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CBLL CONTENT BASED LANGUAGE LEARNING

CBLL CONTENT BASED LANGUAGE LEARNING. SAY WHAT YOU MEAN AND MEAN WHAT YOU SAY. CBLL CONTENT-BASED LANGUAGE LEARNING English across the curriculum: a challenge or mystification ?. Reasons for content based language learning. Characteristics of content based LL. Content.

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CBLL CONTENT BASED LANGUAGE LEARNING

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  1. CBLL CONTENT BASED LANGUAGE LEARNING SAY WHAT YOU MEAN AND MEAN WHAT YOU SAY

  2. CBLL CONTENT-BASED LANGUAGE LEARNING English across the curriculum: a challenge or mystification ? • Reasons for content based language learning • Characteristics of content based LL • Content • Classroom activities • Open issues and problems

  3. Reasons for content-based language learning Why • It’s learner-centred • increases motivation • promotes learner’s self- confidence • it’s subject-integrated, therefore interdisciplinary • based on cognitive constructivist mind process • stimulates use of multiple intelligences and creative decision-taking, ability to reconstruct and represent, autonomy • institutional policy • EU-recommended • Italian MPI -supported • responds to youth exchange project needs • responds to growing multi-ethnic classes • relevance to work • professionally/vocationally oriented • focused on practical outcomes • task-based, goal-based • responds to need for better discipline-integrated educational paths (interdisciplinarity)

  4. WHATContent & Characteristics • Content: choice of content considers: • Learner’s needs analysis a)educational purposes (academic, • literature, British studies) • b)professional/vocational purposes • Variables: a)absolute • b)variable • Choice should fall on most suitable subjects because of their • highly interdisciplinary value

  5. Characteristics • Meets specific learner’s needs • can also make use also of underlying methodologies and activities of the disciplines served • when part of school curriculum it’s more motivating if it falls to the centre of continuum • presumes students’ more focused cognitive attention • concentrates on subject matter and leaves linguistic aspect on the background: it’s more meaningful • requires some initial intensive vocabulary intensive instruction if field is new • is multidisciplinary activity • requires cooperation between language and subject teachers • requires teachers with good competence in both language and subject • requires well designed and well-balanced assessment criteria • implies and allows code shift from L1 to L2 and viceversa

  6. Activities • 1.Implies a lot of • Task-based activities, • problem solving, • simulations, • role play, • case study, • project work • mind maps, charts, tables, graphics • 2.Makes use of more • peer teaching • authentic material and less simplified language texts but more simplified subject texts • innovative techniques and technologies ITC 3.Subject activities are more structured and language ones more focused on meaning

  7. Open issues and problems • Activities implying lots of self made material and T’s work overload • Balance between language & subject weighting in assessment • Need for special school & class organisation: department in charge, small groups, timetable • Involves teamwork and regular meetings to add to teacher’s work • Possible difficulties encountered by lower achieving students

  8. OUTCOMES Improved students’ competence in speaking English Smooth introduction to English and graduality Students’ grades in bilingual subjects above the average Students’ and parents’ fear of extra overload not substantiated Students’ improved autonomy, self direction, motivation Teachers’ improved team work management and didactic competence

  9. MODEL TYPES OF CBEL Language-based types Subject/content-based types • FLT • Import topics into FLT (content-based FLT • Theach language in support of FL-medium lesson • Teach whole subject lessons in FL • Dual teacher lesson • Teach whole/part of subject in FL

  10. ROLE OF LANGUAGE TEACHERS/SUBJECT TEACHERS • Teacher may not be the primary knower of the carrier content but students may be more expert • Theacher as material editor: choosing , adapting, writing the right material • Teacher as researcher in understanding the discourse of the texts students use • Teacher as collaborator : language expert suppoting the subject teacher • Multidisciplinary teacher • Expert evaluator • Lot of teacher/peer interaction Peer interaction L2 L1

  11. Testing and assessment Language competence Subject competence

  12. MINORITY LANGUAGE EDUCATION MINORITY GROUPS IN LANGUAGE EDUCATION MIND MAP L teacher’s role S teacher’s role TEACHING L2 ABILITY CBEL GOALS , AIMS Policy & administration Code switching content PEDAGOGY Teacher talk Student talk materials Language demand Learning strategies Task design tasks available Assessment testing

  13. “The best method is whatever is best for the learner.” “...Teachers can teach, but only learners can learn.In the end one is responsible for his own progress.” from The Council of Europe Guide

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