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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.