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 StudiesAsian Neighbors, Cultural

Look at Spain

Studies in LiteratureThe Graphic Novel, Sports in

Literature

Business Skills IIAdvanced Business, The Auto

Industry

Media StudiesNews & 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

KONAN CUBE

ENGLISH 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 CUBE

ENGLISH 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 CLIL

Subject-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 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

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)

ACTFL

Proficiency

Guidelines

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 PROGRAM

EPISODE TWO – CONTENT BASED INSTRUCTION