Content Focused Language Instruction 2015
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This document outlines the content-focused language instruction program at Konan University. It discusses the goals of developing internationally-minded, critical thinking students with practical English skills. Required courses cover topics like global challenges, American studies, and business communication. Electives include regional studies, literature, and business skills. The program emphasizes using content areas like society & culture, business, environment, and government as frameworks for language learning. It explores approaches like content-based instruction, task-based learning, and genre writing to integrate language and content learning. Challenges and areas for improvement are also addressed.
Content Focused Language Instruction 2015
- 1. CONTENT-FOCUSED LANGUAGE INSTRUCTION BRENT A. JONES KONAN UNIVERSITY, HIRAO SCHOOL OF MANAGEMENT http://tinyurl.com/bjones-cbi-handout
- 3. KONAN CUBE ENGLISH LANGUAGE PROGRAM
- 4. GOALS & AIMS (PRE-2009) • internationally-minded citizens • integrate English, liberal arts and other courses • communicative competence and confidence • creativity and a sense of curiosity • practical skills • global literacy • critical thinking • studying in English • reading/writing/presentation
- 5. REQUIRED ENGLISH COURSES Semester One Semester Two Semester Three Global Challenges (twice a week) American Studies (twice a week) European Studies Speech & Discussion (twice a week) Discussion & Debate (twice a week) Japan Studies CUBE English I CUBE English II Business Communication TOEIC Preparation
- 7. ELECTIVES (SEMESTERS 4 - 8) Regional Studies Asian Neighbors, Cultural Look at Spain Studies in Literature The Graphic Novel, Sports in Literature Business Skills II Advanced Business, The Auto Industry Media Studies News & the Media, Web 2.0, Film Studies Liberal Arts Knowledge History of European Thought, Socratic Dialogs Communication Skills I Language & Culture of Spain, Cross-Cultural Communication Cross Disciplinary Sustainable Living
- 8. CBI & CLIL . . . AND MANY, MANY MORE • content-based language instruction • content and language integrated learning • content-focused language learning • enhanced language learning • teaching language through content • immersion
- 9. WHAT ARE WE TALKING ABOUT? USE OF SUBJECT MATTER AS A VEHICLE (OR FRAMEWORK) FOR LANGUAGE TEACHING/LEARNING
- 10. BENEFITS (OR PURPOSE) • Learning “authentic” language • Exposure to lots of language • Language learning as a bi-product of academic endeavours • Useful language embedded in relevant, meaningful contexts • Increased intrinsic motivation
- 11. Students will not be motivated to learn unless they regard the material they are taught as worth learning. Dörnyei, 2001
- 13. CREATING SLES • Learning Goals • Feedback & Assessment • Learning & Teaching Activities SLEs = Significant Learning Experiences
- 14. Student-led research and weekly schedule - Students will conduct ongoing individual research and are required to become experts on one EU and one non- EU European country. They are expected to keep up on its news throughout the term.
- 15. KONAN CUBE ENGLISH LANGUAGE PROGRAM
- 17. MODULES • Society & Culture • Business & The Economy • The Environment • Government & Politics
- 20. SHADOWING
- 25. BUSINESS & THE ECONOMY
- 27. CONVERGENT & DIVERGENT TASKS
- 29. THE ENVIRONMENT
- 31. GENRE WRITING & THE READING/WRITING CONNECTION
- 38. SCAFFOLDING
- 42. KONAN CUBE ENGLISH LANGUAGE PROGRAM
- 44. TYPES OF CBI • Adjunct Model • Sheltered Model • Theme-based Model
- 45. Alternative models of CLIL Soft CLIL Type of CLIL Time Context Language- led one class per week Some subject topics taught during a language course Subject-led (modular) 15 classes per term Schools or teachers choose parts of the subject syllabus to teach in target language Hard CLIL Subject-led (partial immersion approx. 50% of curriculum Half of subject curriculum taught in target language.
