UNIVERSIDAD AUTÓNOMA DE NUEVO UNIVERSIDAD AUTÓNOMA DE NUEVO LEÓNLEÓN

Facultad de Filosofía y LetrasFacultad de Filosofía y LetrasColegio de Ciencias del LenguajeColegio de Ciencias del Lenguaje

Mtro. Oscar Eduardo Sandoval Mtro. Oscar Eduardo Sandoval VillaVilla

Diplomado en Didáctica del Idioma InglésDiplomado en Didáctica del Idioma InglésMódulo: Enseñanza de Contenidos en Módulo: Enseñanza de Contenidos en

InglésInglés

Content TeachingContent Teaching

•1st Favorite Animal1st Favorite Animal

•2nd Favorite Animal2nd Favorite Animal

DefinitionDefinition

Content Teaching:Content Teaching:

It refers to an approach to second language teaching in It refers to an approach to second language teaching in which teaching is organized around the content or which teaching is organized around the content or information that students will acquire, rather than around a information that students will acquire, rather than around a linguistic or other type of syllabus.linguistic or other type of syllabus.

(Richards and Rodgers, 2001)(Richards and Rodgers, 2001)

It is the teaching of content or information in the language It is the teaching of content or information in the language being learned with little or no direct or explicit effort to teach being learned with little or no direct or explicit effort to teach the language itself separately from the content being taught.the language itself separately from the content being taught.

(Krahnke,1987)(Krahnke,1987)

Approach of Content Based Approach of Content Based Instruction:Instruction:

Central Principles:Central Principles:

1. People learn a second language more 1. People learn a second language more successfully when they use the language as successfully when they use the language as a means of acquiring information, rather a means of acquiring information, rather than as an end in itself.than as an end in itself.

2. 2. Content-Based Instruction better reflects Content-Based Instruction better reflects learners´needs for learning a second learners´needs for learning a second language.language.

ModelsModels

• Language across the CurriculumLanguage across the Curriculum

• Immersion EducationImmersion Education– Development of a high level of proficiencyDevelopment of a high level of proficiency– Development of a positive attitudeDevelopment of a positive attitude– Development of Foreign Language SkillsDevelopment of Foreign Language Skills– Development of designated skills and Development of designated skills and

knowledge in the content areas of the knowledge in the content areas of the curriculumcurriculum

• Immigrant On-Arrival ProgramsImmigrant On-Arrival Programs

• Programs for Students with Limited English Programs for Students with Limited English Proficiency (SLEP)Proficiency (SLEP)

• Language for Specific Purposes (LSP)Language for Specific Purposes (LSP)– LSP has focused on English for Science and LSP has focused on English for Science and

Technology (EST)Technology (EST)– Subfields ESP, EOP and EAPSubfields ESP, EOP and EAP

(Rodgers, 2001)(Rodgers, 2001)

Content-Based TeacherContent-Based Teacher

Essential Skills:Essential Skills:1.1. Varying the format of classroom instructionVarying the format of classroom instruction2.2. Using group work and team-building techniquesUsing group work and team-building techniques3.3. Defining the background knowledge and Defining the background knowledge and

Language Skills required for student success.Language Skills required for student success.4.4. Helping students develop coping strategiesHelping students develop coping strategies5.5. Using process approaches to writingUsing process approaches to writing6.6. Using appropriate error correction techniquesUsing appropriate error correction techniques7.7. Developing and maintaining high levels of Developing and maintaining high levels of

student esteem.student esteem.(Rodgers, 2001)(Rodgers, 2001)

Guidelines for Teaching Guidelines for Teaching ContentContent

• Provide hands-on and cooperative experiences.Provide hands-on and cooperative experiences.• Start by linking the lesson topic to student´s prior knowledge.Start by linking the lesson topic to student´s prior knowledge.• Teach and have student learning styles: use visual, auditory, and Teach and have student learning styles: use visual, auditory, and

kinesthetic means.kinesthetic means.• Follow a general overview of the lesson or unit with new information in Follow a general overview of the lesson or unit with new information in

chunks; include active practice.chunks; include active practice.• Show students how to ask and answer higher-level questions about Show students how to ask and answer higher-level questions about

content.content.• Monitor student´s comprehension on an on-going basis.Monitor student´s comprehension on an on-going basis.• Teach students how to “know when they don´t know”- and what Teach students how to “know when they don´t know”- and what

action to take.action to take.• Show students how to use graphic organizers to identify prior Show students how to use graphic organizers to identify prior

knowledge, prepare study guides, and restructure prior knowledge.knowledge, prepare study guides, and restructure prior knowledge.• Provide books, articles, and other resources on content topics; teach Provide books, articles, and other resources on content topics; teach

students how to use them.students how to use them.• Provide explicit instruction in learning strategies for understanding, Provide explicit instruction in learning strategies for understanding,

remembering, and using content.remembering, and using content.

