Learning Academic Content Through English · • Subject-specific and technical terms -in...
Transcript of Learning Academic Content Through English · • Subject-specific and technical terms -in...
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A part of Cengage
B R I NG I NG T H E WO R L D TO T H E C L A S S R O O MA ND T H E C L A S S R O O M TO L I F E
ELTNGL.COM
Learning Academic
Content Through English
Deborah J. Short, Ph.D.
Academic Language Research & Training
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directs Academic Language Research & Training, and
provides professional development on academic
literacy, content-based ESL/EFL, and sheltered
instruction worldwide. She has directed research
projects and program evaluations related to English
learner education and co-developed the SIOP Model
for sheltered instruction. Publications include Reach
Higher, Panorama, Inside, Edge, and other textbooks
(National Geographic Learning/Cengage), the 6
Principles books (TESOL), SIOP Model books
(Pearson), and professional journal articles. She has
taught ESL and EFL, in New York, California, Virginia,
and the DR Congo. She is TESOL’s President-Elect
for 2019-2020.
Deborah J. Short, Ph.D.
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Participants will:• identify elements of academic English
• link a Big Question to content learning
• explore techniques for teaching content area vocabulary, oral language practice, and reading
Session Objectives
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Please indicate your education role:
• Teacher
• Program Administrator
• Teacher Trainer
Who Are We?
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Do You Teach Academic Content in English to Young
Learners?
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Why integrate content instruction with English?
• It piques curiosity.• It taps student interests.• It promotes English language and literacy use.• It connects with school subjects.• It prepares students for English-medium instruction.• Students comprehend more when they want to learn
about a topic.
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It takes Academic English to engage with content topics.
• to define new vocabulary• to discuss new ideas• to read different texts• to write responses to readings
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How is teaching Academic English different from typical
EFL instruction?
Share in the chat box some ways that teaching academic English is different from typical EFL instruction.
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Academic Language & Literacy
Background Schema
Phonemic Awareness &
Phonics
Oral Language
Fluency
AlphabeticsNative Language Transfer
Vocabulary
Grammar Genre knowledge
Reading & Listening
Comprehension Strategies
Writing
Adapted from Developing Academic Language with the SIOP Model (Short & Echevarria, 2016)
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Think about the following classroom situation…
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Loan wants to tell the teacher what she remembers about forests in her country, but she doesn’t have the words to explain. She isn’t sure how her experiences relate to the science article. She sees photos of forests and the trees have red, orange, and yellow leaves. In other photos, the trees look dead and the ground is white. Birds look different too.
These aren’t like the forests in Vietnam.
Why not?
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Loan sits quietly and tries to follow what the teacher says, but he speaks quickly and doesn’t write words on the board or show other pictures. She hears the word “fall,” but the trees didn’t fall down. She hears “cycle,” but there is no bicycle. Loan fears the teacher will think she is a poor student, but she just doesn’t know how to express her questions or describe the forests of her country.
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Given what we know about academic English, how can
we help Loan?
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Content Topics of English begin with a Big Question
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• Inquiry is at the center of learning.• Student interest is sparked.• Topics have no easy answers.
• All readings are purposeful -- to investigate the question.
• With more knowledge, responses can change or be confirmed.
• Cultural knowledge is an asset.• Academic tasks are meaningful.
Benefits of Big Questions
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We use Big Questions to build background and vocabulary and to develop discussion, reading, and writing skills.
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Videos build background for the Big Question.
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We help students talk about new concepts with academic vocabulary.
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1. Select words carefully.
2. Teach words with support.
3. Provide extensive word practice.
Guidelines for Growing Student Vocabulary
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1. Select Key Vocabulary Wisely
General Academic Process
Academic Vocabulary
Word Parts Vocabulary
Content / Technical
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• Subject-specific and technical terms - in informational texts (e.g., feather, scale, fur)
• General academic vocabulary—cross-curricular terms/process & function words - used in all academic subjects and often on tests (e.g., same, different, body)
• Word parts: Roots and affixes - word parts that enable students to learn new vocabulary (e.g., -tion as in motion, action)
21
Academic Vocabulary
Tap bilingual knowledge!
