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Investigating Scaffolding Opportunities
in ICL Higher Education Classes
Nashwa Nashaat / Monika Wozniak Institute of Modern Languages (USJ)
2015
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SCAFFOLDING
COMPREHENSIBLE INPUT
AIM
Highlight presence/absence of scaffolding strategies for
comprehensible input
in the practice of Content HE teachers in a Spanish ICL context.
3 Nashwa Nashaat - Institute of Modern
Languages (USJ)
OUTLINE
1. The structure that governs content & language teacher collaboration.
2. Teacher profiles & excerpts from classroom recordings done prior to a conducted TT course (Some findings )
3. Some conceptual /theoretical underpinnings of the TT course
4. Screenshots of sample activities from the TT course
5. Towards a scaffolding framework for comprehensible input.
6. Observed outcomes (mini-teaching) 4
Objective: - Ss would become competent users of English (B2-C1 in
all language skills needed in their discipline) - Quality teaching and learning
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Content & Language teacher collaboration
TEACHERS OF ENGLISH FOR SPECIFIC PURPOSES
CONTENT TEACHERS
MANAGEMENT
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Content & Language teacher collaboration
Content teachers: • have a minimum B2 level on CEFR scale • are assigned to an ESP teacher for CLIL support
(methodological + linguistic) • are encouraged to attend CLIL training sessions (recently
structured) • are encouraged to have classroom observations
Students need to DECODE content embedded knowledge in academic text (discuss - co-construct - evaluate…)
INTRODUCE SUBJECT-SPECIFIC VOCABULARY ACT as MEDIATORS by moving between BICS and CALP (explaining, recasting - reformulating) to simplify target content and make input comprehensible. USE CLASSROOM DISCOURSE as a SUPPORTING STRATEGY (adapt their talk)
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Contextual and discursive differences
_______________________________
• Discipline,
• Ss’ educational level
• Language ability of teachers/students (Dafouz, 2010)
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Observations
TEACHERS PROFILES
NUMBER OF TEACHERS
DEGREE PROGRAM
TEACHER EDUCATION
TEACHING EXPERIENCE IN HE
TRAINING IN ICLHE
EXPERIENCE INTEGRATING CONTENT AND LANGUAGE
1 PHARMACY NO (E) 6 YEARS 10 HOURS + ONE-ON-ONE SESSIONS
5 YEARS
3 SPORTS SCIENCES
Yes (C) 2 YEARS 4 HOURS + ONE-ON-ONE SESSIONS
2 YEARS
NO (J) 2 YEAR
4 HOURS + ONE-ON-ONE SESSIONS
2 YEARS
NO (L) 2 YEARS
3 HOURS + ONE-ON-ONE SESSIONS
2 YEARS
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Observations
• Teachers tend to build on students’ previous knowledge.
“These papers are about information you know. You’ve learnt this information several years when you were younger. There are gaps in some sentences you have to fill”
POSITIVE FINDINGS
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Observations
Teachers tend to engage students in top-down processing & may use L1 to aid schema building.
“Read about these scientists. What do they have in common?”
“What does the video talk about?”
“Whenever you don’t know a word in English it’s very possible that it is very similar in Spanish. Don’t ask why”.
“Pride, what is Pride? Orgullo in Spanish”.
“Watch this video (Olympic Hispanic runners) in Spanish and then we’ll discuss in English”.
POSITIVE FINDINGS
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Observations
Teachers tend to:
- model/give an demonstration what they want students to do - for organizational purposes
- respect wait time until a student/students have answered
POSITIVE FINDINGS
12 Nashwa Nashaat - Institute of Modern
Languages (USJ)
Observations
Giving instructions: timeliness-complexity-checking
SKILLS THAT REQUIRE FURTHER TRAINING
Objective of the activity: explicit purpose
Confirmation checks: substituted for comprehension checks
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Observations
• No language scaffolds (sentence starters, connectors, …) nor content scaffolds (tables and graphic organizers) were supplied by the content teacher to support in-class activities.
SKILLS THAT REQUIRE FURTHER TRAINING
14 Nashwa Nashaat - Institute of Modern
Languages (USJ)
Taking stock and moving
forward
Need for structured training
(methodological and linguistic)
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16 Nashwa Nashaat - Institute of Modern
Languages (USJ)
LINGUISTIC NEEDS
METHODOLOGICAL NEEDS
17 Nashwa Nashaat - Institute of Modern
Languages (USJ)
A conceptual framework for scaffolding English
Language Learners (Walqui, 2006)
Scaffolding as Process
Scaffolding as Structure
MACRO-LEVEL
(CURRICULUM PLANNING)
MICRO-LEVEL
MOMENT BY MOMENT
INTERACTION
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Focal points in initial 16-hour
Teacher Training
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COGNITION
for effective learning
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The effect of being engaged in LOTS and
HOTS.
Lewis Carroll's Jabberwockey It was brillig, and the slithy toves gyred and gimbled in the wabe All the borogoves were mimsy, and the mome raths outgrabe.
1. What were the slithy toves doing in the wabe? 2. How would you describe the state of the borogoves? 3. What can you say about the mome raths? 4. Why were the borogoves mimsy? 5. How effective was the mome raths’ strategy?