- 46. MORE ACRONYMS? • Problem-Based Learning (PBL) • Project-Based Learning (PBL) • Task-Based Learning (TBL)
- 47. LESSONS LEARNED • Involve students in the choice of topics and activities. • Avoid the Double Whammy. • Keep the focus on language for thinking and school learning. • Offer scaffolding when and where it is needed.
- 48. CONSIDERATIONS • Group Learning Trajectory / Individual Learning Path
- 49. BACKWARD DESIGN & FORWARD ASSESSMENT • Backward Design • What’s important now and years after the course? • What should students do in the course to succeed? • Forward Assessment • Imagine students in a situation where they would use the knowledge and/or skills. • Focus the learning on realistic, meaningful tasks.
- 50. A HOLISTIC VIEW OF ACTIVE LEARNING Experiences - Doing, Observing - Actual, simulated - “Rich learning experiences Info and Ideas - Primary/secondary - Accessing them in class, out-of-class, online Reflecting - On what one is learning and how one is learning - Alone and with others Fink, 2003
- 51. KEY CONCEPTS - REVIEW • Learning Outcomes (include student voice) • Emphasis on High Frequency Vocabulary • Lots of Comprehensible Input • Reading-Writing Connection (Genre) • “Can Do” Statements • Relevance • Focus on Content (with practice j all 4 skills) • Blended Learning (Flipped Classroom) • Scaffolding (just in time, just enough)
- 52. GOOD COURSES ARE COURSES THAT . . . • challenge students to significant kinds of learning • use active forms of learning • have teachers who care about the subject, their students, and teaching and learning • have teachers who interact well with students • have a good system for feedback, assessment and grading L. Dee Fink
- 56. POSITIVES • Achieving program goals • High and appropriate expectations • Student satisfaction • Year by year improvements • Gaining recognition as innovative • Increased use of English O-Zone
- 57. CHALLENGES • Monitoring student progress • Wide ability/motivation/expectation gaps • Quality control • Stuck in outdated model • Low “buy in” (students, faculty, staff)
- 58. FRAMEWORK FOR IMPROVEMENTS • Accreditation process (external accountability) • How to better serve students (internal) • 21st century skills • Relevance • Societal needs • Catch their imagination (inspiration)
- 59. ACTFL Proficiency Guidelines CEFR “Can Do” Statements / iBT range / TOEIC range One-Step Minimum per YEAR
- 60. LEARNING OBJECTIVES• Cognitive objectives: • What do you want your graduates to know? • Affective objectives: • What do you want your graduates to think or care about? • Behavioral objectives: • What do you want your graduates to be able to do?
- 61. LEARNING OBJECTIVES • Mastery objectives are typically concerned with the minimum performance essentials – those learning tasks/skills that must be mastered before moving on to the next level of instruction. • Developmental objectives are concerned with more complex learning outcomes – those learning tasks on which students can be expected to demonstrate varying degrees of progress.
- 63. GLOBAL CHALLENGES• Schema Building • Reading/Writing Connection • Stories (non-fiction) • Case Studies • Problem-Based Learning • Critical Thinking • Self Awareness • Cause/Effect/Links • Vocabulary Building • Research Skills • Discussion/Presentation
- 64. SPEECH & DISCUSSION• Physical Message • Body/Voice • Visual Message • Story Message • Confidence Building • Logical Thinking • Transitions • Speech Writing • Types of Speech/Discussion • Supporting Ideas • Extemporaneous/Impromptu Speaking
- 65. CUBE ENGLISH I & II• Multimodal input • Training the ear • Vocabulary building • Ambiguity tolerance • Foundation for TOEIC • Listening shower • Authentic material • Graded tasks • Blended learning • Schema building • Self access/autonomy • Strategies & sub-skills
- 66. AMERICAN STUDIES• Schema Building • Blended Learning • Modules • History/Geography • Society/Culture • Government/Politics • Research Project • American Fair • Reading/Writing Connection • Learning Portfolio • Genre Writing
- 67. CUBE ENGLISH PROGRAM EPISODE TWO – CONTENT BASED INSTRUCTION