic Instruction Model

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SIM - Strategic Instruction Model (continue)

For 25 years, they have conducted research designed to develop ways to help students meet the demands of life, not just in school but after they leave school as well. Their goal has been to develop an integrated model to address many of the needs of diverse learners.

The Strategic Instruction Model®, or SIM®, has evolved. In essence, SIM is about promoting effective teaching and learning of critical content in schools. SIM strives to help teachers make decisions about what is of greatest importance, what we can teach students to help them to learn, and how to teach them well.

They advocate trying to teach a little less content, but teaching it better.

CLIC - Content Literacy Information CLIC - Content Literacy Information ConsortiumConsortium

The Content Literacy Information Consortium (CLIC) is an organized set of web links of special interest to teachers and researchers interested in issues defined by "learning to read to learn." The web sites cataloged in CLIC will provide every

teacher with ideas and strategies for adopting the instructional moves that empower their students

to become independent, actualized learners. Web page created by Thomas Estes and Kathie Burgess, University of

Virginia.

02/05/23

This website is a resource for teachers who want to use the CALLA approach, or do research on CALLA The site is maintained by Jill Robbins, who works with Anna Uhl Chamot on developing CALLA

materials and workshops.

The Cognitive Academic Language Learning Approach CALLA is designed for limited English proficient students who are being

prepared to participate in mainstream content-area instruction. CALLA provides transitional instruction for upper elementary and secondary students at intermediate and advanced ESL levels. This approach

furthers academic language development in English through content-area instruction in science, mathematics, and social studies. In

CALLA, students are taught to use learning strategies derived from a cognitive model of learning to assist their comprehension and

retention of both language skills and concepts in the content areas.

CALLA was developed by Anna Uhl Chamot and J. Michael O'Malley

CALLA CALLA The Cognitive Academic Language Learning The Cognitive Academic Language Learning

ApproachApproach

VOCAL: Vocabulary and Academic Language

This online site was developed to share research-based best practices for teaching and learning

academic language and vocabulary.

Educators have become aware of the need to boost student learning in the areas of academic

language and vocabulary.Board of Education, San Diego County

GetVOCALGetVOCAL2007 Board of Education, San Diego County.

Students need to increase their ability to comprehend text, to write and speak more

academically, and to apply these skills across the curriculum.

While this is especially critical for CLIL students, all learners need to improve in

these areas.

ELD Strategies - Best Practices and ELD Strategies - Best Practices and Resources for Teachers of English Resources for Teachers of English

LearnersLearners

ELDStrategies.com, a comprehensive web resource for teachers of English learners. ELDStrategies.com will highlight effective English Language Development (ELD) strategies and instructional practices, as well as recommended teaching resources for educating

second language learners.

Project GLADProject GLAD

Guided Language Acquisition Design

Project GLAD (Guided Language Acquisition Design) is an effective instructional model for teaching English language development (ELD) and literacy.

GLAD is a strandards-based ELD instructional model that promotes high levels of academic language and achievement for students at all levels of English proficiency.

Middle School Literacy Develoment Using

Academic Language

Word Generation

The program is strategically designed to create a coherent school-wide effort that gives students the sustained exposure to academic language

they need for success in school.

Word Generation

SHELTERED INSTRUCTION & ACADEMIC LANGUAGE

CLIL LESSON PLANNING: SHELTERED INSTRUCTION & ACADEMIC LANGUAGE

Bilingual Education Platform - BEP

PLATAFORMA DE EDUCACIÓN BILINGÜE

ReferenceReference

Chamot, A.U. & O'Malley, J.M., (1994). The CALLA Handbook: Implementing the Cognitive Academic Language Approach, Pearson Education, Longman

COYLE, D., 1999. Theory and Planning for Effective Classrooms: Supporting students in content and language integrated learning contexts: planning for effective classrooms. In: Learning through a foreign language: models, methods and outcomes. Centre for Information on Language Teaching & Research, London, UK, pp. 46-62

Cummins, J. (1979) Cognitive/academic language proficiency, linguistic interdependence, the optimum age question and some other matters. Working Papers on Bilingualism, No. 19, 121-129.

Echevarria, J, Vogt, M & Short, D, (2008). Making Content Comprehensible for English Learners: The SIOP Model, Pearson, U.S.Gray, W. S. (1925). Reading activities in school and in social life. In G. M. Whipple (Ed.), The Twenty-Fourth Yearbook of the National

Society for the Study of Education: Part I (pp. 1-8). Bloomington, IL: Public School Publishing CompanyHalliday et al. 1993 : Halliday, M.A.K. and J.R. Martin, Writing science: Literacy and discursive power , Pittsburgh: University of

Pittsburgh Press, 1993; London: Falmer Press, 1993. Krashen, S. (1982). Principles and practices in second language acquisition. NY: Pergamon Press.Krashen, S. (1985). The input hypothesis: Issues and implications. NY: Longman.Lorenza Lara and D.W. Moore (2009)Lara, L., & Moore, D.W. (2009, October). Literacy Instruction for Adolescent English Learners: An Interview With Lorenza Lara . Journal

of Adolescent & Adult Literacy, 53(2), 173–175. doi: 10.1598/JAAL.53.2.8enDavid Marsh (2009), Every teacher is a Language Teacher, Prácticas en Educación Bi/Plurilingüe, nº1, Prácticas en EducaciónMehisto, P., Marsh, D. & Frigols, M.J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and

Multilingual Education. Macmillan Education.Mohan, B. A. (1986). Language and Content. Reading, MA: Addison-Wesley.Shanahan, Timothy & Cynthia, Teaching Disciplinary Literacy to

Adolescents: Rethinking Content-Area LiteracyTimothy Shanahan & Cynthia ShanahanUniversity of Illinois at Chicago

Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Rowley, MA: Newbury House.

Vogt, M.E. (2002). SQP2RS: Increasing students’ understandings of expository text through cognitive and metacognitive strategy application. Paper presented at 52nd Annual Meeting of the National Reading Conference.

Zwiers, J. (2008). Building Academic Language: Essencial Practices for Content Classrooms. Jossey-Bass Teacher, U.S.A.