Content + Language: Europe’s CLIL and America’s CBI

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Presentation transcript:

Content + Language: Europe’s CLIL and America’s CBI Robert J. Dickey Korea TESOL Gyeongju University rjdickey@content-english.org

Purpose of adding content Learning “authentic” language Learner motivation Always ??? topic choices consideration Preparing for overseas studies or reading/writing international publications 46% of universities in Japan now offering content courses in FL, number is growing in Korea and across Asia

No agreement on definition! Over 35 terms of art in use, including content-based language instruction integrated content and language learning content-focused language learning enhanced language learning teaching English through content immersion and of course, CBI and CLIL

No agreement on definition! Diversity is the definition? How many different ways to analyze aims and orientations? All-inclusive a good thing? For classrooms “where a commitment has been made to content learning as well as language learning” Various descriptive typologies

No agreement on focus Using content to learn English content pre-selected content determines language points “content-driven language learning”? choosing language points from content content selected by language instructor (& students?) language aims determine content selection? language aims determine content use? common source for all content materials?

No agreement on focus Using language to learn content Teaching Through English, Foreign Language Medium Instruction Total Immersion Krashen’s version of Sheltered Subject Matter Teaching Decisions made by - Administrators Departments (hosting the course) Teachers

A few Types of CBI “Subject Majors” (e.g., Sociology, History, Art, Business) Academic Skills (EAP) Technology (e.g., computers/Internet, watching movies/commercials/, music) Vocational Skills Linguistics/Literature – GRAMMAR???

Teaching Methods CBI does not dictate methods/ techniques/approaches Task-based learning is a popular choice Arguably predates Communicative Language Teaching by centuries Not an “English Only” requirement Does not dictate medium of instruction – distance learning, CALL, audio, video…

Duration of Content Sustained Content – 6 weeks + each Thematic – multiple weeks each Topical – multiple class hours - maybe One-off Lessons / Learning Activities Even simple “Classroom English”???

Content-learning Designs Adjunct classes Regular content course with NS students + language class complement Sheltered Workshops Content course with language learners only, simplified content or presentation Immersion (full or partial) Topical/Theme-based language courses

Content-learning Designs Content-based design implemented at Curriculum level Syllabus (course) level Lesson level Target Language use * Textbook * Lecture (only) * Class discussions * Homework/Reports * Quiz / Exam * Combinations

One mix of content and…

Content Matrix for Elementary Theme-based / Topical studies

Another (my) perspective…

Balance of content & English Based on various factors Possibility of intentionally “grading” the levels of content and language in a series of courses Don’t neglect learner anxiety as a multiplier of all other issues A “Gradient Continuum” of classes? Content courses just one part of overall language learning program

Striking the Balance

Gradient Continuum ideas

www.content-english.org For More Info… Robert J. Dickey rjdickey@content-english.org