1. GSE Materials and Methods
Week 10

2. Cbi Quiz
(English) “language for specific purposes” includes teaching English for a specific job field or academic discipline (T/F)
In CBI, teachers want students to only master the English language. (T/F)
The Whole Language Approach is a top-down, meaning over form, method of treating a language holistically. (T/F)
Graphic organizers are a kind of journal students write to express their feelings. (T/F)
Scaffolding of the language lesson is not done in CBI. (T/F)
Bonus: If you could be a CBI instructor, which subject would you want to teach using English as the medium of instruction?

3. Sheltered instruction observation protocol
SIOP

4. Communicative approach “Weak” and “Strong” Versions
“Weak Version”
“Strong Version”
Providing learners with opportunities to practice English for communicative purposes is important
“Learning to use” English
Communicative Language Teaching
Language is acquired through communication
“Using English to learn it”
Content based instruction, task-based instruction, and participatory approaches

5. Types of Specialized Language Courses
English for specific purposes
For a specific technical field (pilots, restaurant workers, etc.)
English for academic purposes
Learning the English, study skills, note-taking skills, etc. necessary for academic success in a K-12 school or college
Competency-based instruction
Survival English skills for adults (filling out a job application, etc.)

6. Sheltered instruction observation protocol (SIOP)
There are 30 criteria for SIOP, which are arranged under:
Lesson preparation
Building Background knowledge
Comprehensible Input
Strategies
Interaction
Practice and Application
Lesson Delivery
Review and Assessment

7. Lesson Preparation
Content Objectives clearly defined, displayed, and reviewed with students
Language objectives clearly defined, displayed, and reviewed with students
Content concepts appropriate for age and educational background level of students
Supplementary materials used to a high degree, making the lesson clear and meaningful (e.g., computer programs, graphs, models, visuals)
Adaptation of content (e.g., text, assignment) to all levels of student proficiency
Meaningful Activities that integrate lesson concepts (e.g., surveys, letter writing, simulations, constructing models) with language practice opportunities for reading, writing, listening, and/or speaking

8. Building background
Concepts explicitly linked to students’ background experiences
Links explicitly made between past learning and new concepts
Key vocabulary emphasized (e.g., introduced, written, repeated, and highlighted for students to see)

9. Comprehensible input
Speech appropriate for students’ proficiency level (e.g., slower rate, enunciation, and simple sentence structure for beginners)
Clear explanation of academic tasks
A variety of techniques used to make content concepts clear (e.g., modeling, visuals, hands-on activities, demonstrations, gestures, body language)

10. Strategies
Ample opportunities provided for students to use learning strategies
Scaffolding techniques consistently used assisting and supporting student understanding (e.g., think-alouds)
A variety of questions or tasks that promote higher-order thinking skills (e.g., literal, analytical, and interpretive questions)

11. Interaction
Frequent opportunities for interaction and discussion between teacher/student and among students, which encourage elaborated responses about lesson concepts
Grouping configurations support language and content objectives of the lesson
Sufficient wait time for student responses consistently provided
Ample opportunities for students to clarify key concepts in L1 as needed with aide, peer, or L1 text

12. Practice and application
Hands-on materials and/or manipulatives provided for students to practice using new content knowledge
Activities provided for students to apply content and language knowledge in the classroom
Activities integrate all language skills (i.e., reading, writing, listening, and speaking

13. Lesson delivery
Content objectives clearly supported by lesson delivery
Language objectives clearly supported by lesson delivery
Students engaged approximately 90% to 100% of the period
Pacing of the lesson appropriate to students’ ability level

14. Review and assessment Comprehensive review of key vocabulary
Comprehensive review of key content concepts
Regular feedback provided to students on their output (e.g., language, content, work)
Assessment of student comprehension and learning of all lesson objectives (e.g., spot checking, group response) throughout the lesson

15. Pretend you are planning your own cbi class
Pick your content objective(s)
Pick your language objective(s)
Look through the 30 criteria and think about what you would do

16. CBI, TBL, PA & CL
Comparing the next three methods +1 innovation to language learning (CL)

17. 3 methods + 1 innovation
We will look at the next three side by side and compare them
I hope this will help you as your decide which techniques to include in your essay
The next three quizzes questions will be taken from this sheet

18. Content Based Instruction
Rationale
Integrates language learning with the content learning so students can become proficient in both simultaneously.
Teacher’s Role
Set clear language learning and content learning objectives, scaffolding the language.
Students’ Role
Engage actively with both the content and language, using each to learn from each other.
Student-teacher interaction
The teacher guides the students’ learning. Shows how language is used to deliver content.
Student-student interaction
Students often work collaboratively to understand content while actively using the target language.
Characteristics of the Teaching/Learning Process
Teachers must help students understand authentic texts with visuals, realia, graphic organizers, etc. Lessons address language and content.
Techniques
Disctogloss
Graphic Organizers

