supporting language development. vygotsky’s zone of proximal development
DESCRIPTION
Zone of Proximal Development ZPD is the zone beyond current knowledge ZPD can be reached by assistance from teachers and peersTRANSCRIPT
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Supporting Language Development
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Vygotsky’s Zone of Proximal Development
https://www.pinterest.com/pin/255368241346479646/
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Zone of Proximal Development
• ZPD is the zone beyond current knowledge
• ZPD can be reached by assistance from teachers and peers
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Scaffolding
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The Challenge
• Learners may need to use language structures beyond their level
• Lecturers need to support language learning as a CLIL component
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The Implications
Teachers identify and justify how content and language learning will be achieved
Learners must be cognitively challenged but linguistically supported
An enquiry-based teaching and learning
approach needed
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BICS (Basic Interpersonal Communication Skills)
• Day-to-day language skills needed for social interaction
CALP (Cognitive Academic Language Proficiency)
• Content-compatible language - non-specific language applicable across the curriculum
• Content-obligatory language - grammatical structures and functional expressions needed for a specific subject
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When supporting language…
• Decide what students must know to understand the content
• Look through the materials to be presented. What language structures are there?
• Let students interact using the content-obligatory language
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Vocabulary Development
• Meaning (in the context of our lesson)
• Form (how to spell it, what words it is used with, what part of speech it is)
• Pronunciation (sound, stress) • Appropriacy (what context it is used in)
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Three stages of vocabulary uptake
1. NOTICING
2. RETRIEVING 3. USING GENERATIVELY
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Types of Meaning-focused Vocabulary Activities
• Matching definitions
• Finding common meanings • Word maps/brainstorming • Finding substitute/synonyms • Explaining connections
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Types of Meaning-focused Vocabulary Activities
• Classifying words
• Listing examples
• Finding collocations • Identifying connotations • Explaining semantic distinction
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Giving Feedback on Vocabulary Errors
• Explicit correction
• Recasts • Clarification requests • Metalinguistic feedback
• Elicitation • Repetition
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When supporting language…
• Make sure you always use English
• Speak clearly but not unnaturally slowly
• Support what you say with gestures, facial expressions, and repetition
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Gap-fill (language-content task)
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When should teachers scaffold?
• When giving instructions to tasks
• When giving texts and other input
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Scaffolding
• Support for learners
• It is temporary
• It engages students actively
• Takes students into the ZPD
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Ways to scaffold
• Glossary of key terms • Simplified language • Graphic organizers (charts, diagrams, graphs)• Pictures and realia • Key text highlighted • Smaller chunks of text
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Glossaries
Read the handout given to you. Pick out words or phrases that may be put into a glossary.
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Glossary of terms
Closer scrutiny: more careful study Elements: parts, componentsA matter for judgment: not a fact, something to be
decided on Heightens: increases Incorporate: include Explicitly: fully and clearly Make little sense: are not very logical Revisions: changes
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Simplified language
• Read the handout given to you and do what is asked.
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Graphic organizers • Bar chart• Binary Key • Cycle • Mind map • Carroll diagram • Flow diagram or flow chart • Grid • Line graph • Pie chart • Process/cause effect diagram
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Graphic organizers
• Concept map • Fishbone map • KWHL chart • Story map • Storyboard • Tree• Venn diagram • Problem-solution guide • The 7R strategy
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The Seven Rs Strategy RECOGNIZE What feelings do we have about this problem?
RESEARCH What information do we need?
REPRESENT Can we draw a picture, diagram of this problem?
RELATE How is this related to other problems we have solved?
REDUCE Can we break this problem into smaller parts?
REFLECT What assumptions should we question? Is all the information there?
RESOURCES Who can help us?
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What I Know
What I Want to Know
What I Learned
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Scaffolding: Instructions
“with a friend, attempt to reach a consensus on the key, er…vital and overriding requirements that underlie the decision that must be undertaken regarding the location, or proposed location, of a hotel.”
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Scaffolding instructionWhat do students need to know: • Are they writing or speaking?• Are they producing full sentences? Numbers?
Words? • Who are they working with?• How much time do they have?• What is going to happen with their answers?
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Scaffolding: Checking understanding
• Visual/Graphic organizers - students tell you which is the correct
representation of the point covered
• Summaries - students produce summaries (spoken or
written)- students complete summaries (gap fill)
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https://www.youtube.com/watch?v=uIRZWn7-x2YBentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press.Bertaux, P., Coonan, C.M. Frigols-Martin, M.J., Mehiso. P. (2009). The CLIL teachers’ competences grid. Retrieved from
http://lendtrento.eu/convegno/files/mehisto.pdfBradbury, D. (2015). CLIL Workshop. [PowerPoint slides].Bradbury, D. (2012). CLIL Workshop for BINUS UNIVERSITY [PowerPoint slides].British Council (n.d.). CLIL: a lesson framework. Retrieved from
http://www.teachingenglish.org.uk/article/clil-a-lesson-frameworkCambridge University press ELT (2010 Nov 11). David Marsch on CLIL. [video file]. Retrieved from
https://www.youtube.com/watch?v=-Czdg8-6mJACoonan, C.M. (2013 Oct 29). The role of CLIL teachers. [video file]. Retrieved from
https://www.youtube.com/watch?v=doN8oLApaSUCoyle, D., Hood, P. , & Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: Cambridge University
Press. Crawford, A., Saul, W., Mathews, S. & Makinster, J. (2005). Teaching and learning strategies for the thinking classroom. NY:
The International Debate Education Association. CRLTatUMichigan. (2009 May 1). Deborah Ball: engaging students in large classes. Retrieved from
https://www.youtube.com/watch?v=pPhCmvpPorUDale, L. & Tanner, R. (2012). CLIL Activities: a resource for subjects and language teachers. Cambridge: Cambridge University
Press.Matsuda, P.K. (2015). A writing workshop for teachers. [PowerPoint slides].Matsuda, P.K. (2015). Teaching and Assessing English Writing in the Multilingual Contexts [PowerPoint slides]. Richards, J. (2013). Curriculum approaches in language teaching: forward, central, backward design. Retrieved from
http://www.professorjackrichards.com/wp-content/uploads/Curriculum-Approaches-in-Language-Teaching.pdfUniversity of Leon (2014 Dec 29). Teaching resources and evaluation tools to implement CLIL in the university. Retrieved
from http://clilenlaule.blogspot.com.es/