Content-Based Models in PPS April 24, 2008 Mary Bastiani, World Language Specialist bastiani@pps.k12.or.us

“A focus on content-based instruction, a contextualized, input-rich learning environment, and the integration of culture throughout the curriculum will be required to create a setting in which learners can attain the desired advanced linguistic and cultural proficiency levels.” Texas Language Roadmap, 2007

Early Start “… children who are exposed to another language from the earliest stage of learning are more likely to attain advanced proficiency levels.” Omaggio, 1993

Heritage Speakers “Developing advanced language skills also means taking advantage of the linguistic abilities already obtained by heritage speakers who are often considered “disadvantaged” learners.”

Instructional Goals ACTFL Advanced Level Proficiency upon graduation Demonstrated Knowledge & Skills in content areas equal to or better than monolingual peers

What is CBI Many Definitions…. Commonly used to describe approaches to integrating language and content instruction, but it is not always used in the same way.

Crandall & Tucker (1990) “…an approach to language instruction that integrates the presentation of topics or tasks from subject matter classes (e.g., math, social studies) within the context of teaching a second or foreign language.”

Curtain & Dahlberg “…curriculum concepts being taught through the foreign language… appropriate to the grade level of the students…”

Definition of “Content” “academic subject matter” (Crandall & Tucker) “…need not be academic; it can include any topic, theme or non-language issue of interest or importance to the learners” (Genesee)

Program Models Immersion Partial Immersion Dual Language (Two-Way) Content-Based FLES Content-Enriched FLES Sequential FLES Content Courses (Chemistry in Mandarin)

Foreign Language in the Elementary School (FLES)(Lipton) FLEX (Exploratory) SEQUENTIAL FLES CONTENT-ENRICHED FLES CONTENT-BASED FLES IMMERSION (total/partial/two-way)

FLEX (Exposure/Exploratory) Introduction to a foreign language & culture Used to motivate students to pursue language study Proficiency in the language is not an objective Quite often conducted in English

Sequential FLES Primary stress is on understanding & speaking Articulates from grade level to grade level Proficiency IS an objective Classes range from 2 to 5 times per week Classes range from 15 to 60 mins/day 75 minutes per week minimum

Content-Enriched FLES Similar to Sequential FLES except that: Subject content from the school curriculum is reinforced through the foreign language Content learning is integrated with language development (i.e., key concepts from social studies, math, science, health..) Teacher does not have full responsibility of the content Because of the focus on the content, students’ proficiency gains are usually higher

Content-Based FLES Similar to Content-Riched FLES except that… Subject content is taught through the foreign language Content learning is integrated with language development (i.e., social studies, math, science, health, etc.) Teacher has full responsibility for the content acquisition Students tend to make greater proficiency gains

Immersion (total/partial/2-way) 4 or more hrs. taught in the L2/day Content-based Articulates grade level by grade level Variety of program models Proficiency gains tend to be higher then sequential or content-enriched/based FLES Outcome includes content mastery

Characteristics of CBI (Met, 1999) Content-Driven Content is taught in L2 Content learning is priority Language learning is secondary Content objectives determined by course goals Students evaluated on content mastery Language-Driven Content is used to learn L2 Language learning is priority Content learning is incidental Language objectives determined by L2 course goals or curriculum. Students evaluated on language skills/proficiency

Program Continuum (Met 1999) Content-Driven Language-Driven FL Content Courses Sheltered Courses Content Theme-Based Courses Content-related Language Classes Immersion Dual Language Content-enriched FLES Business Spanish

Underlying Principles Fred Genesee article Myriam (MiMi) Met article

Lessons from Immersion Fred Genesee article. Reviews research from the field of immersion education and identifies important lessons that can be learned from this CBI model.

Expert Read Read the question and section that has been given to you You have 10 minutes to read and summarize your section As you read, underline key sentences, phrases, words Report out

Curriculum Considerations Content Objectives Functional Language Objectives Culture Objectives Instructional Strategies Assessment

CAPRII: Key Concepts – Diane Tedick article Read the section…. Underline key sentences, phrases, words, etc. that stand out for you Report out

10 “Core” Instructional Strategies 1) Building background knowledge 2) Using Learning Phases 3) Integrating Modalities 4) Using Scaffolding Techniques 5) Using Graphic Organizers 6) Contextualizing Grammar 7) Providing Meaningful Input 8) Maximizing output 9) Giving/Receiving Feedback 10) Using Learning Strategies

Scaffolding Techniques In pairs, review the materials for Using Scaffolding Techniques Choose either “Verbal” “Procedural” or an “Instructional” techniques/tools Develop one sample activity that you will model for the group

Resources Center for Advanced Research on Language Acquisition (CARLA) http://www.carla.umn.edu Content-Based Language Teaching with Technology (CoBaLTT) http://www.carla.umn.edu/cobaltt/index.html