Robert j dickey korea tesol gyeongju university rjdickey@content english org
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Robert J. Dickey Korea TESOL Gyeongju University 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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Robert j dickey korea tesol gyeongju university rjdickey@content english org l.jpg

Robert J. Dickey


Gyeongju University

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

Purpose of adding content l.jpg
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

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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

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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

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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?

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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

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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???

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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…

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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”???

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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

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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

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Content Matrix forElementary Theme-based / Topical studies

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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

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For More Info…

Robert J. Dickey