Content-based Language Instruction

1. Content-based Language Instruction

2. Background • Using content from other disciplines in language courses. • Specialised language courses including content relevant to a particular profession or academic discipline.

3. Background (cont.) • Language is not just a medium of communication but a medium of learning across the curriculum. The goal of integration is both language learning and content learning. Content-based classrooms are not merely placed where a student learns a second language; they are places where a student gains an education. (Mohan,1986)

4. ‘Faces’ of content-based instruction Marguerite Ann Snow: 1. Language immersion • Academic subjects are learned through the medium of a foreign language. E.g.: Canadian Ss learn subjects in French.

5. ‘Faces’ of content-based instruction (cont.) 2. Adjunct model: Content and language instruction have been integrated. • Ss enroll in a regular academic course. • In addition, Ss take a lang. course linked to academic course. • During lang. class, T focuses on helping Ss process the lang. in order to understand the academic content presented by subject T. • Lang. T helps Ss to complete academic task.(eg.: term paper, notetaking, reading..)

6. ‘Faces’ of content-based instruction (cont.) 3. Sheltered –language instruction • Both native and non-native speakers of a particular language follow a regular academic curriculum. • To gear to Ss develop Ss’ second lang. proficiency. • Second lang. Ss do not have to postpone academic study.

7. ‘Faces’ of content-based instruction (cont.) • Competency-based instruction • Ss (immigrants) develop 2nd lang. skill at the same time learning vital ‘life-coping/survived skills.

8. Whole Language Approach • Similar philosophy with content-based instruction. • Originated in classes for children of English native speakers. • Regard lang. holistically, rather than as pieces. • Ss learn best not when learning lang. piece by piece, but when they are working to understand the meaning of whole texts (top-down).

9. Whole Language Approach (cont.) • Ss learn the meaning of overall text before working on linguistic forms. • Purposeful use of language. • Provide content-rich curriculum- lang. and thinking are about interesting and significant content. • See errors as part of learning. • As a social process, learning is best served by collaboration between Ts and Ss or among Ss.

10. Whole Language Approach (cont.) -Language Experience Approach • Example in reading- the text Ss learn to read from are based upon Ss’ life experiences. • The text is about content that is significant to the Ss.

11. Whole Language Approach (cont.)- Process writing • Traditional writing approach: Product-orientated- T is not involved in the process of Ss’ writing. • Process writing- Ss repeated conferences w/ T& Ss to receive feedback on their writing up and revise.

12. Whole Language Approach (cont.) -Journal keeping • Widely practice in the Whole Lang. Approach. • Focus on the Ss’ writing. • Writing journal can be the way Ss communicate to T to express their feelings. • T reads journal entry and writes a response to it but does not correct its form.