Knowledge
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COMMUNICATION
for effective learning
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I WOKE UP AT 8 AM
…..IS A RESULT OF ….
OBESITY…………..CHOLESTEROL
CORRECT YOUR ANSWERS IN PAIRS
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PLANNING A
A CLIL LESSON
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PLANNING A
A CLIL LESSON
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PLANNING A
A CLIL LESSON
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PLANNING A
A CLIL LESSON
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http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
https://www.leraar24.nl/video/3046#tab=0
LANGUAGE: VISIBILITY for NOTICING
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http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
https://www.leraar24.nl/video/3046#tab=0 32
http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
https://www.leraar24.nl/video/3046#tab=0
LANGUAGE: VISIBILITY for NOTICING
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http://www.ccn-clil.eu/index.php?name=File&nodeIDX=5060
https://www.leraar24.nl/video/3046#tab=0
CONTENT: Meaningful, Motivating, Authentic materials,, challenging tasks
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Focal points in conducted TT
(16 intensive hours) Observable Scaffolding Strategies
for Comprehensible Input (PROCESS) TEACHER makes CONTENT ACCESSIBLE Breaks Complex ideas into simpler
ones (subject-specific vocabulary work – use of language frames - evidence of materials adaptation – use of graphic organizers & outlines – pacing detailed clear instructions & checking them)
promotes SCHEMA BUILDING and BRIDGES new information to existing knowledge.
Uses cognitively regulated activities that engage students in top-down and bottom-up schema building to facilitate comprehension. Builds on existing knowledge (creates or activates links) and contextualizes new input (Visuals , L1, BICS to explain CALP, gives examples, and models)
makes use of EFFECTIVE CLASSROOM MANAGEMENT TECHNIQUES
Wait time – peer support - asks
questions (concept checks, display
and referential questions)
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Outcome
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Training Outcomes Excerpts from the feedback given to TTs
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Subject-specific language was reviewed using online flashcards in the first 15 minutes, using both BICS and CALP (participants were prompted to change certain expressions from specific academic register to basic everyday register).
Clear learning outcomes: “ Sports science students should be able to give exercise instructions in English”
Teachers began mini-teaching with a prediction activity, which engaged participants.
Instructions were clear and broken down into doable steps in the handout
Training Outcomes
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Subject-specific language was reviewed using online flashcards in the first 15 minutes, using both BICS and CALP (participants were prompted to change certain expressions from specific academic register to basic everyday register).
The second part of the teaching focused on movement analysis, on the flexion and extension of the hip. This was successfully done via visuals and demonstrations. Mnemonics were used (space ship - raising arm – abduction), but it was done very fast that not all participants picked up on it.
The third part focused on whole movement analysis through a video which was paused at intervals to commentate and ask questions. New terms were taught in relation to the movements: snatch, jerk...
Language and content scaffolding was provided through controlled exercises (comprehension level), the answers to which required paying attention to the teachers’ explanations and clarifications. … immediate application of the three key concepts of this mini-teaching (treatment plane-traction-compression and gliding).
Training Outcomes
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Language and content scaffolding was provided through controlled exercises (comprehension level), the answers to which required paying attention to the teachers’ explanations and clarifications. … immediate application of the three key concepts of this mini-teaching (treatment plane-traction-compression and gliding).
Training Outcomes
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Instead of posing the question: “is all clear up till now?”, a quick comprehension check using True/False or yes/no questions would have been more effective to assess participants’ comprehension.
a graphic organizer and a language frame is recommended to push students to justify their evaluations of the pictures in an elaborate manner (move from the word-level to the sentence-level)
Participants did not start dialoguing until 15 minutes of the mini-teaching had passed. As agreed, activating participants’ prior knowledge and actively involving them during the warm up/lead in stage is very important to establish a student-centered class.
Taking stock and moving
forward … AGAIN • Training has a positive impact.
• The surface has barely been scratched: available data needs further analysis.
– Noticeable change in content teachers’ discourse (emails – one on one sessions)
• Current and future opportunities for Pre/Post training classroom recordings
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References • Dafouz, E. (2010). English as the medium of instruction in Spanish
Contexts: A look at teacher discourses. In Yolanda Ruiz de Zarobe, Juan Manuel Sierra & Francisco Gallardo del Puerto (eds). Content and foreign language integrated learning: contributions to multilingualism in European contexts. Peter Lang. pp. 189-210.
• Dafouz, E. and Núñez, B. (2010) Metadiscursive devices in university lectures: A contrastive analysis of L1 and L2 teacher performance, in Christiane Dalton-Puffer, Tarja Nikula and Ute Smit (eds.) Language Use and Language Learning in CLIL Classrooms, Amsterdam / Philadelphia, John Benjamins, pp. 213-231.
• Dafouz Milne, E & Sánchez García , D. (2013). Does everybody understand? Teacher questions across disciplines in English-mediated university lectures: An exploratory study. Language Value, 5 (1). 129-151.
• Walqui, A. (2006). Scaffolding instruction for English language learners: A conceptual framework. The International journal of Bilingual Education and Bilingualism, 9(2), 159-180.
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Thank you
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Dra. Nashwa Nashaat Sobhy
Instituto de Lenguas Modernas
Coordinación inglés en los grados
http://institutolenguasmodernas.usj.es