Integrating Content-Based Instruction with Story Teaching 尚惠芳 教授兼系主任暨所長 義守大學應用英語系所 97/12/30

Outline: I.Rationale of Content-Based Instruction II.Curriculum Design III.Assessment IV.Conclusion 1

2 ■ Definition: “integration of a particular content with second language aims …., refers to the concurrent teaching of language aims …., refers to the concurrent teaching of academic subject matter and second language skills” academic subject matter and second language skills” (Brinton et al., 1989, p. 2) (Brinton et al., 1989, p. 2) ■ Method: To acquire language and content area by “comprehensible input”— authentic & meaningful inputs, “comprehensible input”— authentic & meaningful inputs, not on grammatical forms (Krashen, 1982) not on grammatical forms (Krashen, 1982) I. Rationale of Content-Based Instruction

3 ■ Three Models of Content-Based Instruction: 1. Theme-Based Model: Provide the content with particular topics or themes (Brinton et al., 1989) topics or themes (Brinton et al., 1989) select a topic and have ss engage in activities select a topic and have ss engage in activities enhance foreign language skills and functions enhance foreign language skills and functions appropriate level of complexity and interesting appropriate level of complexity and interesting topic to increase learning motivation topic to increase learning motivation (Krashen & Terrell, 1998) (Krashen & Terrell, 1998) I. Rationale of Content-Based Instruction

4 2. Sheltered Model: Teach the subject matter by content area specialists specialists learn the content by reading materials or lectures learn the content by reading materials or lectures help ss master content materials; language learning is help ss master content materials; language learning is incidental incidental relate ss’ background knowledge and link personal relate ss’ background knowledge and link personal experiences to the content of the material experiences to the content of the material (Taguchi et al, 2004; Inoue, 1998; Lin, 2004) (Taguchi et al, 2004; Inoue, 1998; Lin, 2004) I. Rationale of Content-Based Instruction

5 3. Adjunct Model: Concurrently teach the subject matter and FL skills FL skills choose a novel or short story and design teaching choose a novel or short story and design teaching activities that combine four skills activities that combine four skills master content and language skills master content and language skills introduce ss to academic discourse and develop introduce ss to academic discourse and develop transferable academic skills, e.g. familiar with a transferable academic skills, e.g. familiar with a literacy style and allow ss to question, connect, literacy style and allow ss to question, connect, explore, and later promote oral, thinking, and explore, and later promote oral, thinking, and literacy development (Krashen, 1985) literacy development (Krashen, 1985) I. Rationale of Content-Based Instruction

6 ■ Course Objectives: ■ Course Objectives: * Build on educational background and experiences to increase motivation * Build on educational background and experiences to increase motivation * Help comprehend the literary elements that the author tries to convey to enhance reading ability * Help comprehend the literary elements that the author tries to convey to enhance reading ability * Develop aural/oral fluency by asking questions and sharing their feedback * Develop aural/oral fluency by asking questions and sharing their feedback * Develop writing ability by writing comments related to the content of the story * Develop writing ability by writing comments related to the content of the story * Enhance critical thinking and judgmental abilities * Enhance critical thinking and judgmental abilities II. Curriculum Design

7 ■ Class Activities: * To develop knowledge of content, thinking skills, and English language abilities English language abilities * Design 4 order of activities: (Gajdusek, 1988)  Pre-reading  Factual in-class work  Analysis  Extending activities II. Curriculum Design

1. Pre-reading activities: Learn background knowledge of the story and vocabulary, & arouse learning motivation and interest 1. Pre-reading activities: Learn background knowledge of the story and vocabulary, & arouse learning motivation and interest → Build on background knowledge: Ask general questions → Build on background knowledge: Ask general questions related to the content (have a schematic understanding) related to the content (have a schematic understanding) → Introduce vocabulary: Review new vocabulary; make → Introduce vocabulary: Review new vocabulary; make associations among key words; guess meaning of words associations among key words; guess meaning of words from contexts; use dictionary if necessary from contexts; use dictionary if necessary → Arouse learning motivation and interest: Watch film before → Arouse learning motivation and interest: Watch film before reading the story and discuss the content of the film reading the story and discuss the content of the film (have a basic understanding of the content) (have a basic understanding of the content) 8 II. Curriculum Design

9 2. Factual in-class work: Better understand the content 2. Factual in-class work: Better understand the content → Introduce literary elements: “Who, what, where and when → Introduce literary elements: “Who, what, where and when of the story, or point of view, character, setting and action” of the story, or point of view, character, setting and action” (Gajdusek, 1988, pp ) (Gajdusek, 1988, pp ) → Put each question next to the paragraph: Help students → Put each question next to the paragraph: Help students understand what each literary structure means understand what each literary structure means (Erkaya, 2005) (Erkaya, 2005) II. Curriculum Design

10 3. Analysis: Enhance students’ 4 language skills & critical thinking ability thinking ability → Listening skill: Teachers read the story out loud; or play the story if a recording is available. Raise some questions the story if a recording is available. Raise some questions based on the content to train listening ability based on the content to train listening ability → Reading skill: Activities included in the factual in-class work, i.e. introducing literary elements work, i.e. introducing literary elements → Speaking skill: Ss read the text to enhance speaking ability (Oster, 1989; Erkaya, 2005) (Oster, 1989; Erkaya, 2005) II. Curriculum Design

11 → Writing skill: Ask ss to write dialogues or more complex writing activities (based on their level) writing activities (based on their level) → Critical thinking ability: Develop higher-order thinking skills by recalling, comprehending, analyzing, skills by recalling, comprehending, analyzing, synthesizing & evaluating (Bloom’s Taxonomy of the synthesizing & evaluating (Bloom’s Taxonomy of the Cognitive Domain) Cognitive Domain) e.g. What would happen if …..? / Do you agree with ….? e.g. What would happen if …..? / Do you agree with ….? What choice would you have made if.…? What choice would you have made if.…? II. Curriculum Design

4. Extending activities: Use knowledge of the language to express ideas (ask for creative, relevant responses from ss) express ideas (ask for creative, relevant responses from ss) (Gajdusek, 1988) (Gajdusek, 1988) → Role playing: Play the role of the major characters in a small group small group → Cooperative learning: Go to the library and find the resources related to the story and make a report to the other resources related to the story and make a report to the other groups to gain more knowledge from the peers; make an groups to gain more knowledge from the peers; make an e-book e-book 12 II. Curriculum Design

13 ■ To evaluate ss’ English and content learning ： * Use a written test to evaluate reading comprehension (e.g. true/false, multiple choices, matching, etc.) (e.g. true/false, multiple choices, matching, etc.) * Write an essay or short answers to evaluate writing ability and content knowledge (depend on ss’ level) and content knowledge (depend on ss’ level) * Use a game (like Jeopardy) related to the content of the story to evaluate oral/aural ability, vocabulary, & reading to evaluate oral/aural ability, vocabulary, & reading comprehension comprehension III. Assessment

14  The use of integrated content-based story teaching can improve ss' motivation and comprehension (Sagliano & Greenfield, 1998).  By discussing the issues presented in the short stories, ss can convey their thoughts through language, promote higher level thinking skills, and use language authentically. IV. Conclusion

15  Short story/literature provides a window into western cultures, helping ss understand how foreigners live and think. western cultures, helping ss understand how foreigners live and think.  This integrated CBI with story teaching techniques promotes simultaneous learning of academic content, English language skills, and critical thinking ability. IV. Conclusion