robert j dickey korea tesol gyeongju university rjdickey@content english org l.
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Robert J. Dickey Korea TESOL Gyeongju University rjdickey@content-english.org. Content + Language: Europe’s CLIL and America’s CBI. Purpose of adding content. Learning “authentic” language Learner motivation Always ??? topic choices consideration

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Content + Language: Europe’s CLIL and America’s CBI


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    1. Robert J. Dickey Korea TESOL Gyeongju University rjdickey@content-english.org Content + Language:Europe’s CLIL and America’s CBI

    2. Purpose of adding content • Learning “authentic” language • Learner motivation • Always ??? topic choices consideration • Preparing for overseas studies or reading/writing international publications • 46% of universities in Japan now offering content courses in FL, number is growing in Korea and across Asia

    3. No agreement on definition! • Over 35 terms of art in use, including • content-based language instruction • integrated content and language learning • content-focused language learning • enhanced language learning • teaching English through content • immersion • and of course, CBI and CLIL

    4. No agreement on definition! • Diversity is the definition? • How many different ways to analyze aims and orientations? • All-inclusive a good thing? • For classrooms “where a commitment has been made to content learning as well as language learning” • Various descriptive typologies

    5. No agreement on focus • Using content to learn English • content pre-selected • content determines language points • “content-driven language learning”? • choosing language points from content • content selected by language instructor (& students?) • language aims determine content selection? • language aims determine content use? • common source for all content materials?

    6. No agreement on focus • Using language to learn content • Teaching Through English, Foreign Language Medium Instruction • Total Immersion • Krashen’s version of Sheltered Subject Matter Teaching • Decisions made by - • Administrators • Departments (hosting the course) • Teachers

    7. A few Types of CBI • “Subject Majors” (e.g., Sociology, History, Art, Business) • Academic Skills (EAP) • Technology (e.g., computers/Internet, watching movies/commercials/, music) • Vocational Skills • Linguistics/Literature – GRAMMAR???

    8. Teaching Methods • CBI does not dictate methods/ techniques/approaches • Task-based learning is a popular choice • Arguably predates Communicative Language Teaching by centuries • Not an “English Only” requirement • Does not dictate medium of instruction – distance learning, CALL, audio, video…

    9. Duration of Content • Sustained Content – 6 weeks + each • Thematic – multiple weeks each • Topical – multiple class hours - maybe • One-off Lessons / Learning Activities • Even simple “Classroom English”???

    10. Content-learning Designs • Adjunct classes • Regular content course with NS students + language class complement • Sheltered Workshops • Content course with language learners only, simplified content or presentation • Immersion (full or partial) • Topical/Theme-based language courses

    11. Content-learning Designs • Content-based design implemented at • Curriculum level • Syllabus (course) level • Lesson level • Target Language use * Textbook * Lecture (only) * Class discussions * Homework/Reports * Quiz / Exam * Combinations

    12. One mix of content and…

    13. Content Matrix forElementary Theme-based / Topical studies

    14. Another (my) perspective…

    15. Balance of content & English • Based on various factors • Possibility of intentionally “grading” the levels of content and language in a series of courses • Don’t neglect learner anxiety as a multiplier of all other issues • A “Gradient Continuum” of classes? • Content courses just one part of overall language learning program

    16. Striking the Balance

    17. Gradient Continuum ideas

    18. For More Info… www.content-english.org Robert J. Dickey rjdickey@content-english.org