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Integrating Content and Language in the Vantage College CurriculumBCTEAL Conference 2015
Sandra Zappa-HollmanAlfredo FerreiraBrian Wilson
Who are we?
● Sandra Zappa-Hollman: Director, Academic English Program
● Alfredo Ferreira: Lecturer, Academic English Program
● Brian Wilson: Curriculum Manager
What are we going to do?
1. Brief overview of the Vantage One program
2. Top-level overview of our approach and pedagogical foundations
3. Overview and examples of how we integrate content and
language using register and genre
4. Questions
What is Vantage College?
● UBC Vantage College
is a custom first year
university program that
provides full first year
credits towards select
degrees.● It is located on the
main UBC Point Grey
Campus in Vancouver.● Term 3 MGMT & APSC
courses are delivered
at UBC-O
Who is Vantage College for?
● It is for students who demonstrate high academic achievement
AND
● Students who are looking to complete an undergraduate degree
in either Arts, Science, Engineering or Management
AND
● Students who need additional academic English programming
and support in the first year of their university degree.
What are the language requirements?
The Program Timeline
Content and Language Integrated Learning
● a curricular model in which the teaching of language and subject-matter are combined (Brinton, Snow, & Wesche, 1989; Crandall & Kaufman, 2002; Coyle, Hood & Marsh, 2010).
● “dual focus” model is increasingly used in English for Academic Purposes (EAP) programs around the world given its potential to expedite the disciplinary language proficiency of students
Curriculum overview
Term 1 (Sep-Dec) Term 2 (Jan-Apr) Term 3 (May-Jul)
ARTS SCIENCE ARTS SCIENCE ARTS SCIENCE
GEOG 121 CHEM 121 GEOG 122 EOSC 110/CPSC 110
ELEC. CHEM 123
PSYC 102 PHYS 107 PSYC 208 PHYS 109 PHYS 108
POLI 100 MATH 100 POLI 220 MATH 101
WRDS 150 WRDS 150 SCIE 113
LLED 200 LLED 200 LLED 200 LLED 201
10
VANT 140
VANT 140
VANT 140 VANT 140
VANT 140
VANT 148 VANT 148 VANT 149
Collaborative Practices
Key partnership between AEP and Science/Arts stream instructors● Attendance of Science/Arts (content) lectures● Support from Science/Arts TAs in the AEP class● Consultation for lesson and materials design● Identification of issues/concerns to address● Debriefing - engagement in joint reflective practice
True Collaborations
“a commitment to shared resources, power, and talent: no individual’s point of view dominates, authority for decisions and actions resides in the group, and work products reflect a blending of all participants’ contributions”(Minnis, John-Steiner, and Weber 1994, cited in John-Steiner, Weber, and Minnis 1998, p. 776)
To build students’ capacities for participating in their disciplines in
English, students learn content through English language (and other modes) and
they learn English language itself, i.e., learn to engage meaningfully using
English across disciplines and extracurricular fields.
Learn Language
Learn through Language Learn about Language
Learn Language
Learn through Language Learn about Language
To build students’ resources for engaging with their disciplines and their own learning, the Academic English courses and AE instruction
embedded in content courses support learning about language, i.e., how to talk about
language as a resource for identifying meaning and building valued knowledge.
