Content Based Instruction-modificado

7/28/2019 Content Based Instruction-modificado

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The three key elements:

the language and the content are learned concurrently;

the study of language and content are integrated;

the language to be focused on is determined by the content material

In many contexts, students learn language and subjectmatter separately.

In content-based instruction, students learn language

and subject matter simultaneously.

SUBJECT MATTER

ENGLISHAREAS OFKNOWLEDGE:

CONTENT


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Seven Characteristics of Content-Based Instruction

Jourdenais and Shaw (2005, p. 2) have identified seven definingcharacteristics of CBI, which they say are hallmarks of thisapproach to curriculum design.

1. Students acquire language while learning about other contentareas.

2. Content areas are relevant to learners' academic needs.

3. Language is contextualized through these relevant content areas,and thus, it is also relevant to learners' needs.

4. Support is provided for learners' linguistic development.

5. A focus is placed on developing academic and language

proficiency.6. Authentic materials are used to present content matter.

7. The use of authentic materials lends itself to the integration of skills,to increased motivation, and to increased cognitive and linguisticcomplexity.


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TEACHING

culture

Subject

matter

language


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Computationalmetaphor ofteaching

Joint-construction:


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Two ideologies competing about the

goals of education:

1. empty vessel

Learning throughcollaboration

2. progressive


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Zone of Proximal Development

The development of cognition itself is theresult of participation with others inpurposeful-directed activities.

The good learning is learning that isahead of development.


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parents Nigel


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NIGEL: try eat lid

FATHER: what tried to eat the lid?

NIGEL: try eat lid

FATHER: what tried to eat the lid? NIGEL: goat, man said no, goat try eat lid, man

said no

Later

NIGEL: goat try eat lid, man said no

MOTHER:and why did the man say no?

NIGEL: goatshouldnt, it eat lid (shaking head)

good for it. MOTHER:the goatshouldnt eat the lid, its not

good for it.

NIGEL: goat try eat lid, man said no, goat

shouldt eat lid, (shaking head) good for it


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Purpose:To display how much the learner knows

or is able to say about the language.

To construct a text together: Jointlyconstructed text

To scaffold language

Context(s): family teaching sibling to talk


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J. Bruner (1978:19*) the steps taken toreduce the degrees of freedom in

carrying out some tasks so that the childcan concentrate on the difficult skill sheis in the process of acquiring

The Role of Dialogue in Language Acquisition In theChilds Conception of Language, ed. A. Sinclauir, R. Jarvellaand W. Levelto. New Your: Springer-Verlag


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Scaffolding:

Language Acquisition Support System
http://www.google.com.uy/imgres?imgurl=http://1.bp.blogspot.com/_S53aOFJebCE/TE7O5aFn4EI/AAAAAAAAAI8/zl7pnRy7Rng/s1600/Frames-Scaffolding.jpg&imgrefurl=http://undergraduateteachingstories.blogspot.com/2010/07/scaffolding-teaching-and-learning.html&usg=__AT4vasPlB_2YFzTfz1OwPkEyIRA=&h=680&w=400&sz=94&hl=es&start=73&sig2=R4WFVeACp5aPTQJQpzRyFA&zoom=1&tbnid=fWiti5r2Am5JeM:&tbnh=135&tbnw=78&ei=xstaTca7M4GB8ga5p_jZDQ&prev=/images?q=scaffolding+++bruner&hl=es&rlz=1R2ACAW_esUY352&biw=1001&bih=444&tbs=isch:1&itbs=1&iact=rc&dur=344&oei=jctaTarlCcPYgQfX7KSADg&page=9&ndsp=11&ved=1t:429,r:5,s:73&tx=66&ty=72


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Context: School
http://www.google.com.uy/imgres?imgurl=http://espanol.istockphoto.com/file_thumbview_approve/1338408/2/istockphoto_1338408-school-bus.jpg&imgrefurl=http://espanol.istockphoto.com/stock-illustration-1338408-school-bus.php&usg=___bnR4V4SGNhMNsGsbnNmhkBigFE=&h=300&w=380&sz=63&hl=es&start=18&sig2=xW16x15l1gQ-mgVz1YGqHw&zoom=1&tbnid=8XC3l18E_X3lnM:&tbnh=136&tbnw=172&ei=I31aTczJLs2TtwfH2fWdDA&prev=/images?q=schoolbus&hl=es&sa=G&biw=1020&bih=444&gbv=2&tbs=isch:1&itbs=1&iact=rc&dur=375&oei=q3xaTdGfK83ngQequ5SEDg&page=3&ndsp=8&ved=1t:429,r:0,s:18&tx=123&ty=44


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How can we integrate content andlanguage?

LANGUAGE

CONTENT

CULTURE

What ?Why?How?

What?Why?How?

What?Why?How?


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when the context requires learners tofocus on the ways they are expressing

themselves, they are pushed to producemore comprehensible.

language form per se should notbecome a major teaching focus, butlearners should have opportunities touse stretches of discourse in contexts


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Initation: Response: Feedback:

Initiation:

Reponse 1: Feedback: Response 2: Feedback:

Initiation: Response: Feedback:

What season comes after fall? Winter Good girl

Now? everyone, who can tell me what

these are called A compass? Not quite, nearly right A pair of compasses. Right, good!

And who knows what we can use themfor?

Making circles? Right, we can draw circles with them


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DISPLAY QUESTIONS

(I.R.F. or I.R.E.)

-Traditional lessons: trasmitting a body of

information-Deprive students opportunities to

interactional features

- two-third rule

GENUINE QUESTIONS

(GROUP WORK)

- Sts. hear greater variety of L: increases

listening- Interaction: requires developing speaking,

clarifying meaning

- L. is contextualized within a content area(meaninful)

Typesofq

uestions


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The task shouldrequire talk, notsimply encourage.


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Sts have to share what theyvelearnt

The task is cognitivelyappropriate for the learners

The task is integrated with abroader curriculum topic

All children are involved

Sts. have enough time tocomplete tasks


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Growing PotatoesPotatoes were first grown in Peru over 200 years ago, long,

long before the Irish ever got their hands on them! Aside from dairy

foods, potatoes are the most commonly eaten food in the westernworld

Up to the 1800s, growing potatoes was only for the poor. Theirnutritional value and taste has been appreciated more over the last200 years and the humble potato has now become part of the

standard diet of the UK and Ireland.How To Grow Your Potatoes - Position

A potato plant will grow in most soils as long as it has beenwell dug. The soil should be clear of large lumps and stones. Add asmuch compost as is available, or bonemeal (or similar) at the time of

digging. It is a good idea to prepare the soil in mid November orDecember to allow it to settle before planting and let the compostbegin to break down. Although not fussy about the soil type, thepotato prefers a slightly acidic soil, so do not add lime before, during

or after planting.


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ACHILLES HEEL

Teachers need to beproficient, both in

language and subjectmatter

coaching/mentoring

COURSES

TEAM WORK


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BRUNER, Jerome (1988) Desarrollo cognitivo y educacin.Seleccin de textos por Jess Palacios. Madrid: EdicionesMorata, S.A.

BRUNER, Jerome (2006),Actos de Significado. Ms all dela revolucin cognitiva. Madrid: Alianza Editorial.

Gibbons, P. ( 2002) Scaffolding language, scaffoldinglearning. Teaching Second Language Learners in theMainstream Classroom USA: Heinemann

Lightbown and Spada (2006) How languages are learntChina: 3rd. Edition. O.U.P.


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Geniuos without education is likesilver in a mine.

Benjamin Franklin

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Content Based Instruction-modificado