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Objectives of Unit III
• 1. To present the definitions of
Contented based second language instruction.
Definitions
• Snow, M.A. and L.D. Kamhi-Stein(1997)
Content: the use of subject matter for second /foreign language teaching purposes.
Subject matter: topics or themes in EFL setting.
Models of Contented Based Instruction
Can be distinguished by
• 1. Setting
• 2. Instructional level
• 3. Degree of emphasis on language and content
5 Models of CBI
• Last three models:
(more language driven)
for secondary and postsecondary language settings.
I. Immersion Model
• - Established in 1965, now can be found across Canada and U.S.
• - Students receive most of their schooling through the medium of their second language.
They’re different in
• the amount of time that foreign language is used
• The grade level in which the program begins
• In early partial programs:
A 50/50 time allocation of English and the foreign language to teach academic content .
II. Content-Enriched FLES
• School curriculum paired with FL objectives.
• Students use the foreign language to talk about the unit
• More relevant and richer context to use the language
III. Theme based Model
• Widely implemented in U.S. elementary schools serving
- native populations ( Walmsley 1994)
- Special ed students ( Falvey 1995)
- Second language learners( Gianelli 1997)
• Also widely applied in language institutes at college or university level.
- for students of diverse language backgrounds to improve EAP skills
6 T’s Approach by Stroller and Grade (1997)
• 1. Theme
Central ideas that organize major curricular units
• 3. Texts:
Content resources that drive the basic planning of the theme units.
Includes reading, videos, lectures,etc.
• 4. Threads
Linkage across units that create curricular coherence
e.g., ethics, social problems, etc.
5. Tasks
Day-to-day instructional activities to teach content and language
taking notes, small group discussion
IV. Sheltered Model
• Exist in secondary and postsecondary settings
• Students follow regular curriculum
• Instruction geared to their proficiency level
• Can offer an effective approach to
-integrating language and content instruction
for intermediate ESL students
V. Adjunct Model
• Student concurrently enroll in a language and content course.
• Implemented in postsecondary settings
• Coordination of objectives and assignments between language and content instructors