1. Four-day Course on Teaching Science Education KLA in the English Medium
Dr Stella Kong

2. Course objectives
planning to teach science through English that supports students’ learning of science and the language of science;
using the language (English) of science to explain science concepts to students;
helping students use the language of science to demonstrate their learning

3. Course Work & Assessment
Assignment:
a lesson plan and learning materials for a (double) lesson  science + the language of science (pass/fail)
think of a topic to work on; sample lesson plan pp.33-35; sample materials in Topic 5
Deadline: 25th January 2019
Microteaching on the last day?
Post-course lesson observation + feedback [Dr Liz Walker]
Attendance: at least 80% [max absence of 4.8 hours]
 Completion (pass) or attendance certificate

4. Every teacher is a language teacher
Every exam is a test of language skills
Rationale for EMI
The only reason to teach a subject in English is to help students develop English proficiency in the subject;
Science teachers have to make sure students learn the science and the English of science (i.e. science/content-language integration);
Teachers need to plan the language + content;
Students need scaffolding;
Students need to talk, read and write, not just listen;
EMI teachers need to be language aware.

5. Topic 1 Content: How is subject knowledge organized – knowledge structures
How is subject knowledge organised?
Knowledge structures in subjects
Special features of knowledge structures
Using knowledge structures to plan for EMI science teaching
How do we write content objectives related to knowledge structures?

6. 1. How is subject knowledge organised?
Discrete facts??

7. 1. How is subject knowledge organised?
Interrelated network of ideas??

8. 1. How is subject knowledge organised?
Water
Photosynthesis
Sunlight
Chlorophyll
Carbon
dioxide
Oxygen
Food and
energy
Interrelated network of ideas

9. 1. How is subject knowledge organised?
Interrelated network of ideas:
Cognitive processes
Conceptual processes / structures
Schema (schemata)
Information structures
Concepts
Knowledge structures

10. 2. Knowledge structures in subjects
Classification (with definition, description, exemplification etc.)
Sequence (e.g. processes, cycles, recounts)
Description (of properties, functions, structures, location, measurement etc.)
Comparison and contrast
Cause and effect
Evaluation
Hypothesis
Knowledge structures are not discrete structures but are themselves interrelated
Ask participants for examples of each knowledge structure in their subject.

11. 2. Knowledge structures in subjects
Science: adjustments of the eye to different conditions (light and distance)
Process (how the eye works)
Cause-effect
Comparison-contrast
Geography: how earthquakes occur at different plate boundaries
Process (sequence of events)

12. 3. Special features of knowledge structures
Knowledge structures have corresponding graphic representations (a tree diagram)
Classification

13. 3. Special features of knowledge structures
Knowledge structures have corresponding graphic representations (flow charts)
Sequence: process
Sequence: cycle

14. 3. Special features of knowledge structures
Knowledge structures have corresponding graphic representations (arrows)
Cause - effect

15. 3. Special features of knowledge structures
Knowledge structures have corresponding graphic representations (a table)
Aspect
Object 1
Object 2
Compare - contrast

16. 3. Special features of knowledge structures
Knowledge structures have corresponding graphic representations (a web)
Description

17. 3. Special features of knowledge structures
Knowledge structures have corresponding graphic representations (a table)
Aspect
For
Against
The same graphic can be used to represent different knowledge structures. We don’t need to be able to name a graphic to use it.
Evaluation

18. 3. Special features of knowledge structures
Knowledge structures are across the curriculum
A mathematical procedure
A science experiment
A sequence of historical events
A cycle of events in nature (e.g. weather)
A plot development (of story)
Ask participants to give other examples.

19. 3. Special features of knowledge structures
Knowledge structures are core thinking skills
Common (exam) question words:
What is / Define
Describe / Outline
List
Compare and contrast
Explain why
What are the causes / effects of
Discuss
Evaluate

20. 3. Special features of knowledge structures
Knowledge structures are core thinking skills
Classify
Compare and contrast
Define
Explain
Evaluate
Hypothesise
Analyse
etc.

21. 3. Special features of knowledge structures
Knowledge structures are core thinking skills
Maths L
Science
Cognitive development
(knowledge structures) L
Geog L L
History L HE
L stands for language, as a tool to help develop thinking / learning in each subject area. L PE L
Art L
Computer

22. 3. Special features of knowledge structures
Knowledge structures are cross-cultural
We classify in L1 and in L2
The concept of classification in L1 can be transferred to L2
 Particularly useful when learning through an L2

23. 3. Special features of knowledge structures
Knowledge structures have related language forms and text structures (pp.8-11)
e.g. Classification
Verb: be classified / grouped / divided / categorised
Noun: kinds, types, classes, groups, categories
etc.

24. 3. Special features of knowledge structures
Knowledge structures have related language forms and text structures
The language (text) of classification
The language (text) of sequence
The language (text) of cause-effect
The language (text) of comparison-contrast
The language (text) of evaluation
The language (text) of hypothesis
Ask for examples of language forms for each type of language use. Explain that such language has to be at a text level, not just word level. Show examples of language use in textbooks.

25. 3. Special features of knowledge structures
Knowledge structures have related language forms and text structures
Content 
Knowledge structures
Language

26. 3. Special features of knowledge structures
Have graphic representations;
Are across the curriculum;
Are core thinking skills;
Are cross-cultural;
Have related language (words, clauses, texts)

27. 4. Using knowledge structures to plan for EMI science teaching (p.12)
Level
Topics /
Sub-topics
Content objectives
Students should be able to:
Knowledge structures
Graphics

28. 5. How do we write content objectives related to knowledge structures?
Classification
Sequence
Description
Comparison and contrast
Cause and effect
Evaluation
Hypothesis
Content learning objectives
[Students should be able to…]
classify…
describe the process of…
describe…
compare and contrast…
explain the causes and effects of…
evaluate…
hypothesise…

29. 5. How do we write content objectives related to knowledge structures?
Students should be able to…
(behavioral/assessable/doable) verbs e.g.
describe/explain/define/give examples of…
But not
know….
understand…
recognise…

30. 3. Special features of knowledge structures: graphics are inadequate
Sunlight
Carbon
dioxide +
Water +
Oxygen
Food
Chlorophyll
Photosynthesis is the process by which plants make food and produce oxygen. They do this by using carbon dioxide and water in the presence of sunlight and chlorophyll.