content focused language instruction 2015

CONTENT-FOCUSED LANGUAGE INSTRUCTIONBRENT A. JONESKONAN UNIVERSITY, HIRAO SCHOOL OF MANAGEMENT

http://tinyurl.com/bjones-cbi-handout

KONAN CUBEENGLISH LANGUAGE PROGRAM

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

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

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 KnowledgeHistory of European Thought, Socratic Dialogs

Communication Skills ILanguage & Culture of Spain, Cross-Cultural Communication

Cross Disciplinary Sustainable Living

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

WHAT ARE WE TALKING ABOUT?

USE OF SUBJECT MATTER AS A VEHICLE (OR FRAMEWORK) FOR LANGUAGE TEACHING/LEARNING

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

Students will not be motivated to learn unless they regard the

material they are taught as worth learning.

Dörnyei, 2001

CREATING SLES

• Learning Goals• Feedback & Assessment• Learning & Teaching Activities

SLEs = Significant Learning Experiences

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.

KONAN CUBEENGLISH LANGUAGE PROGRAM

MODULES• Society & Culture• Business & The Economy• The Environment• Government & Politics

SOCIETY & CULTURE

SHADOWING

DICTATION & DICTOGLOSS

BUSINESS & THE ECONOMY

CONVERGENT & DIVERGENT TASKS

THE ENVIRONMENT

GENRE WRITING & THE READING/WRITING CONNECTION

GOVERNMENT & POLITICS

PEER-ASSESSED INTERVIEWS

SCAFFOLDING

KONAN CUBEENGLISH LANGUAGE PROGRAM

TYPES OF CBI• Adjunct Model• Sheltered Model• Theme-based Model

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 CLILSubject-led (partial immersion

approx. 50% of curriculum

Half of subject curriculum taught in target language.

MORE ACRONYMS?• Problem-Based Learning (PBL)• Project-Based Learning (PBL)• Task-Based Learning (TBL)

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.

CONSIDERATIONS

• Group Learning Trajectory / Individual Learning Path

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.

A HOLISTIC VIEW OF ACTIVE LEARNINGExperiences- 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

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)

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

WWW.BRENTJONES.COM

Cognitive Load Theory

POSITIVES• Achieving program goals• High and appropriate expectations• Student satisfaction• Year by year improvements• Gaining recognition as innovative• Increased use of English O-Zone

CHALLENGES• Monitoring student progress• Wide ability/motivation/expectation gaps• Quality control• Stuck in outdated model• Low “buy in” (students, faculty, staff)

FRAMEWORK FOR IMPROVEMENTS

• Accreditation process (external accountability)• How to better serve students (internal)

• 21st century skills• Relevance• Societal needs• Catch their imagination (inspiration)

ACTFLProficiencyGuidelines

CEFR “Can Do” Statements / iBT range / TOEIC range

One-Step Minimum per YEAR

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?

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.

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

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

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

AMERICAN STUDIES• Schema Building• Blended Learning• Modules

• History/Geography• Society/Culture• Government/Politics

• Research Project• American Fair• Reading/Writing Connection• Learning Portfolio• Genre Writing

CUBE ENGLISH PROGRAMEPISODE TWO – CONTENT BASED INSTRUCTION