Content Based Language Teaching Flashcards
Content Based Instruction
An approach in which L2 teaching is organized around content the student need to acquire, rather than around linguistic features. Draws on CLT principles.
Content topic/concepts
While planning, carefully consider the content concepts you wish to teach and use district curriculum guidelines and grade-level content standards to guide you. In sheltered classrooms, this entails ensuring that although materials maybe adapted to meet the needs of English learners, the content is not diminished. When planning lessons around content concepts, consider the following: (1991, Gunderson)
- the student’s first language literacy
- their second language proficiency
- their reading ability
- the cultural and age appropriateness of the L2 materials
- the difficulty level of the material to be read
Cooperative Learning
(Kagan, 1992; Johnson & Johnson, 1994) Draws on philosophies of Piaget and Vygotsky. Learning happens best when there is a significant amount of interaction. Part of CLT. Emphasizes teamwork activities (peer editing, jigsaws). 5 Principles - (Kagan)
- Positive Interdependence
- Face-to-face interaction
- Individual Accountability
- Social Skills Training
- Group Processing/Formation
Graphic Organizers
Provide students will visual clues they can use to supplement written or spoken words that may be hard to understand. (KWL Chart, story maps, venn diagrams, t-charts, webs, timelines, outlines.)
Grouping
Refers to the way the students are broken up into classes or within the classroom by age or proficiency level. The goal is to maximize learning. Important considerations are groups size, mix abilities (or not). Types of group instruction include whole group instruction, small group instruction (6-8), tutorial discussion (>5).
Hands-On Activities
Something learners can touch, see, hear, feel, create, or participate in to make connections and construct personal, relevant meanings.
High-Order Thinking Skills/Questions
A concept of education reform based on learning taxonomies (like Bloom’s) that proposes that some types of learning require more cognitive process, but also have more generalized benefits.
Information Exchange Tasks
One of the primary techniques used in TBLT, in which two learners each have different pieces of information and must negotiate for meaning to share the information to complete a task.
Inquiry Based Science
Type of lesson/technique that can be used in Content-Area instruction for ELLs. The goal of inquiry based science is to allow students to interact with each other using the English language and pertinent content vocabulary to inquire and make hypotheses (thus using the scientific processes) while obtaining content objectives.
Interactive Writing
Involves the sharing of the pen between teacher and student. Focuses on concepts and conventions of print and how sounds connect with letter.
Multiple Intelligences
Gardener (1983) claimed that there were other types of intelligences rather than just general (IQ).
- Linguistic
- Logical Mathematical
- Spatial
- Musical
- Bodily/Kinesthetic
- Interpersonal
- Intrapersonal
- Naturalist
Teachers should find out preferred intelligences and incorporate different modalities into lessons.
SDAIE Specially Designed Academic Instruction in English
Specially Designed Academic Instruction in English: Intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English. Unlike SEI (Sheltered English Immersion), the primary language support is available. Note, in California, sheltered instruction, is called SDAIE (specially designed academic instruction in English). Many other states are now using this term, SDAIE, to refer to their sheltered instruction programs. Dr. Wayne Wright says it carries a positive connotation, noting that instruction is different however is on grade level and appropriately challenging.
SEI Sheltered English Immersion
English language acquisition process for young children in which nearly all classroom instruction is in English but with curriculum and presentation designed for children who are learning the language. Books and instructional materials are in English and all reading, writing, and subject matter are taught in English. The terms “sheltered English immersion” and Structured English immersion are often used interchangeably. Native and nonnative learners (language learners) are in the same classroom with sheltered instruction.
Sheltered Instruction
General/umbrella term referring to grade-level-content-area instruction that is provided in English but in a manner that makes it comprehensible to ELL students while promoting their English language development. Note, in California, sheltered instruction, is called SDAIE (specially designed academic instruction in English). Many other state are now using this term, SDAIE, to refer to their sheltered instruction programs. Dr. Wayne Wright says it carries a positive connotation, noting that instruction is different however is on grade level and appropriately challenging.
