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Content ESL
Alice Ying NieELF in Budapest, Hungary
Problem Current English language instruction, both at
the national as well as international realm, focuses mainly grammar using repetitive grammar exercises as means of instruction.
Most English language classrooms are designed in such a way where there is no link between English and the authentic language used in content classes or for academic purposes.
Systemic Functional Grammar
first made popular in the 1960s by Michael Holliday
Language as a network of systems
Views language from a social context
Practical uses of language
Neurolinguistic research The link between content and comprehension
1) The frequency of a word's occurrence in common usage and 2) the relationship of a word to prior context = two of the most powerful determinants of performance in studies of word recognition.
Subjects are faster or more accurate to respond to words that are congruent with the preceding context (Fischler & Bloom, 1979; Kleiman, 1980; Morton, 1964; Stanovich & West, 1981, 1983; Tulving & Gold, 1963; Underwood & Bargh, 1982).
Traditionally Language Teaching
Language learning is disconnected from cognitive or academic development
Language used for identification and not for deeper cognitive expression
Research have shown that ELs lack native-like production skills of speaking and writing due to an overemphasis on grammar
Content Language Teaching
If language is used for communication, then students need to be taught the academic language for discussion of academic topics.
Content language allows students to apply language to more sophisticated tasks
Students learn the language and the academic application of that language making the language useful
Because content language is more demanding, this approach helps student progress pass the plateau-stage of language development
CumminsCharacterization of Language Tasks
• Content Reduced Cognitively undemanding
Little contextual support for learner to derive meaning
• Context Embedded Meaning for Communication
Cognitively demanding
Content English Education
Content of lesson must be taught simultaneously with the linguistic skills.
Content goals can not supersede language goals nor vice versa.
Language is not taught in a linear progression but naturally as the need for certain language functions arise.
Steps for Content Rich ESL Lessons
1. Find out what students are learning in their content classes, speak with content teachers.
2. Select themes to focus on for different units.
3. Find supplementary, level-appropriate (not dumbed-down) reading material.
4. Pick out key vocabulary words and key language objectives connected with content.
1. Example: would not teach past tense if discussing chemical properties.
Ways to integrate Language and Content Learning
1 Use graphic organizers – give students a visual to help relate information
2 Teach vocabulary – provide students with thematic lists of words for each unit
1 Teach students prefixes and suffixes and roots to help understand and remember new words
2 Make flashcards with students that they can keep and refer back to
3 Use dialogue journals
4 Teach discipline-specific Genres
1 Patterns of organization, transitional words, frames for sentences (cause and effect), scaffolding (sentence starters)
5 Reverse the lesson – instead of introducing a new idea through reading, start with an activity, video, lab, and then use text to reinforce the content information and academic language
6 Access prior knowledge
7 Use Academic Language and Authentic Text
Gradation of Words Big
Enormous
Gigantic
Colossal
Large
Monumental
Accessing Prior Knowledge
“In a cyclical pattern, the more prior knowledge one possesses, the more such knowledge will facilitate reading and writing as activities that lead to the integration of skill more knowledge, and so forth.”
Empowers students by validating what they have to contribute and engages students by making the topic more relevant to them.
Teaching Academic Language
ESL students must read authentic texts.
Integrate writing so that it is purposeful and meaningful in context.
Higher-order thinking and critical thinking skills.
Scaffolding is critical when ESL students learn abstract concepts.
Higher order thinking skills
predicting using previous knowledge, visual or textual clues
observing, comparing, contrasting and classifying
sequencing and prioritising information
recording and interpreting information,
hypothesising and raising questions,
understanding cause and effect, making inferences,
drawing conclusions and communicating results.
LOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION Similarity -also, in the same way, just as ... so too, likewise Exception/Contrast -but, however, in spite of, on the one hand ... On
the other hand, nevertheless, nonetheless, in contrast, on the contrary, still, yet
Sequence/Order -first, second, third, ... next, then, finally Time -after, afterward, at last, before, currently, during, earlier,
immediately, later, meanwhile, now, recently, simultaneously, subsequently
Example -for example, for instance, namely, specifically, to illustrate
Emphasis -even, indeed, in fact, of course, truly Place/Position -above, adjacent, below, beyond, here, in front, in
back, nearby, there Cause and Effect -accordingly, consequently, hence, so, therefore Additional Support -additionally, again, also, and, as well, besides,
equally important, further, furthermore, in addition, moreover, then
Conclusion/Summary -finally, in a word, in brief, briefly, in conclusion, in the end, in the final analysis, on the whole, thus, to conclude, to summarize, in sum, to sum up, in summary
Compare and contrast phrases – Social studies Example: comparing and contrasting different
governmental systems.
Sequencing – Science Example: discussing the evolutionary process
Cause and Effect – Science or Social Studies The cause and effect of chemicals reacting
together
The cause and effect of migration
It is essential for teachers to ensure that content is accessible to students despite their limited language skills Scaffolding input understanding and output
productivity through sentence starters
Scaffolding with Academic Language
Sentence Starters:
1 As a result of the migration, megacities were created.
As a result of __________, ______________.
2 In addition to the construction of roads, skyscrapers were also built due to the rise in population.
3 In addition to ________________, ________________.
The End
Thank you!!!