From ILLIPS to classroom teaching: The case of Biology lesson

1. From ILLIPS to classroom teaching: The case of Biology lesson CUHK FAA Chan Chun Ha Secondary School Lam Tat Ho 3rd April 2009

2. Student background • Form 4 EMI Science class • Students studied Junior Science in CMI • Problems: • Conceptual understanding in EMI • Spelling • Writing with appropriate scientific terms

3. What I learnt from ILLIPS… • EMI is not ‘speaking in English’ only. • Teachers can foster student learning by improving: • Blackboard skills e.g. graphic organizers • Teaching & Learning resources • Learning activities • Language skills training e.g. oral & written presentation • …

4. My action • Subject: Biology • Topic: Breathing Mechanism • Problems to be tackled: a) Common misconception- air entry expands the lung X lung expansion forces the air entry  b) Sequential writing with appropriate scientific terms

5. Blackboard skills • Use of table to compare • Use of family tree to show hierarchy • Use of diagrams/ pictures to visualize abstract concepts

6. Teaching & learning resources • Short quiz: • warm up • check the prior knowledge, esp. name of structures • Activity: • divide the following sentences into two groups: inhalation and exhalation • with the aids of flow chart, put them into the correct order

7. Learning activities in the target language • From prior knowledge to knowledge building • From vocabulary to sentence level • From reading to sequencing • From informal to formal language medium • From group discussion to whole class presentation • From speaking to writing

8. Language skills training 1. Writing- sentence pattern a) Function: (A) is to + verb. e.g. Ribcage is to protect the lungs and hearts. b) Process: When (A) + verb, (B)+ verb. e.g. When intercostal muscles contract, ribs move upwards and outwards. c) Adaptive features: (A) is/has ___ which is to + verb. e.g. Air sacs have thin membranes which are to shorten the distance for diffusion of gases. 2. Reading e.g. question commands, underline key terms, etc

9. Implementation in my subject • English enhancement at S1-2 Science curriculum e.g. reading, note-taking, spelling, question commands, vocabulary, etc • Bridging at S3 Biology curriculum e.g. sentence pattern, report writing, etc • EMI at S4-7 Biology curriculum e.g. examination language, essay writing (NSS), etc

10. My backup from school • PDP (Pre-learning, During learning, Post-learning) • Collaboration with English KLA & Curriculum Development Team • English enhancement • English learning environment • Bridging programme • …

11. My reflection Poor student performance Poor English abilities Lack of practice Lack of learning experience & exposure Both implicit & explicit trainings of using appropriate Science English are important! Teaching & Learning methods without language concerns Satir Model for reflecting ineffective EMI practice

12. My conclusion • Before we blame students to be lazy or poor in English, let’s think about: • How frequent did students listen the scientific concepts with appropriate English from teachers & peers? • How frequent did students read the scientific concepts with appropriate English from textbook & blackboard? • How frequent did students describe/explain the scientific concepts with appropriate English through writing & speaking?

13. Thank you!