Workshop on Workshop on English-medium instructionEnglish-medium instruction

Mark Andrew JamesMark Andrew James

Associate prof., Dept. of English, Associate prof., Dept. of English,

Arizona State UniversityArizona State University

Visiting prof., Dept. of Applied Foreign Languages, Visiting prof., Dept. of Applied Foreign Languages, Shih Chien UniversityShih Chien University

June 27, 2012June 27, 2012

How can instructors teach content in English to How can instructors teach content in English to non-native speakers of English?non-native speakers of English?

How can instructors teach content in English to How can instructors teach content in English to non-native speakers of English?non-native speakers of English?

Plenty of research on this topic: Plenty of research on this topic: • ““content and language integrated learningcontent and language integrated learning”” (CLIL); (CLIL);

• http://ec.europa.eu/languages/language-teaching/content-and-language-integrated-learning_en.htm

• ““content-based instructioncontent-based instruction”” (CBI); (CBI);• ““ESL students in mainstream classroomsESL students in mainstream classrooms””..

This workshop synthesizes ideas from:This workshop synthesizes ideas from:• www.eslinfusion.oise.utoronto.ca• www.bced.gov.bc.ca/esl/policy/classroom.pdf

How can instructors teach content in English to How can instructors teach content in English to non-native speakers of English?non-native speakers of English?

In this situation, an instructor has two main goals: In this situation, an instructor has two main goals:

(a)(a)helping students to understand the helping students to understand the languagelanguage; ;

(b)(b)helping students to understand the helping students to understand the contentcontent. .

... plus there is one important factor: Are instructors ... plus there is one important factor: Are instructors able to use the first language in the classroom?able to use the first language in the classroom?

... understand the ... understand the languagelanguage

1. Make your speaking easy to understand.1. Make your speaking easy to understand.• avoid speaking too quickly (because students wonavoid speaking too quickly (because students won’’t understand) or t understand) or

speaking too slowly (because students will feel degraded).speaking too slowly (because students will feel degraded).

• avoid using complicated sentence structures ...avoid using complicated sentence structures ...

• The A, which is used for B purpose, was created by C process, and has D part that causes E problem except when condition F is met. (28 words)

• Clearer alternative: The A is used for B purpose. A was created by C, and has D part. The D part causes E problem. But, this problem does not occur when F condition is met. (34 words)

(cont.)(cont.)

Do:Do:

... understand the ... understand the languagelanguage

• be direct ...be direct ...• Would you mind taking out your books please?• Clearer alternative: Please take out your books.

• limit humor and idioms ...limit humor and idioms ...• Drop me a line if you’d like to bounce some ideas off me.

• Clearer alternative: Contact me if you would like to discuss ideas.

... understand the ... understand the languagelanguage

2. Provide extra support for important information.2. Provide extra support for important information.• encourage students to audio-record classes.encourage students to audio-record classes.• use body language.use body language.• write instructions on the board.write instructions on the board.• write new words (plus the definition) on the board when write new words (plus the definition) on the board when

they are used ...they are used ...• focus on discipline-specific words that are frequent (e.g.,

photosynthesis in biology), or words that have a technical meaning that is different from their common meaning (e.g., mass in physics).

... understand the ... understand the languagelanguage

3. Check that students understand important 3. Check that students understand important information.information.•ask students to rephrase instructions back to you.ask students to rephrase instructions back to you.

... understand the ... understand the contentcontent

1.1. Have students work in groups.Have students work in groups.• so they can hear about the content from each other as so they can hear about the content from each other as

well as from the instructor.well as from the instructor.• so they can speak about the content, which helps them so they can speak about the content, which helps them

to process it in a relatively deep way.to process it in a relatively deep way.

... for example ...... for example ...

Examples of Examples of group work activitiesgroup work activities

For part of a class, have students work in small For part of a class, have students work in small groups to solve problems like the following:groups to solve problems like the following:•interpret informationinterpret information: e.g., look at a table of data and : e.g., look at a table of data and prepare a brief explanation.prepare a brief explanation.•apply informationapply information: e.g., explain how a solution in one : e.g., explain how a solution in one situation might be applied in a different situation.situation might be applied in a different situation.•synthesize informationsynthesize information: e.g., look at two different sources : e.g., look at two different sources of information on the same topic, and identify the three main of information on the same topic, and identify the three main similarities.similarities.•evaluate informationevaluate information: e.g., look at three options for a : e.g., look at three options for a situation and choose the one that will be most effective.situation and choose the one that will be most effective.

... understand the ... understand the contentcontent

2.2. Provide as much scaffolding as possible.Provide as much scaffolding as possible.• so students have a visual scaffold for the content they so students have a visual scaffold for the content they

are hearing/speaking about. are hearing/speaking about. • for example, objects, charts, maps, pictures, gestures, for example, objects, charts, maps, pictures, gestures,

and graphic organizers.and graphic organizers.

... for example ...... for example ...

... example of a ... example of a simplesimple graphic organizer graphic organizer (describing (describing categoriescategories of information) of information)

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlScience category, “CC Biomes Matrix”

... example of a ... example of a simplesimple graphic organizer graphic organizer (describing a variety of (describing a variety of proceduresprocedures))

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlMath category, “Solving systems of equations”

... example of a ... example of a complexcomplex graphic organizer graphic organizer (showing a (showing a detaileddetailed comparison) comparison)

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlScience category, “Hominid2”

... example of a ... example of a complexcomplex graphic organizer graphic organizer (showing multiple (showing multiple relationshipsrelationships))

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlScience category, “Plate tectonics impact on life”

... math... math

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlMath category, “Exponentials and logarithms”

... ... sciencescience

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlScience category, “Iceflo”

... ... historyhistory

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlSocial studies category, “R Prg Civ”

... ... political sciencepolitical science

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlSocial studies category, “USTax”

... example of a ... example of a blankblank graphic organizer. graphic organizer.

http://www.graphicorganizers.com/Gallery/science-organizers-smart-sheets.htmlSocial studies category, “RLibCon”

... example of a ... example of a blankblank graphic organizer. graphic organizer.

http://www.eduplace.com/graphicorganizer/pdf/timeline.pdf

SourcesSources

• for more information on graphic organizers, see: for more information on graphic organizers, see: http://aim.cast.org/learn/historyarchive/backgroundpapers/http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organizersgraphic_organizers

DiscussionDiscussion

• Any questions?Any questions?

• (If not, consider this: In your courses, how might (If not, consider this: In your courses, how might you incorporate [a] group work and [b] graphic you incorporate [a] group work and [b] graphic organizers?)organizers?)