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<ul><li><p>CBLLCONTENT BASED LANGUAGE LEARNING</p><p>SAY WHAT YOU MEAN AND MEAN WHAT YOU SAY</p></li><li><p>CBLLCONTENT-BASED LANGUAGE LEARNINGEnglish across the curriculum: a challenge or mystification ?</p><p>Reasons for content based language learningCharacteristics of content based LLContentClassroom activitiesOpen issues and problems</p></li><li><p>Reasons for content-based language learningWhyIts learner-centred </p><p>increases motivationpromotes learners self- confidence its subject-integrated, therefore interdisciplinarybased on cognitive constructivist mind process stimulates use of multiple intelligences and creative decision-taking, ability to reconstruct and represent, autonomyinstitutional policy</p><p>EU-recommendedItalian MPI -supportedresponds to youth exchange project needsresponds to growing multi-ethnic classes</p><p>relevance to work</p><p>professionally/vocationally oriented focused on practical outcomestask-based, goal-basedresponds to need for better discipline-integrated educational paths (interdisciplinarity)</p></li><li><p>WHAT Content &amp; CharacteristicsContent: choice of content considers:Learners needs analysis a)educational purposes (academic, literature, British studies) b)professional/vocational purposesVariables: a)absolute b)variableChoice should fall on most suitable subjects because of their highly interdisciplinary value</p></li><li><p>CharacteristicsMeets specific learners needscan also make use also of underlying methodologies and activities of the disciplines servedwhen part of school curriculum its more motivating if it falls to the centre of continuumpresumes students more focused cognitive attention concentrates on subject matter and leaves linguistic aspect on the background: its more meaningfulrequires some initial intensive vocabulary intensive instruction if field is newis multidisciplinary activityrequires cooperation between language and subject teachersrequires teachers with good competence in both language and subjectrequires well designed and well-balanced assessment criteriaimplies and allows code shift from L1 to L2 and viceversa</p></li><li><p>Activities</p><p>1.Implies a lot of Task-based activities,problem solving, simulations, role play, case study, project workmind maps, charts, tables, graphics2.Makes use of more peer teachingauthentic material and less simplified language texts but more simplified subject textsinnovative techniques and technologies ITC3.Subject activities are more structured and language ones more focused on meaning</p></li><li><p>Open issues and problemsActivities implying lots of self made material and Ts work overloadBalance between language &amp; subject weighting in assessmentNeed for special school &amp; class organisation: department in charge, small groups, timetableInvolves teamwork and regular meetings to add to teachers workPossible difficulties encountered by lower achieving students</p></li><li><p>OUTCOMESImproved students competence in speaking EnglishSmooth introduction to English and gradualityStudents grades in bilingual subjects above the averageStudents and parents fear of extra overload not substantiatedStudents improved autonomy, self direction, motivation Teachers improved team work management and didactic competence</p></li><li><p>MODEL TYPES OF CBELLanguage-based types Subject/content-based typesFLTImport topics into FLT (content-based FLTTheach language in support of FL-medium lessonTeach whole subject lessons in FLDual teacher lessonTeach whole/part of subject in FL</p></li><li><p>ROLE OF LANGUAGE TEACHERS/SUBJECT TEACHERS Multidisciplinary teacherExpert evaluatorLot of teacher/peer interactionTeacher may not be the primary knower of the carrier content but students may be more expert</p><p>Theacher as material editor: choosing , adapting, writing the right materialTeacher as researcher in understanding the discourse of the texts students useTeacher as collaborator : language expert suppoting the subject teacherL1L2Peer interaction</p></li><li><p>Testing and assessmentLanguagecompetenceSubject competence</p></li><li><p>CBELPEDAGOGY</p><p>MINORITY LANGUAGE EDUCATION MINORITY GROUPS IN LANGUAGE EDUCATIONGOALS , AIMSTEACHING L2 ABILITYL teachers roleS teachers rolePolicy &amp; administrationcontentCode switchingTeacher talk Student talkLearning strategiesTask design tasks availableAssessmenttestingLanguage demandmaterialsMIND MAP</p></li><li><p>The best method is whatever is best for the learner....Teachers can teach, but only learners can learn.In the end one is responsible for his own progress. from The Council of Europe Guide</p></li></ul>


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