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Illustrations
Subject Specific: Science Vocabulary
Language Practice
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Language Practice
Cross-curricular words to talk
about the topic
General Academic Vocabulary
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• like• same as• alike• different from• compared to
General Academic: Signal Words for Language Functions
Comparison
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• Visuals (e.g., picture cards, videos)
• Real objects• Demonstrations• Dictionary and
thesaurus usage
2. Teach Words with Support
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1. Pronounce gr-o2. Rate
1. I can use it in a sentence or give a definition.2. I have seen this word but I can’t use it in a
sentence.3. I have never seen or heard this word before.
3. DefineWhen something grows, it gets bigger.
4. ElaborateWhen the baby bird grows up, it can fly.
Set Vocabulary Routines
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Word/Translation Picture
Word in a sentence Definition
27
Feathers are the covering for a bird’s body.
Bird feathers can have many colors.
Feathers [native lang. translation]
Four Corners Technique
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“Students need 12-15
meaningful exposures
to new words in order
to add them to their
academic repertoire.”
3. Provide Extensive Word Practice
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• bird•beak• feather• legs• tiger•has•have
Play with Words: Make a Sentence: Choose One Word from Each Column
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Link Words with a Foldable
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Foldable: Animal Traits (outside)
bird amphibian reptile
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Foldable: Animal Traits (inside)
FeathersHollow bonesEggs
Moist skin4 legsEggs
Picture
Features/Traits
Scales2+ bones in jaw Eggs
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Use new vocabulary and the following to discuss your idea:• One trait I’d like to have is _______
because _____.
Oral Language Practice with a Partner
Partner A: Think about animal traits.
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Use one of the following to respond to your partner’s idea:• Tell me more about that trait.• I like that trait, but I prefer ____.• Oh no, that trait is not important to me
because ___.
Oral Language Practice with a Partner
Partner B:
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We deepen conceptual knowledge through academic reading.
“Direct, explicit instruction in the comprehension strategies and processes that proficient readers use to understand what they read (e.g., summarizing, monitoring one’s own understanding) leads to better comprehension in all learners.”
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1. Investigate the Big Question2. Provide instruction before reading
- Reading skills- Genre knowledge- Comprehension strategies
3. Give students time to talk about the text after reading
Guidelines for Academic Reading
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Audio Support
MulticulturalLiterature
1. Investigate the Big Question with rich & relevant literature
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Teach reading skills to help students understand the text.
Use graphic organizers to help students record key points.
2. Provide instruction before reading
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Activate student comprehension with genre knowledge
Poll: Which genres do you introduce to students?• Realistic Fiction• Fantasy• Poetry• Science articles• Historical accounts • Interview• How-to text• Other (please tell us in the chat box)
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Activate student comprehension with genre knowledge
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Support student comprehension with a reading strategy
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Put the reading strategy in action
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3. Give students time to talk about the text after reading
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Revisit the reading skill with oral language
Pair Up – Share Up1. Group A: Half of the students think of one way the readings were alike.2. Group B: The other half thinks of one way they were different.3. Pair students, one from A and one from B to share.4. Repeat with new pairs.
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Show What You Know
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• Give students choice• Build on existing skills• Reinforce the content• Promote creativity• Lead to tangible results
The Value of Wrap-Up Projects
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Session Summary• We can teach elements of academic English
through content topics• We can spark student interest with a Big
Question and link vocabulary, reading texts, and discussion to it.
• We can use a variety of techniques for teaching content area vocabulary, promoting oral language practice, and strengthening reading skills.
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Boost Academic Talk to Boost English Language Gains
Language | Literacy | Content
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Join National Geographic Learning!
ELTNGL.com/webinars
ELTNGL.com/infocus
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A part of Cengage
B R I NG I NG T H E WO R L D TO T H E C L A S S R O O M
A ND T H E C L A S S R O O M TO L I F E
ELTNGL.COM