Developmental Characteristics Developmental Characteristics of Children Ages 5-10of Children Ages 5-10

AgAgee

PhysicalPhysical CognitiveCognitive SocialSocial

5-65-6 • large and small large and small

motor skills still motor skills still

developingdeveloping

• very activevery active

• short attention short attention spanspan

•Fatigue easilyFatigue easily

• need concrete need concrete objects objects

as base for as base for experienceexperience

• still learning bulk of still learning bulk of

languagelanguage

• limited by limited by “centration”“centration”

• can classify along can classify along one one

dimensiondimension

• think in terms of think in terms of

associating words associating words with with

meaningsmeanings

• egocentricegocentric

• uninhibiteduninhibited

• friendlyfriendly

• need structureneed structure

• need praiseneed praise

• see self as see self as

physical traitsphysical traits

• interact with interact with

peers more as peers more as

friendsfriends

• enjoy fantasy enjoy fantasy

playplay

AgAgee

PhysicalPhysical CognitiveCognitive SocialSocial

7-87-8 • refining large refining large and and

small motor skillssmall motor skills

• longer attention longer attention

spanspan

• on task longeron task longer

• greater ability to greater ability to

reasonreason

• interest in how/why interest in how/why

relationshipsrelationships

• reading and writingreading and writing

• language may be language may be

ahead of conceptsahead of concepts

• can construct a can construct a series series

(small to big)(small to big)

• can classify can classify

hierarchicallyhierarchically

• still need concrete still need concrete

experiencesexperiences

• more separate more separate

sense of selfsense of self

• more reflectivemore reflective

• go by rulesgo by rules

• stronger stronger

friendshipsfriendships

AgAgee

PhysicalPhysical CognitiveCognitive SocialSocial

9-109-10 • skills well skills well developeddeveloped

• reading and writing reading and writing

well establishedwell established

• can classify along can classify along more more

than one dimensionthan one dimension

• can think logicallycan think logically

• can “conserve”can “conserve”

• analyze work analyze work criticallycritically

• still need concrete still need concrete

experiencesexperiences

• increased increased

autonomyautonomy

• sensitive to sensitive to

differencesdifferences

• friendships are friendships are

important and important and

peer-oriented peer-oriented

(same sex)(same sex)

• judgementaljudgemental

Observation SheetObservation SheetSubject _____________________ Subject _____________________ Students Age ____________Students Age ____________

Grade __________________Grade __________________

Main Techniques used by the professor ________________________Main Techniques used by the professor ________________________

________________________________________________________________________________________________________________

Students Features _________________________________________Students Features _________________________________________

________________________________________________________________________________________________________________

PhysicalPhysical Emotional Emotional Cognitive Cognitive

________________________________ ________________________________ ________________________________

________________________________ ________________________________ ________________________________

________________________________ ________________________________ ________________________________

________________________________ ________________________________ ________________________________

Learning Strategies for Social Learning Strategies for Social Studies Studies

Metacognitive Strategies:Metacognitive Strategies:• Selective AttentionSelective Attention

• Self – monitoringSelf – monitoring

• Self – assessmentSelf – assessment

• Organizational Organizational PlanningPlanning

Cognitive StrategiesCognitive Strategies

• ResourcingResourcing

• Elaborating Prior KnowledgeElaborating Prior Knowledge

• Making InferencesMaking Inferences

• SummarizingSummarizing

• Using ImageryUsing Imagery

Social / Affective StrategiesSocial / Affective Strategies

• Questioning for ClarificationQuestioning for Clarification

• CooperatingCooperating

• Self - talkSelf - talk

Learning Strategies for Learning Strategies for ScienceScience

Metacognitive StrategiesMetacognitive Strategies

• Advance OrganizationAdvance Organization

• Selective AttentionSelective Attention

• Organizational PlanningOrganizational Planning

• Self - assessmentSelf - assessment

Cognitive StrategiesCognitive Strategies

• Elaborating Prior Elaborating Prior KnowledgeKnowledge

• ResourcingResourcing

• Making InferencesMaking Inferences

• Using ImagesUsing Images

Social / Affective StrategiesSocial / Affective Strategies

• Questioning for ClarificationQuestioning for Clarification

• CooperatingCooperating

• Self - TalkSelf - Talk

Lesson PlanLesson PlanLESSON PLAN FORMAT: INTEGRATED INSTRUCTIONLESSON PLAN FORMAT: INTEGRATED INSTRUCTION

THEME:THEME:LESSON TOPIC:LESSON TOPIC:OBJECTIVESOBJECTIVESLanguage SkillsLanguage Skills

Speaking / Listening:Speaking / Listening:Reading / Writing:Reading / Writing:Structures:Structures:

Content Skills:Content Skills:Thinking/Study Skills:Thinking/Study Skills:Key Vocabulary:Key Vocabulary:LITERATURE:LITERATURE:MATERIALS:MATERIALS:----------------------------------------------------------------------------------------------------------------------------------MOTIVATION:MOTIVATION:PRESENTATION:PRESENTATION:PRACTICE / APPLICATION:PRACTICE / APPLICATION:REVIEW / EVALUATION:REVIEW / EVALUATION:EXTENSION:EXTENSION: