CBI, CLIL, and SBLT

1. Week 4, Curricula and Materials Design, NJ Kang CBI, CLIL, and SBLT

2. What is CBI?

3. Diverse definition of CBI • Crandall and Tucker (1990) define it as “...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” (p. 187). • Curtain and Pesola (1994) use the term in a more restricted way, limiting it to only those “...curriculum concepts being taught through the foreign language ... appropriate to the grade level of the students...” (p. 35).

4. Definitions of Contents in CBI • Crandall and Tucker: “academic subject matter” • Genesee (1994) :...need not be academic; it can include any topic, theme or non-language issue of interest or importance to the learners” (p. 3). • Chaput (1993):...any topic of intellectual substance which contributes to the students’ understanding of language in general, and the target language in particular” • Met (1999) : …‘content’ in content-based programs represents material that is cognitively engaging and demanding for the learner, and is material that extends beyond the target language or target culture”

5. So CBI

6. When? For whom?

7. What CLIL?

8. CLIL • A dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (Coyle, et al., 2010; Mehisto, et al., 2008). • Combination of languages and subjects (Mehisto, et al., 2008)

9. So Teaching Methods

10. Definitions of contents in CLIL • Subjects related contents • Appropriate teaching methods.

11. Why CLIL?

12. Historical background of CLIL • Immersion tutoring fails in the L1 • Immersion tutoring favours the wealthy • Social needs • In need of immersion programme in schools. • Failures in immersion programme.

13. Theories inCLIL?

14. Theoretical background of CLIL • Nuero cognitive approach: noticing theory • Socio constructivism: (Piaget, vygotsky, ZPD, scaffolding) • Natural setting • Output hypothesis theory • TBLT cognitive engagement, problem solving, and higher-order thinking

15. So CLIL is

16. So CLIL needs Language learning and language using

17. Language of learning • An analysis of language needed for learners to access basic concepts and skills relating to the subject theme or topic • What language do the learners need?

18. Language for learning • Focuses on the kind of language needed to operate in a foreign language environment. • What language should be taught? (appropriate language level for the learners’ linguistic level)

19. Language through learning • Is based on the principle that effective learning cannot take place without active involvement of language and thinking • What topics should be used? • Interesting and cognitively appropriate topics motivate learners’ language and content learning

20. Types of CBI?

21. Content and Language Continuum Content Driven Language driven Total Immersion Partial Immersion Sheltered Model Adjunct Model Theme based courses Language focused with some contents

22. Content driven • Total immersion • Partial immersion • Sheltered model • Adjunct model

23. Immersion programs , whether partial or total, are often judged successful based on student attainment of content, and may be deemed effective even though the levels of language proficiency students attain are not native-like (Swain and Johnson, 1997; Genesee, 1994).

24. Total immersion • Teach all the subjects following the local curriculum in the target language. • No intention for teaching the target language

25. Partial immersion • Teach not all the subjects in the target language.

26. So immersion

27. Sheltered English Immersion (SEI) • The goal is to provide English Language Learners (ELLs) with a comprehensive curriculum in all content areas as we develop student’s English language skills. • The program instructs students to speak, read, and write in English. • Instruction is provided by teachers who are specially trained in English language acquisition or applied linguistics, and their content area.  • Our teachers use curricula and methodologies specifically designed to promote English language skills while teaching content area curricula. • This program prepares English Language Learners (ELLs) to enter grade level general education classrooms. Students in grades JK – 5 enrolled in the Sheltered English Immersion (SEI) program will receive instruction in all content areas that is aligned with the state and CPS curriculum standards. • Students are formally assessed three times a year to ensure that the goals of speaking, listening, and writing in English are achieved. • http://grahamandparks.cpsd.us/programs/sheltered_english

28. So Sheltered programs

29. Adjunct Immersion Programme • Learning both language and content are goals. • Have both language teachers and content teachers. • Both language and content knowledge are assessed. • In sheltered immersion all the subjects in the curriculum are taught in L2 • In Adjunct immersion, not all the subjects are taught in L2 but some of them are taught in L1.

30. So Adjunct programs

31. Language drivenTheme based programsLanguage focused programs

32. Language has primacy, and content facilitates language growth.  • Content learning may be considered a by-product, • Neither students nor their teachers are held accountable for ensuring that students learn it. • Content provides rich avenues for meaningful and purposeful language use and learning (Brinton, Snow and Wesche, 1989; Curtain and Pesola, 1994; Met, 1991). • Instruction can be done in the student’s native language, but does not substitute for it.

33. So language driven

34. The Theme Based Model • Is language-driven: the goal of these courses is to help students develop L2 skills and proficiency. • Themes are selected based on their potential to contribute to the learner’s language growth in specific topical or functional domains. • Unlike sheltered courses, which are taught by content instructors, and adjunct courses that are co-taught, theme-based courses are taught by language instructors to L2 Learners who are evaluated in terms of their language growth. Students (and their teachers) are not necessarily accountable for content mastery. Indeed, content learning is incidental.

35. So The Theme Based Model Language Attainment

36. Task 1 Select one material • Which follows one of these .

37. Why?

38. Survey Subjects: 517 learners of Korean public primary schools in Kyungi province. Questions: • What are the learners’ perceptions about their English classes? • What are the learners’ impressions about their participation in English classes? • What view do the learners have about their participation in other subject classes

39. Learners’ Perceptions Concerning English lasses

40. Learners’ Picture of Their Participation Rate in the English Classes

41. Learners’ Participation Rate in Other Subjects

42. Why?

43. English Topics for 3rd grade (1997)

44. Topics for 3rd grade ‘Reading’

45. Topics in English textbook (2007)

46. Topics in Social Studies and Practical Studies for 6th Grade

47. Students’ cognitive level English text content

48. Other Subjects Geography Environment Future jobs Friendship History Empires War Cooking Industries Culture Computers Etc… English Classes Colors My family Zoo animals Likes

49. Regular classes

50. English classes