Content-Based Language Teaching China Teachers Workshop Lynn Henrichsen

What is it? A matter of proportions All language lessons have content All content lessons use language Direct language teaching (focuses on language, linguistic points) Content-based instruction (focuses on content, non-linguistic subject matter)

Direct Language Teaching Topics Countable/noncountable nouns (e.g., tables, chairs, furniture) Pronunciation of interdental “th” sounds Pronunciation of English consonant clusters (e.g., str-, spr-, -ngth) Verb tense use in hypothetical or conditional sentences (e.g., If I were you, I would…) Separable/inseparable phrasal verbs (e.g., He looked over the television. He looked over it. He looked it over.)

Content-Based Language Teaching Topics Family relationships Holidays Food and eating customs Music Government and law Historical figures Clothing

Advantages of Content-based Language Instruction Naturalness Contextualization Lexical and semantic associations Continuity/unity

How you do it? Teach content but make adjustments Sheltering (verbal) Scaffolding (non-verbal)

Sheltering Special “teacher talk.” Repetition and emphasis of key points. Definition/explanation/translation of key vocabulary along the way.

Making Your Speech More Comprehensible for English Language Learners

“Comprehensible input” Krashen: i + 1 (comfortable intake, plus a little more). Keys: Figuring out what level students are currently at Knowing how much higher you can go without losing them

“Teacher Talk” Spoken language used for instructional purposes with special characteristics that make it clearer and easier to understand. Not the way you normally talk with friends, family, etc.

DO Speak in the “here and now.” Refer to real objects or shared, common experiences. Talk about topics that are familiar to your listeners. Support your speech with visuals (drawings, diagrams, key words). Use meaningful gestures. Emphasize important content words.

DO Enunciate clearly (full forms, no reductions/blending, pauses between words). Repeat your utterances several times (but be careful with paraphrases). Rephrase your utterances (using simpler vocabulary and/or sentences). Slow down. Pause between grammatical groups.

DO Check listener comprehension frequently (look at facial expressions, request a response) and make “repairs” accordingly.

DON’T! Shout (volume is not usually the problem). Use “Tarzan talk” (ungrammatical, insulting). Cater to the few students who understand you and ignore the rest.

How to Learn this “New Language”? Observe and analyze other, experienced teachers’ “teacher talk” Practice privately Practice with others and get feedback Self-monitor

“Scaffolding” “A temporary framework used to support people and material in the construction or repair of buildings and other large structures.”

Scaffolding Stable predictable class routines Visuals [pictures, diagrams, words] Direct experiences for students Gestures Models

Scaffolding Small steps carefully sequenced Cultural/linguistic explanations Extra encouragement, patience to ensure participation by learners

A Good Example Brecken Schwartz (father introduction) video (1) What does she do? Sheltering Scaffolding ITA: Gerald Fowles (teacher talk) video (2-3)

A Good Example Jean Beers (Mothers Day class) video (4) What does she do? Sheltering Scaffolding

Another Good Example Carl Gustafson (International Business class at Guandong University of Foreign Studies) video (5) What does he do? Sheltering Scaffolding

Can you do that? “Yes! I can do that!”