1. Content-Based Language Teaching
China Teachers Workshop
Lynn Henrichsen

2. 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)

4. 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.)

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

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

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

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

9. Making Your Speech More Comprehensible for English Language Learners

10. “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

11. “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.

12. 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.

13. 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.

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

15. 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.

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

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

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

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

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

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

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

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