Teaching English as a Second & Foreign Language M. Celce-Murcia CBLT & Immersion Teaching English as a Second & Foreign Language M. Celce-Murcia

Content-based & Immersion Models for S/FLT ESP EAP Canadian Immersion Program(Swain, 1985, 1993) Cognitive Academic Language Learning Approach (Chamot & O’Malley, 1994)-language+content

Models of Content-based instruction Content-driven------Language-driven Total/partial Immersion Sheltered Courses Adjunct Model Theme-based Courses Language classes with content for language practices

Theme-based Model Skills instruction integrated with thematic content-Computer English, Business English 6 T’s Approach: Theme, Topics, Texts, Threads, Responsibility, Tasks, Transition

Sheltered-Model Deliberate separation of ES/FL learners from mainstream students Short sessions for key terms or expressions, class interaction, discourse patterns during the content-based lecture ESL writing, ESL Math, ESL Social Studies: simultaneous development of Language & content knowledge

Adjunct Model Coordination of lesson objectives & assignment models b/w language & content teachers Biology & ESL; History & ESL Freshmen Summer Program at UCLA Social Science English Language Center in China Project LEAP at CSU at LA-Gen ED + study group team

Expansion of Content-based Models Two-way immersion: bilingual immersion or dual language program Cf) additive bilingualism vs. subtractive bilingualism Structured immersion (English immersion)-English Only? Sink or Swim? ESL pull-out class

Strategies for CBI Language teachers-four skills + study skills, knowledge on content (See 311, 312) Strategies for content instruction modify input use contextual cues Checking for understanding Designing appropriate lessons-vocabulary, prioritizing objectives, schema-building activities, grouping strategies

Current & Future of CBI Incorporate communicative teaching practices in CBI Enhance information competence Standards-based instruction: ACTFL, TESOL Standards Snow, Met, & Genesee(1989): Content-obligatory language-disciplinary concepts or terms which is cognitive demanding & context reduced Content-compatible language-contextualized academic tasks (ex. Tenses with content)

Current & Future of CBI Issue of empowerment & equity: What knowledge to teach/learn? Who gets to decide? Critical pedagogy (Freire, 1970): accommodation vs. ideology of opposition & change “Negotiate academic curricula responsive to social, economic, & political issues, rather than serving one that is so narrowly focused on career preparation

Conclusion Learners’ needs should be examined. Students’ levels of language proficiency should be assessed carefully. Careful assessment of language & content development Reorientation of language teaching by CONTENT

Literature as Content for ESL/EFL Reader Response Theory-Reader interact with text Efferent reading-Text as message Aesthetic reading-focus on reading process Stylistics-literary text analysis Language-based approach-help interpreting text for meaning-making

Literature as Content for ESL/EFL Widdowson (1992): Practical stylistics-importance of individual interpretation Characterization Points of view: Psychological, Spatio-temporal, Ideological Using literary texts to integrate skills: Listening, Speaking, Writing Developing cultural awareness-Adaskou, Britten, & Fahsi (1989): aesthetic, sociological, semantic, pragmatic senses Do not judge students’ assumptions but interpret to understand diverse perspectives

Experiential & Negotiated Language Learning Open Classroom CLT movement in 1970s Confluent Education (Galyean, 1977) Experience for democratic learning: learning by doing (Dewey, 19160 -Kilpartrick (1918)-The Project Method 2. Learning as negotiation process

Experiential & Negotiated Language Learning 3. Negotiation of curriculum (Nunan, 1995, 1999) Clear instructional goals Learners’ self-created goals Encourage the use of SL outside the classroom Raise awareness of learning processes Identify own styles & strategies Encourage choice Learners self-generated tasks Learners as teachers Learners as researchers

Project work: The Quintessential ELLA Organizing a project Agree on theme Determine final outcome Structure project Prepare sts for language demands for 5 Gather information Prepare sts for language demands for 7 Compile & analyze information Prepare sts for language demands for 9 Present Evaluate (See p. 339-340, 342-344)

Bilingual Approaches to Language Learning Biliterate, Bicultural Transitional (Early-exit) bilingual program Maintenance/developmental (Late-exit) bilingual program Immersion programs Quality Indicators: Availability of qualified teachers & other school staff, Sound curriculum & instructional organization, appropriate regular assessment, Multiple channels of parent/community outreach

Ongoing concerns Need for concerted effort for development of proficiency in two languages while promoting access to academic subjects & contents Public opposition: English Plus vs. English Only, English First movement, Proposition 227 Language Teaching is not neutral but political & ideological!!!!