Using Content-Based Language Teaching to Teach To and At Higher Proficiency

Levels

David Pater, Defense Language Institute English Language Center

Overview

1.1. Identify the fundamental, Identify the fundamental, core feature core feature of each of each language proficiency level as seen from a language proficiency level as seen from a educational psychology perspectiveeducational psychology perspective

2.2. Discover what type of Discover what type of learning activitieslearning activities work work best in developing each proficiency levelbest in developing each proficiency level

3.3. Explore how Explore how Content-Based Instruction (CBI) Content-Based Instruction (CBI) can effectively develop Level 3 proficiencycan effectively develop Level 3 proficiency

STANAG 6001 Proficiency Levels

3: Professional3: Professional

2: Functional2: Functional

1: Survival1: Survival

0+: Memorized Speech0+: Memorized Speech

0: No proficiency0: No proficiency

From STANAG 6001 NTG (Edition 3) – Language Proficiency Levels

Bloom’s Taxonomy of Learning

From Krathwohl, D. R, Anderson, L. W. (2001) A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom's Taxonomy of

Educational Objectives

Applying Bloom’s to the STANAG 6001 Proficiency Levels

3: Professional3: Professional

2: Functional2: Functional

1: Survival1: Survival

0+: Memorized Speech0+: Memorized Speech

0: No proficiency0: No proficiency

(Analyze, Evaluate & Create)(Analyze, Evaluate & Create)

(Apply)(Apply)

(Understand)(Understand)

(Remember)(Remember)

Applying Bloom’s to the STANAG 6001 Proficiency Levels

332+2+221+1+110+0+

Applying Bloom’s to the STANAG 6001 Proficiency Levels

3: Professional3: Professional

2: Functional2: Functional

1: Survival1: Survival

0+: Memorized Speech0+: Memorized Speech

0: No proficiency0: No proficiency

(Analyze, Evaluate & Create)(Analyze, Evaluate & Create)

(Apply)(Apply)

(Understand)(Understand)

(Remember)(Remember)

Learning Activities Appropriate for the STANAG 6001 Proficiency

Levels

3: “Concepts” 3: “Concepts”

2: 2: “Mastery” “Mastery” TasksTasks

1: 1: “Survival” “Survival” TasksTasks

0+: 0+: “Memorized” “Memorized” TasksTasks

0: No proficiency0: No proficiency

(Analyze, Evaluate & Create)(Analyze, Evaluate & Create)

(Apply)(Apply)

(Understand)(Understand)

(Remember)(Remember)

Note: Use Task-Based Teaching (TBLT) to develop proficiency at levels 1 & 2 Use CBI to develop proficiency at levels 3 and above

Using Content-Based Instruction (CBI) to Develop Level 3

ProficiencyWhat is CBI?What is CBI?

““Content-based language teaching is distinguished Content-based language teaching is distinguished first of all by the first of all by the concurrent learning of a specific concurrent learning of a specific content and related content and related language use skills in a language use skills in a ‘content driven’ curriculum, i.e., with the selection ‘content driven’ curriculum, i.e., with the selection and sequence of language elements determined and sequence of language elements determined by by the content...”the content...”

Use CBI because it facilitates Higher-Use CBI because it facilitates Higher- Order Thinking (Analyze, Evaluate, Create)Order Thinking (Analyze, Evaluate, Create)

From: Brinton, D. M. (2003). Content-based instruction. In D. Nunan (Ed.), Practical

English language teaching (pp. 199-224). New York: McGraw-Hill.

Using Content-Based Instruction (CBI) to Develop Level 3

Proficiency

What What contentcontent should be studied? should be studied?

Whatever Whatever contentcontent the learner the learner will need to will need to performperform at level 3 (or level 4) proficiency at level 3 (or level 4) proficiency

Examples

1.1. Cultural ValuesCultural Valueshttp://www.flatworldknowledge.com/pub/1.0/college-success/215876#pdf-8

2.2. Self-Reflection & Communicative StyleSelf-Reflection & Communicative Stylehttp://www.flatworldknowledge.com/pub/1.0/college-success/215876#pdf-17

3. Effective Communication3. Effective Communicationhttp://www.flatworldknowledge.com/pub/business-communication-success/70065#web-70065

Conclusion

1.1. Identified the fundamental, Identified the fundamental, core feature core feature of of each language proficiency level as seen each language proficiency level as seen from a educational psychology perspectivefrom a educational psychology perspective

2.2. Discovered what type of Discovered what type of learning activitieslearning activities work best in developing each proficiency work best in developing each proficiency levellevel

3.3. Explored how Explored how Content-Based Instruction Content-Based Instruction (CBI) (CBI) could effectively develop Level 3 could effectively develop Level 3 proficiencyproficiency

Questions?

My email: david.pater@us.af.mil