Content Focused Language Instruction 2015
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CONTENT-FOCUSED LANGUAGE INSTRUCTIONBRENT A. JONESKONAN UNIVERSITY, HIRAO SCHOOL OF MANAGEMENT
http://tinyurl.com/bjones-cbi-handout
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KONAN CUBEENGLISH LANGUAGE PROGRAM
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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
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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
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ELECTIVES (SEMESTERS 4 - 8)
Regional Studies Asian Neighbors, Cultural Look at Spain
Studies in Literature The Graphic Novel, Sports in Literature
Business Skills II Advanced Business, The Auto Industry
Media Studies News & 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
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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
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WHAT ARE WE TALKING ABOUT?
USE OF SUBJECT MATTER AS A VEHICLE (OR FRAMEWORK) FOR LANGUAGE TEACHING/LEARNING
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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
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Students will not be motivated to learn unless they regard the
material they are taught as worth learning.
Dörnyei, 2001
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CREATING SLES
• Learning Goals• Feedback & Assessment• Learning & Teaching Activities
SLEs = Significant Learning Experiences
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Student-led research and weekly schedule - Students will conduct ongoing individual research and are required to become experts on one EU and one non-EU European country. They are expected to keep up on its news throughout the term.
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KONAN CUBEENGLISH LANGUAGE PROGRAM
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MODULES• Society & Culture• Business & The Economy• The Environment• Government & Politics
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SOCIETY & CULTURE
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SHADOWING
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DICTATION & DICTOGLOSS
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BUSINESS & THE ECONOMY
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CONVERGENT & DIVERGENT TASKS
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THE ENVIRONMENT
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GENRE WRITING & THE READING/WRITING CONNECTION
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GOVERNMENT & POLITICS
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PEER-ASSESSED INTERVIEWS
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SCAFFOLDING
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KONAN CUBEENGLISH LANGUAGE PROGRAM
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TYPES OF CBI• Adjunct Model• Sheltered Model• Theme-based Model
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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 CLILSubject-led (partial immersion
approx. 50% of curriculum
Half of subject curriculum taught in target language.
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MORE ACRONYMS?• Problem-Based Learning (PBL)• Project-Based Learning (PBL)• Task-Based Learning (TBL)
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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.
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CONSIDERATIONS
• Group Learning Trajectory / Individual Learning Path
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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.
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A HOLISTIC VIEW OF ACTIVE LEARNINGExperiences- 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
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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)
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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
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Cognitive Load Theory
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POSITIVES• Achieving program goals• High and appropriate expectations• Student satisfaction• Year by year improvements• Gaining recognition as innovative• Increased use of English O-Zone
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CHALLENGES• Monitoring student progress• Wide ability/motivation/expectation gaps• Quality control• Stuck in outdated model• Low “buy in” (students, faculty, staff)
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FRAMEWORK FOR IMPROVEMENTS
• Accreditation process (external accountability)• How to better serve students (internal)
• 21st century skills• Relevance• Societal needs• Catch their imagination (inspiration)
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ACTFLProficiencyGuidelines
CEFR “Can Do” Statements / iBT range / TOEIC range
One-Step Minimum per YEAR
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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?
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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.
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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
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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
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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
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AMERICAN STUDIES• Schema Building• Blended Learning• Modules
• History/Geography• Society/Culture• Government/Politics
• Research Project• American Fair• Reading/Writing Connection• Learning Portfolio• Genre Writing
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CUBE ENGLISH PROGRAMEPISODE TWO – CONTENT BASED INSTRUCTION