1. Content-Based Models in PPS
April 24, 2008
Mary Bastiani, World Language Specialist

2. “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

3. 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

4. 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.”

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

6. 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.

7. 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.”

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

9. 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)

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

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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. Underlying Principles
Fred Genesee article
Myriam (MiMi) Met article

20. 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.

21. 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

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

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

24. 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

25. 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

26. Resources Center for Advanced Research on Language Acquisition (CARLA)
Content-Based Language Teaching with Technology (CoBaLTT)