Supporting Language Development

Vygotsky’s Zone of Proximal Development

https://www.pinterest.com/pin/255368241346479646/

Zone of Proximal Development

• ZPD is the zone beyond current knowledge

• ZPD can be reached by assistance from teachers and peers

Scaffolding

The Challenge

• Learners may need to use language structures beyond their level

• Lecturers need to support language learning as a CLIL component

The Implications

Teachers identify and justify how content and language learning will be achieved

Learners must be cognitively challenged but linguistically supported

An enquiry-based teaching and learning

approach needed

BICS (Basic Interpersonal Communication Skills)

• Day-to-day language skills needed for social interaction

CALP (Cognitive Academic Language Proficiency)

• Content-compatible language - non-specific language applicable across the curriculum

• Content-obligatory language - grammatical structures and functional expressions needed for a specific subject

When supporting language…

• Decide what students must know to understand the content

• Look through the materials to be presented. What language structures are there?

• Let students interact using the content-obligatory language

Vocabulary Development

• Meaning (in the context of our lesson)

• Form (how to spell it, what words it is used with, what part of speech it is)

• Pronunciation (sound, stress) • Appropriacy (what context it is used in)

Three stages of vocabulary uptake

1. NOTICING

2. RETRIEVING 3. USING GENERATIVELY

Types of Meaning-focused Vocabulary Activities

• Matching definitions

• Finding common meanings • Word maps/brainstorming • Finding substitute/synonyms • Explaining connections

Types of Meaning-focused Vocabulary Activities

• Classifying words

• Listing examples

• Finding collocations • Identifying connotations • Explaining semantic distinction

Giving Feedback on Vocabulary Errors

• Explicit correction

• Recasts • Clarification requests • Metalinguistic feedback

• Elicitation • Repetition

When supporting language…

• Make sure you always use English

• Speak clearly but not unnaturally slowly

• Support what you say with gestures, facial expressions, and repetition

Gap-fill (language-content task)

When should teachers scaffold?

• When giving instructions to tasks

• When giving texts and other input

Scaffolding

• Support for learners

• It is temporary

• It engages students actively

• Takes students into the ZPD

Ways to scaffold

• Glossary of key terms • Simplified language • Graphic organizers (charts, diagrams, graphs)• Pictures and realia • Key text highlighted • Smaller chunks of text

Glossaries

Read the handout given to you. Pick out words or phrases that may be put into a glossary.

Glossary of terms

Closer scrutiny: more careful study Elements: parts, componentsA matter for judgment: not a fact, something to be

decided on Heightens: increases Incorporate: include Explicitly: fully and clearly Make little sense: are not very logical Revisions: changes

Simplified language

• Read the handout given to you and do what is asked.

Graphic organizers • Bar chart• Binary Key • Cycle • Mind map • Carroll diagram • Flow diagram or flow chart • Grid • Line graph • Pie chart • Process/cause effect diagram

Graphic organizers

• Concept map • Fishbone map • KWHL chart • Story map • Storyboard • Tree• Venn diagram • Problem-solution guide • The 7R strategy

The Seven Rs Strategy RECOGNIZE What feelings do we have about this problem?

RESEARCH What information do we need?

REPRESENT Can we draw a picture, diagram of this problem?

RELATE How is this related to other problems we have solved?

REDUCE Can we break this problem into smaller parts?

REFLECT What assumptions should we question? Is all the information there?

RESOURCES Who can help us?

What I Know

What I Want to Know

What I Learned

Scaffolding: Instructions

“with a friend, attempt to reach a consensus on the key, er…vital and overriding requirements that underlie the decision that must be undertaken regarding the location, or proposed location, of a hotel.”

Scaffolding instructionWhat do students need to know: • Are they writing or speaking?• Are they producing full sentences? Numbers?

Words? • Who are they working with?• How much time do they have?• What is going to happen with their answers?

Scaffolding: Checking understanding

• Visual/Graphic organizers - students tell you which is the correct

representation of the point covered

• Summaries - students produce summaries (spoken or

written)- students complete summaries (gap fill)

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https://www.youtube.com/watch?v=uIRZWn7-x2YBentley, K. (2010). The TKT course: CLIL module. Cambridge: Cambridge University Press.Bertaux, P., Coonan, C.M. Frigols-Martin, M.J., Mehiso. P. (2009). The CLIL teachers’ competences grid. Retrieved from

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https://www.youtube.com/watch?v=pPhCmvpPorUDale, L. & Tanner, R. (2012). CLIL Activities: a resource for subjects and language teachers. Cambridge: Cambridge University

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from http://clilenlaule.blogspot.com.es/