Beginning Level Content-Based Language Learning

Beginning Level Content-Based Language

Learning     

Anthony Silva, Frank NojiKapiolani Community College – Hawaii

TESOL 2010Boston

Objective

To present a reflective framework to use in developing a Beginning level ESOL class and one realization of a course using the framework.

How the teacher can better facilitate language learning through the use of content.  

Content-Based Language Learning (CBLL)

Distinguish between

CBI

CBLL

CBLT

input output

CBI - CBLL

Up-take Out-take

Student/LearnerStudent/Learner

CONTENTCONTENT PURPOSEPURPOSE

LANGUAGE

CBLL

• Teach More about Less.

• Seek Principled Understanding.

• Aim for Rooted Relevance 

Academic Mode

Beliefs about the Language Classroom

Purpose

writing

poster sessions

collaboration

PARTICULARITYPARTICULARITY

PRACTICALITYPRACTICALITY

INPUTINPUT UP-TAKEUP-TAKE

OUT-TAKEOUT-TAKE

OUTPUTOUTPUT

FEEDBACKFEEDBACK

REHEARSALREHEARSAL

Activation & preparation

Activation & preparation

Making input comprehensibleMaking input

comprehensible

Review & assessmentReview & assessmentPractice & applicationPractice & application

Purpose

input output

Beliefs about Language Classroom Teaching

Up-take Out-take

Student/LearnerStudent/Learner

Beliefs about Language TeachingBeliefs about Language Teaching

Students are

engaged with the content

Purposeful Content

Purposeful Content

Authentic out-take

Authentic out-take

Feedback

RehearsalUptake

Two challenges for teachers in Beginning Level CBLL classes

• Reducing the noise in the uptake 

• Getting students to produce out-take to get feedback so they can rehearse

Definition of beginning level

• little or no receptive nor productive confidence

• oral production is limited to disconnected words and memorized fragments

• written production is sentence level and full of errors.

Beginning Arabic

• incremental steps. 

osmall leaps

• repetition

• incremental steps. 

osmall leaps

• repetition

Beginning Vietnamese

Just in Time

On Demand

Just in Time

On Demand

recursion and repetitionrecursion and repetition

Freeman Vietnam

Ky In Hanoi

Beginning English for the Deaf

Kind of information:

Foundational Information

Facets

Simplicity

The Kind of InformationThe Kind of Information

FoundationalFoundational TransformationalTransformational

The Kind of InformationThe Kind of Information

ConcreteConcrete AbstractAbstract

The Kind of InformationThe Kind of Information

SimpleSimple ComplexComplex

Presentation of ContentPresentation of Content

Smaller LeapsSmaller Leaps Greater LeapsGreater Leaps

More StructuredMore Structured More OpenMore Open

Less IndependenceLess Independence More IndependenceMore Independence

SlowerSlower QuickerQuicker

Based on: Differentiating Instruction For Advanced Learners In the Mixed-Ability Middle School Classroom By Carol Ann Tomlinson (1995)

MOREMORE

LESSLESS

• 15 minute of intense aural-visual experience:

• introduced practical applications for the concept and vocabulary

• Getting them "to sense the genotype behind the phenotype"

Anchor Activity

Outtake, Feedback, and Rehearsal

Interactive Review

Interactive Review

Oral Pattern Review Practice

Interactive Review

Oral Pattern Review Practice

like to + VERB

enjoy + Ving

Interactive Review

Interactive Review

Interactive Review

Interactive Review

Feedback

Repetition

Recasts

Mixer

Mixer

New Pattern Practice

Mixer

New Pattern Practice

Oral and Written

Mixer

doubts

Mixer

have doubts about

What do you have doubts about in your life?

What do you have doubts about in your life?

I have doubts about my job.

What do you have doubts about in your life?

I have doubts about my job.

have doubts about + NOUN

What do you have doubts about in your life?

I have doubts about my job.

have doubts about + NOUN

I have doubts about ______

What do you have doubts about in your life?

What do you have doubts about in your life?

What do you have doubts about in your life?

What do you have doubts about in your life?

What do you have doubts about in your life?

What do you have doubts about in your life?

Feedback

Feedback and Rehearsal

Activity Feedback and Rehearsal

Write 5 sentences Vocabulary, grammar

Ask 10 classmates Pronunciation, vocab, grammar

Write classmates’ answers Vocabulary, grammar

Share sentences with the class Pronunciation, vocab, grammar

Review sentences on the board Vocabulary, grammar

Submit all sentences Vocabulary, grammar, other

Focused Pronunciation

Focused Pronunciation

Think or Sink?

Poster Session

Poster Session

Oral Interaction

Poster Session

Oral Interaction

2 – 3 minutes

Poster Session

Oral Interaction

2 – 3 minutes

Multiple Repetitions

Poster Session

Talk about what spiritual wellness means to you, your spiritual wellness condition, and

your plans to improve your spiritual wellness. Explain and give examples.

Feedback

Direct Feedback on Pronunciation

Feedback

Direct Feedback on Pronunciation

Recasts of Vocabulary / Grammar

Poster Review

Seated Conga Line

8 ½ x 11 Photos of Posters

Feedback

Direct Feedback on Pronunciation

Feedback

Direct Feedback on Pronunciation

Recasts of Vocabulary / Grammar

Papers

Papers

Same topic as Poster Session

Paper

Write about what spiritual wellness means to you, your spiritual wellness condition, and

your plans to improve your spiritual wellness. Explain and give examples.

Papers

Same topic as Poster Session

30 – 45 minutes of writing in class

Papers

Same topic as Poster Session

30 – 45 minutes of writing in class

No dictionaries, notes, etc

Feedback

Identification of errors in vocabulary and grammar studied in class

Feedback

Identification of errors in vocabulary and grammar studied in class

Correction of errors in vocabulary and grammar not studied in class

Feedback

Identification of errors in vocabulary and grammar studied in class

Correction of errors in vocabulary and grammar not studied in class

“Explain more”

Paper Revision x 2

30 – 45 minutes of writing in class

Paper Revision x 2

30 – 45 minutes of writing in class

Vocabulary / Grammar Notes provided

Vocabulary / Grammar Notes

• like to do ST• enjoy doing ST• want to do ST• need to do ST• have doubts about ST• reduce stress• feel isolated• strive to do ST

• avoid doing ST• cope with ST• be aware of ST• be curious about ST• be essential for ST• be tolerant of ST• consist of ST• in moderation

Feedback

Identification of errors in vocabulary and grammar studied in class

Feedback

Identification of errors in vocabulary and grammar studied in class

Correction of errors in vocabulary and grammar not studied in class

Feedback

Identification of errors in vocabulary and grammar studied in class

Correction of errors in vocabulary and grammar not studied in class

“Explain more”

Beginning CBLL

Anchor ActivityAnchor Activity

Final InsightsStudents must be familiar with the topic but the lesson must lead students to probe deeper in an "academic mode".

Writing is a form of out-take and not composition.

Anchor Activity

Final discussion

• Receptive (reading/listening) is weaker than productive (writing/speaking) capacity

• Student reaction:

Powerpoint available at:cblt.wordpress.com