Learning Vocabulary - PH ZürichMake use of the learners’ senses •Use visual aids: e.g....

Learning VocabularyErfa-Tagung bili 2017 / PHZH

Andreas Grütter

The role of language in bilingual education / content and language integrated learning• The main goal is that students understand the content of a lesson

with regards to the subject

• The language necessary to achieve this goal has to be acquired

• Learning L2 in bili should be primarily understood as a means to this goal

Teaching Vocabulary: The most important guideline

Vocabulary should always be taught in context

Make use of the learners’ senses

• Use visual aids: e.g. pictures, mind maps, colour when possible

• Use auditory aids: at the very least, say the new vocabulary out loud / have the learners say it out loud

• Be creative whenever possible and feasible: it really helps students to remember

There can – some say there should - be a difference between learning new vocabulary in a BILI lesson compared to learning new vocabulary in an English lesson.

Assigning Pictures

Gap Texts

Crossword Puzzles

Word Loops I

Create a table of your vocabulary with a description (or the German word) and the technical term

a job or profession that someone does for a long time career

a person who starts a business and is willing to risk loss in order to make money

entrepreneur

the activities that relate to running a company, school, or other organization

administration

someone who buys goods or services from a business customer

a legal agreement between people, companies, etc. contract

Word Loops II

Move one side one step down

a job or profession that someone does for a long time contract

a person who starts a business and is willing to risk loss in order to make money

career

the activities that relate to running a company, school, or other organization

entrepreneur

someone who buys goods or services from a business administration

a legal agreement between people, companies, etc. customer

Word Loops III

Step 3: Physically cut off each line and distribute one line to each learner, then have one learner read his/her description (on the left) out loud

=> The learner with the matching technical term (on the right) reads it out loud, and then continues with the next description

a job or profession that someone does for a long time contract

a person who starts a business and is willing to risk loss in order to make money

career

the activities that relate to running a company, school, or other organization

entrepreneur

someone who buys goods or services from a business administration

a legal agreement between people, companies, etc. customer

Teach only what learners actually need

• Learners need to use the new vocabulary actively in order to learn

only have them learn what they actually need to understand the content (content-obligatory language)

vocabulary that could be helpful, but is not absolutely necessary (content-compatible language) should not be a priority in content-oriented classes

Code-Switching

• Depending on the language level of your learners, try to primarily use one language (L2)

learners will automatically try to use L2, as well

• However: do NOT be afraid to code-switch to German as necessary, and allow it for your learners as well

• Sometimes, you need to explain a difficult concept in both L2 and L1.

How to speak as a bili teacher

• Speak slowly and articulate clearly

• Use an appropriate level of language

• Use visual aids even more frequently than usual

• Some repetition & redundancy is helpful

Recommended reading / bibliography

O’Dwyer, E.J. [2007]; “Two for One – Die Sache mit der Sprache”, hep; Bern.

Mehisto, P., D. Marsh and M.J. Frigols [2008]: “Uncovering CLIL”, Macmillan; Oxford.

Harmer, J. [2007]: “English Language Teaching”, Pearson; Harlow.

Watcyn-Jones, P. and O. Johnston [2010]: “Test your Vocabulary 1”, Pearson; Harlow.