Register Demands in First Year CONTENT Functions-Abstract and Technical language (eg ‘GPS’ ‘democracy’)-Present relations between things + material actions-Compact logic reasoning between ideas
SOCIAL Functions-Reliable, authorial persona-Build social relations through knowledge claims
ORGANIZING Functions-Use of more ‘written-like’ spoken language-Order information keyed to what listener/reader knows-Track entities across texts Schleppegrell 2004
UBC Vantage College AEP Foundation Course: LLED 200Writing in Academic and Professional Registers
Course Phase Register/Literacy Focus
Weeks 2-5 ORGANIZING Functions
Weeks 6-9 CONTENT Functions
Weeks 10-12 SOCIAL Functions
Register and Genre Across Foundational & Content-linked Courses
LLED 200 Writing via Register: Organizational,
Content, Social Functions
VANT140 Content-Language Tutorial
Elemental Genres Discipline-specific Genres eg
Extended Definition Define psychological concept & discuss its implications
Data Commentary Chemistry lab report
Problem-Solution Discuss choices in solving a math problem
Examples of how we integrate content and language
● Register: Three interdependent functions● Academic Writing: Paraphrasing● Academic Writing: Feedback & Assessment● Content-Language Linked Tutorials: Math
Literacy
Content Function: RepresentationParticipants, Processes, Circumstances
Shifting Levels of Abstraction: NominalizationIdentifying content; Organizing discourse; Generating coherence; Ex/Implicit reasoning
Writing Course Task
LLED 200 Academic Writing Unit 2 Task 2Rewrite the topic sentence so that it is more concise. Nominalize the ideas in bold. There are several possible ways to nominalize them. Compare your answers:
1. The idea that liberty of individuals is more important than controls by government is in many ways an attack on conservative values.
________________________________________________________________________________________________________________________________________________________
2. The way that a local culture is perceived depends on what the observer has experienced in his or her life.
________________________________________________________________________________________________________________________________________________________
Varying Reasoning: Un/Packing Logic
Paraphrasing Logical Relations
Organizational Function
Given/New Information Pattern
Thematic Pattern Analysis
Topic/Closing Sentences (Macro-Themes/Macro-News)
Conjunction
Reference
Org
aniz
atio
nal F
unct
ion
The
mat
ic P
atte
rns
Introduction to Psychology Textbook: Version A
Theme New
William James (1842 – 1910), often regarded as the founder of American psychology,
once described psychology as a “nasty little subject”.
As James noted,
psychology is difficult to study,
and simple explanations are few and far between.
If you enrolled in this course expecting simple answers to psychological questions, like why we become angry and fall in love,
you may be disappointed.
But if you enrolled in the hopes of acquiring more insight into hows and whys of human behaviour,
[you] stay tuned,
because a host of delightful surprises
are in store.
When [you] reading this psychology textbook,
[you] prepare to find many of your preconceptions about psychology challenged.
Organizing FunctionIntroduction to Psychology Textbook: Version B
Theme New
American psychology was founded, according to experts, by William James (1842 – 1910).
Psychology, to James, was a “nasty little subject”.
In his view, psychology, is difficult to study
and it offers few simple explanations.
This area of study does not offer the simple answers that many new university students expect, answers to psychological questions like why we become angry and fall in love.
In contrast, psychology does provide psychology students delightful insights into hows and whys of human behaviour.
When [you] reading this psychology textbook,
[you] prepare to find many of your preconceptions about psychology challenged.
Social Functions
Hedging Claims
Boosting Claims
Attitude Markers
Engagement Markers
Addressing Weather-related Vulnerability of Farmers in Zambia (adapted from Wada 2010)
Paraphrasing Lesson for VANT140 class linked to Science 113Technical reading from science course
Paraphrasing Lesson for VANT140 class linked to Science 113
For technical reading from science course
1. Technical vocabulary: definitions in context; explore synonyms
2. Bullet point key ideas, claims and evidence in your own words: repack ideas
3. List important logical relationships in the key points (eg “X may lead to Y”)- List conjunctions (explicit logic)- List other kinds of words that realize logical relationships (implicit logic)
6. Check APA style of in-text citation of a paraphrase of the reading
7. Draw visual representation of the key ideas and relations
8. Paraphrase the reading
9. Use paraphrase checklist to ensure accuracy and correct APA style
Paraphrasing Checklist This paraphrase: Contains different organizational structure than the original (staging, paragraphing, and theme/rheme structure are original). Contains different keywords than the original. This may be done by packing, unpacking, or re-packing the original content. Correctly cites the original source by using an in-text citation. Does not misrepresent the original meaning. The same meaning has been expressed as in the original. Does not include any new information or express the feelings of the writer about the material
Instructor Feedback on Writing
Assessment
Students Expanding Math Literacy: Multimedia Task in Genre Staging Analysis and Variation in Logical Reasoning
Vant140 Math Content-Language Lesson using CLAS video annotation software
