1. http://tinyurl.com/bjones-cbi-handoutCONTENT-FOCUSED LANGUAGE INSTRUCTION BRENT A. JONES KONAN UNIVERSITY, HIRAO SCHOOL OF MANAGEMENT

2. KONAN CUBEENGLISH LANGUAGE PROGRAM 3. GOALS & AIMS (PRE-2009) internationally-minded citizensintegrate English, liberal arts and other coursescommunicative competence and confidencecreativity and a sense of curiositypractical skillsglobal literacycritical thinkingstudying in Englishreading/writing/presentation 4. REQUIRED ENGLISH COURSES Semester OneSemester TwoSemester ThreeGlobal Challenges (twice a week)American Studies (twice a week)European StudiesSpeech & Discussion (twice a week)Discussion & Debate (twice a week)Japan StudiesCUBE English IIBusiness CommunicationCUBE English ITOEIC Preparation 5. ELECTIVES (SEMESTERS 4 - 8)Regional StudiesAsian Neighbors, Cultural Look at SpainStudies in LiteratureThe Graphic Novel, Sports in LiteratureBusiness Skills IIAdvanced Business, The Auto IndustryMedia StudiesNews & the Media, Web 2.0, Film StudiesLiberal Arts KnowledgeHistory of European Thought, Socratic DialogsCommunication Skills ILanguage & Culture of Spain, CrossCultural CommunicationCross DisciplinarySustainable Living 6. CBI & CLIL . . . AND MANY, MANY MORE content-based language instructioncontent and language integrated learningcontent-focused language learningenhanced language learningteaching language through contentimmersion 7. WHAT ARE WE TALKING ABOUT? USE OF SUBJECT MATTER AS A VEHICLE (OR FRAMEWORK) FOR LANGUAGE TEACHING/LEARNING 8. BENEFITS (OR PURPOSE)Learning authentic languageExposure to lots of languageLanguage learning as a bi-product of academic endeavoursUseful language embedded in relevant, meaningful contextsIncreased intrinsic motivation 9. Students will not be motivated to learn unless they regard the material they are taught as worth learning. Drnyei, 2001 10. CREATING SLESLearning GoalsFeedback & AssessmentLearning & Teaching ActivitiesSLEs = Significant Learning Experiences 11. MODULESSociety & CultureBusiness & The EconomyThe EnvironmentGovernment & Politics 12. SOCIETY & CULTURE 13. SHADOWING 14. DICTATION & DICTOGLOSS 15. BUSINESS & THE ECONOMY 16. CONVERGENT & DIVERGENT TASKS 17. THE ENVIRONMENT 18. GENRE WRITING & THE READING/WRITING CONNECTION 19. GOVERNMENT & POLITICS 20. PEER-ASSESSED INTERVIEWS 21. SCAFFOLDING 22. TYPES OF CBIAdjunct ModelSheltered ModelTheme-based Model 23. Alternative models of CLIL Soft CLILType of CLILTimeContextLanguage- one class per Some subject topics taught led week during a language course Subject-led (modular)Hard CLIL15 classes per termSubject-led approx. 50% (partial of immersion curriculumSchools or teachers choose parts of the subject syllabus to teach in target language Half of subject curriculum taught in target language. 24. MORE ACRONYMS?Problem-Based Learning (PBL)Project-Based Learning (PBL)Task-Based Learning (TBL) 25. LESSONS LEARNEDInvolve 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. 26. CONSIDERATIONSGroup Learning Trajectory / Individual Learning Path 27. BACKWARD DESIGN & FORWARD ASSESSMENT Backward DesignWhats important now and years after the course?What should students do in the course to succeed?Forward AssessmentImagine students in a situation where they would use the knowledge and/or skills.Focus the learning on realistic, meaningful tasks. 28. A HOLISTIC VIEW OF ACTIVE LEARNING Experiences- Doing, Observing - Actual, simulated - Rich learning experiencesInfo and Ideas- Primary/secondary - Accessing them in class, out-of-class, onlineFink, 2003Reflecting- On what one is learning and how one is learning - Alone and with others 29. KEY CONCEPTS - REVIEW Learning Outcomes (include student voice)Emphasis on High Frequency VocabularyLots of Comprehensible InputReading-Writing Connection (Genre)Can Do StatementsRelevanceFocus on Content (with practice on all 4 skills)Blended Learning (Flipped Classroom)Scaffolding (just in time, just enough) 30. GOOD COURSES ARE COURSES THAT . . . challenge students to significant kinds of learninguse active forms of learninghave teachers who care about the subject, their students, and teaching and learninghave teachers who interact well with studentshave a good system for feedback, assessment and gradingL. Dee Fink 31. WWW.BRENTJONES.COM 32. Cognitive Load Theory 33. POSITIVESAchieving program goalsHigh and appropriate expectationsStudent satisfactionYear by year improvementsGaining recognition as innovativeIncreased use of English O-Zone 34. CHALLENGESMonitoring student progressWide ability/motivation/expectation gapsQuality controlStuck in outdated modelLow buy in (students, faculty, staff) 35. FRAMEWORK FOR IMPROVEMENTS Accreditation process (external accountability)How to better serve students (internal) 21st century skillsRelevanceSocietal needsCatch their imagination (inspiration) 36. One-Step Minimum per YEARACTFL Proficiency GuidelinesCEFR Can Do Statements / iBT range / TOEIC range 37. LEARNING OBJECTIVESCognitive objectives: Affective objectives: What do you want your graduates to know?What do you want your graduates to think or care about?Behavioral objectives: What do you want your graduates to be able to do? 38. LEARNING OBJECTIVESMastery 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. 39. GLOBAL CHALLENGES Schema BuildingReading/Writing ConnectionStories (non-fiction)Case StudiesProblem-Based LearningCritical ThinkingSelf AwarenessCause/Effect/LinksVocabulary BuildingResearch SkillsDiscussion/Presentation 40. SPEECH & DISCUSSION Physical Message Body/VoiceVisual MessageStory MessageConfidence BuildingLogical ThinkingTransitionsSpeech WritingTypes of Speech/DiscussionSupporting IdeasExtemporaneous/Impromptu Speaking 41. 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 42. AMERICAN STUDIES Schema BuildingBlended LearningModules History/GeographySociety/CultureGovernment/PoliticsResearch ProjectAmerican FairReading/Writing ConnectionLearning PortfolioGenre Writing