19. Task-based Language Teaching
Rationale
Facilitates students’ language learning by engaging them in a variety of tasks that have a clear outcome.
Teacher’s Role
Chooses tasks based on students’ needs. Monitors performance and intervenes when necessary.
Students’ Role
Communicate with their peers in order to achieve a task.
Student-teacher interaction
Teacher is the input provider initially, and while students are working, makes notes on language to focus on.
Student-student interaction
Students often work collaboratively to help each other problem solve and accomplish the task.
Characteristics of the Teaching/Learning Process
Pre-task – introduce language for the lesson. Tasks are meaningful and relevant, and have clear outcomes.
Post task – reinforce learning
Techniques
Info Gap/Opinion Gap
Reasoning Gap
Unfocused/Focus Tasks

20. The Participatory Approach
Rationale
Raise the political consciousness of students, teaching them meaningful empowering English to solve everyday problems.
Teacher’s Role
Identifies problems in the students’ lives by talking with them and integrates these ideas into the class.
Students’ Role
Share daily concerns of their lives with the teacher and the class.
Student-teacher interaction
Teacher is supportive of her students. Helps students find solutions, advocate for themselves, and use English to address problems.
Student-student interaction
Students work supportively with one another as they discuss problems in their lives.
Characteristics of the Teaching/Learning Process
Discussion is used to identify issues, which are then used to teach meaningful English
Techniques
Dialoguing
Problem Posing

21. Cooperative Learning (not a full method)
Rationale
Students learn both the target language and social skills from each other in groups. Groups are often mixed and kept the same for a period of time.
Teacher’s Role
Teachers teach students social skills so that they can work together more efficiently.
Students’ Role
Students should be active, and work hard to collaborate with their peers.
Student-teacher interaction
Teacher models various cooperative and learning strategies so students can work more effectively.
Student-student interaction
Students work cooperatively with one another. The efforts of the individual help both him and the class.
Characteristics of the Teaching/Learning Process
Learning strategy training improves their learning effectiveness and is a better use of time than just language training
Techniques
Working collaboratively, Group study/ Combining test scores

22. Comparing side-by-side

23. Content Based Instruction Task-based Language Teaching
The Participatory Approach
Cooperative Learning (not a full method)
Rationale
Integrates language learning with the content learning so students can become proficient in both simultaneously.
Facilitates students’ language learning by engaging them in a variety of tasks that have a clear outcome.
Raise the political consciousness of students, teaching them meaningful empowering English to solve everyday problems.
Students learn both the target language and social skills from each other in groups. Groups are often mixed and kept the same for a period of time.

24. Content Based Instruction Task-based Language Teaching
The Participatory Approach
Cooperative Learning (not a full method)
Teacher’s Role
Set clear language learning and content learning objectives, scaffolding the language.
Chooses tasks based on students’ needs. Monitors performance and intervenes when necessary.
Identifies problems in the students’ lives by talking with them and integrates these ideas into the class.
Teachers teach students social skills so that they can work together more efficiently.

25. Content Based Instruction Task-based Language Teaching
The Participatory Approach
Cooperative Learning (not a full method)
Students’ Role
Engage actively with both the content and language, using each to learn from each other.
Communicate with their peers in order to achieve a task.
Share daily concerns of their lives with the teacher and the class.
Students should be active, and work hard to collaborate with their peers.

26. Content Based Instruction Task-based Language Teaching
The Participatory Approach
Cooperative Learning (not a full method)
Student-teacher interaction
The teacher guides the students’ learning. Shows how language is used to deliver content.
Teacher is the input provider initially, and while students are working, makes notes on language to focus on.
Teacher is supportive of her students. Helps students find solutions, advocate for themselves, and use English to address problems.
Teacher models various cooperative and learning strategies so students can work more effectively.

27. Content Based Instruction Task-based Language Teaching
The Participatory Approach
Cooperative Learning (not a full method)
Student-student interaction
Students often work collaboratively to understand content while actively using the target language.
Students often work collaboratively to help each other problem solve and accomplish the task.
Students work supportively with one another as they discuss problems in their lives.
Students work cooperatively with one another. The efforts of the individual help both him and the class.

28. Content Based Instruction Task-based Language Teaching
The Participatory Approach
Cooperative Learning (not a full method)
Characteristics of the Teaching/Learning Process
Teachers must help students understand authentic texts with visuals, realia, graphic organizers, etc. Lessons address language and content.
Pre-task – introduce language for the lesson. Tasks are meaningful and relevant, and have clear outcomes.
Post task – reinforce learning
Discussion is used to identify issues, which are then used to teach meaningful English
Learning strategy training improves their learning effectiveness and is a better use of time than just language training

29. Content Based Instruction Task-based Language Teaching
The Participatory Approach
Cooperative Learning (not a full method)
Techniques
Disctogloss
Graphic Organizers
Info Gap/Opinion Gap
Reasoning Gap
Unfocused/Focus Tasks
Dialoguing
Problem Posing
Working collaboratively
Group study/ Combining test scores