Maximizing the benefits of English- medium instruction through cross- curricular planning at junior secondary levels Theoretical background and overview

Language shapes the way we think, and determines what we can think about Benjamin Lee Whorf Language and learning

Language and learning: What do we know? Language develops mainly through its meaningful use. Learning often occurs through speaking and writing. (It is part of the process as well as the product) Language is a medium for building on learning and for becoming an independent learner Language use is essential for overall cognitive development David Corson “Language Across the Curriculum” 1990

Learning in a second language Many students around the world are learning through a language which is not their mother tongue. They may have immigrated to another country They may have been brought up speaking a language which is not the official language or medium of instruction in their country

How do students learn a second language? Basic Interpersonal Communicative Skills (BICS) Cognitive Academic Language Proficiency (CALP)

Immersion programmes Intensive language classes Content emphasisLanguage emphasis Features Achieve high level of fluency Don’t develop native-speaker accuracy (all BICS and no CALP……) Features Focus on language Too much time needed Isolation No subject instruction Changing approaches to English as a Second Language (ESL) teaching in English-speaking countries Language across the curriculum The teaching or consolidation of language skills and knowledge in the context of content subject lessons

world Integration of language & content Learning (ILC) 1986 e.g. Bernard Mohan Content Language Integrated Learning (CLIL) ESL in the mainstream ESL in the mainstream Language & Literacy Teaching ESL to new arrivals The Sheltered Instruction Observation Protocol (SIOP) clipart provided by:

Content and Language Integrated Learning An approach practised by teachers in subject lessons Focus on vocabulary rather than grammar Focus on language related to the subject Applies approaches from the language lesson (eg pre-, while- and post-reading tasks) Assumes subject teachers have the skills and knowledge to make opportunities for language learning in their lessons

ESL in the Mainstream Professional development programme for subject teachers. Helps them to… –identify students’ language-related needs –develop teaching practices which address these needs –develop awareness of students’ cultural and linguistic diversity

Sheltered Instruction A teaching strategy which aims to help L2 students develop English while studying other subjects Do not compete academically with L1 peers Taught language and content by language specialists in separate classes Balance of special classes and mainstream classes will change as students’ English develops

Integrated language and content learning: Knowledge structures ChoiceSequenceDescription modal verbs, requests and offers, preference (prefer, had rather etc) connectors (then, next), prepositions of space and time stative verbs, relative clauses, prepositions of place Generating solutions Identifying and solving problems Sequencing events Following instructions Predicting order Observing Identifying Comparing/contrasting expressing opinions (good, bad, like/dislike, prefer etc) is due to, modal verbs, 1 st /0 conditionals to be, to have, comparatives etc Evaluating Ranking Appreciating Establishing hypotheses Interpreting data Drawing conclusions Classifying Identifying Understanding EvaluationPrinciplesClassification

Example from PSHE Strand 3: Culture and Heritage at KS3 A project on the overseas Chinese in different countries Connectives of cause/reason, eg because, so that, is due to Conditionals Connectors expressing the passing of time Prepositions of space and time Past tenses Used to Text types: Biographies Feature articles Documentaries Dramas Visuals: Timeline Flowchart Cause and effect table Principles Interpreting data Drawing conclusions Sequence Putting events in order Understanding cause and effect How various cultures have adapted to their changing environments Possible Tasks Language structures Text typesKnowledge structures and thinking skills Topics

thinking skills vocabulary, language skills Integration of language & content Learning (ILC) 1986 e.g. Bernard Mohan ESL in the mainstream ESL in the mainstream Language & Literacy Teaching ESL to new arrivals Content Language Integrated Learning (CLIL) The Sheltered Instruction Observation Protocol (SIOP) clipart provided by: teaching strategy subject teacher awareness

Language Across the Hong Kong Curriculum School curriculum English KLAsOLE Others (English) LAC Knowledge – vocab, text types, structures Skills – reading, writing, (thinking & generic)

Issues of concern Language proficiency Understanding of language acquisition & students’ language related needs Fewer opportunities to use English outside school No need to use English for “survival” Content subject teachers Students Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

How to make English medium teaching more effective? subject knowledge language knowledge cross-curricular planning Clip art licensed from the Clip Art Gallery on DiscoverySchool.com

What do we need to consider when implementing cross-curricular planning? Organizing principles School contexts Scale Subjects involved Clip art licensed from the Clip Art Gallery on DiscoverySchool.com Roles of teachers & mode of collaboration Approaches should be tailored to the school’s situation and needs

Organising principles: What to transfer from English to content subjects Subject-specific vocabulary Knowledge of text types and language structures Language skills and strategies Skills for thinking and organising knowledge Content Subject English Language

Overview of school cases thinking skills organising knowledge reading strategies knowledge of text types language skills subject- specific vocabulary Various content subjects Liberal Studies History Science Using knowledge structures to organise the curriculum Using reading strategies to organise the curriculum English and Science teachers working hand in hand English Teachers taking a leading role Knowledge to transfer Subjects short term (one level) long term (across levels) Scale Presentation Focus Case 4Case 3Case 2Case 1