content + language: europe’s clil and america’s cbi robert j. dickey korea tesol gyeongju...
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Content + Language:
Europe’s CLIL and America’s CBI
Robert J. Dickey
Korea TESOL
Gyeongju University
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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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One mix of content and…
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Content Matrix for
Elementary Theme-based / Topical studies
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Another (my) perspective…
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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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Striking the Balance
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Gradient Continuum ideas