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TRANSCRIPT
Contents Based LanguageLearning
Developing literacy skills throughother curricular areas
Margaret LockePalma de Mallorca: 6th May 2005
Outline of today’s sessionWhy develop language skills throughother curricular areas?
How do we approach content andlanguage integrated learning?
What resources are useful?
Why?Meaningful context for languagedevelopmentInteractivePromotes research skillsSimultaneous development of languageskills and progress in subject areasMotivating
How?CoordinateCreate a stimulating learning environmentProvide opportunities for investigationsUse real booksProvide stimulating reading and writingactivitiesUse guided writing strategiesDevelop oral language skills
How?……. CoordinateFor efficient organisation
To save time long term
To enhance learning opportunities
For professional development
Steps of Co-ordinationDecide what will be taught in language.(within cycle)Review language contents. (across cycles)Decide what will be taught in subject areas.(within cycle)Review subject area contents. (acrosscycles)Link subject contents to languagedevelopment. (across cycles)Decide how to develop language in subjectareas. (within cycle)
Coordinate: Literacy andsubject area teacher How can two English specialists
coordinate?
• Link fiction text to contents e.g. lifecycle ofbean plant/ Jack and the Beanstalk
• Focus on 2 aspects of writing e.g. literacy -imaginative & science – report writing
• Teachers work on a topic together
Liaison from primary tosecondary• Primary teachers visit secondary
schools
• Secondary teachers visit primaryschools
• Primary teachers pass on information
• Coordinate a bridge project
Why liaison?Avoids unnecessary repetition
Work tasks based on current knowledge
Smooth transition
How?…Create a stimulatinglearning environment
Text rich environment
Use constructive labellingCreate a comfortable reading areaDisplay language rulesDisplay work
How?…Create a stimulatinglearning environment
Text rich environmentInteractive learningChallenging tasksAll ideas valuedPositive reinforcement
How?.. Provide opportunitiesfor investigations• To develop skills essential to Science,
History and Geography• To develop oral skills• To develop reading and writing skills• To develop knowledge and
understanding in Science, History andGeography
Science:understand basicstages of plant life cycles
Give oral presentation of how plant grew usingdiagramsDiscuss and draw conclusions:Did all plants grow at same rate?Did plants go through same stages of growth?How can the lifecycle of a plant be put into asequence of stages?
Reviewingand reportingon tasks
Follow instructions to plant bean/seed.Observe changes dailyRecord changes (Create own bean/plant diary)
Carrying outtasks
Discuss:What will we do with bean to make it grow?What will we need to plant the beans?How will we do it? (Create instructions together)
Preparing fortasks
How?…Use real booksWhy?
To become familiar with features of non-fiction textsTo have a purpose for readingTo learn to look for informationTo use as models for own writingTo stimulate curiosity and a desire to learn
How?…Use real booksChoose a wide variety of non-fiction texts
Alphabet books and dictionariesBooks linking to curricular areas e.g. science,history, artTexts with instructions e.g.art and craft booksChronological texts e.g lifecycle of a butterflyNon-chronological textsBig books
How?..Provide stimulatingreading and writing activities
Word level
Sentence level
Text level
Word level tasksLabel diagrams
Matching games
Definition/ clue tasks
Crosswords
Sentence level tasksSequence words to make a sentenceFind the missing part of a sentenceCorrect the sentenceTrue/falseTurn boring sentences into interestingonesMatch sentence to illustration
Text level tasksSequence instructionsSequence paragraphsMatch headings to corresponding paragraphsCreate headings for correspondinginformationMatch paragraphs to headingsRead partially covered text togetherDo reading comprehension tasksSummarise informationWrite reports, instructions, recounts etc.
How?… Use Guided WritingStrategies “Guided writing is the name given
to a range of ways in whichteachers support developingwriters.”
Shared and Guided Reading and Writing,Ross Bindon, GHPD, 1999
Guided Writing: The teacher’srole
To provide a writing frameworkTo motivate pupilsTo invite participation from pupilsTo support pupils and provideconstructive commentsTo guide the writing of the text byfacilitating discussion
Guided writing: How the pupilsbenefit
Become familiar with the managementof the writing processActively participate in writing processAre encouraged to be reflective writersGain confidenceBuild up language to talk about writing
Guided Writing: Aids• Language rules
• Phonics charts
• Word banks
• Non fiction books/ texts
Guided Writing: StimuliExperiencesSequenced illustrationsInvestigationsDiagramsQuestionsObservationsDramaReading related tasks
How?… Ensure oral skills aredeveloped“It is through talk that much learning occurs.
Talk allows children to think aloud, toformulate ideas, to set up and evaluatehypotheses and to reach tentative decisionsin a context that is not restricted by the moreformal demands of written language.”
Learning to Learn in a Second Language,Pauline Gibbons, 1991
Oral skillsPupils will:• Give an opinion or personal response• Recount a personal experience• Give instructions• Describe a process• Give an explanation• Present and support an argument• Hypothesize