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Research on Self-learning Solutions for Ethnic Communities to Support Community-based Tourism Development

This study explores solutions for self-learning English to enhance the development of community-based tourism among ethnic communities. The research covers the period from 2017 to 2019 in Sapa, Lao Cai. Initial findings, future research directions, and the need for support are discussed.

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Research on Self-learning Solutions for Ethnic Communities to Support Community-based Tourism Development

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  1. Nghiên cứu các giải pháp tự học tiếng Anh sinh kế cho đồng bào dân tộc phục vụ sự phát triển du lịch cộng đồng VũThị Thanh Nhã KhoaTiếng Anh, 5-2019

  2. Nội dung trìnhbày • Nghiêncứu • Kếtquả ban đầu • Cáchướngnghiêncứutươnglai

  3. Nghiêncứu • Thờigian: 2017-2019 • Địađiểm: Sapa, Lào Cai • Sảnphẩmcầnđạt: • Bàibáo ISI/Scopus: 01 • Hỗtrợ NCS: 02 • Bàibáotrongnước: 01

  4. Kếtquả ban đầu • Tổngquanlíthuyết • Côngcụthuthậpsốliệu • Draft bàibáo

  5. The EVOVING PEDAGOGY of Integrating CONTENT AND LANGUAGE

  6. Christmas around the world

  7. Christmas around the world

  8. Christmas around the world

  9. Method changes • Cyclical pattern of method change in ELT A new method “breaking from the old and at the same time taking with it some of the positive aspects of the previous paradigm” (Brown, 2007, p.13) • Theory travel phenomenon (Mahboob & Tilakaratna, 2012)

  10. EMI and ELT methods Immersion 1960s ESP 1940s CLIL 1994 Bilingualism in 17th century CBLT 1960s EMI 1088/1999 Source of world map: http://www.wallpaperfunda.com/world-map/

  11. Bilingualism • Content: Subject knowledge in the curriculum • L1: Mother tongue of immigrant children • L2: English • Purpose: Substraction (language for content) • Method: Withdrawal classes

  12. Bilingualism contribution • Educational Models • Cognitive development of bilingual children • Transferability • Description of language for learning content: • BISC: basic interpersonal communicative skills • CALP: cognitive academic language proficiency

  13. Content-based Instruction • Content: Curriculum content, themes of interest to students, or vocational and occupational areas (Crandall & Kaufman, 2002; Grabe & Stoller, 1997) • Purpose: Dual development (language and content) • Method: Integrated

  14. Contribution • Mohan’s (1986): The importance and effectiveness of teaching languages through content. • Language and content should be acquired at the same time in contextual settings (Cummins, 2008a; Grabe & Stoller, 1997) • Pedagogical content knowledge (van Driel & Berry, 2010) and meaningful interactions • Language strategies, cooperative learning, scaffolding

  15. Immersion movement (St Lambert, 1965) • Content: Cultural understanding, curriculum content • L1: English, L2: French • Purpose: Additional • Method: Immersion • Contribution: Schools are language-rich and meaningful environments to nurture language development

  16. Content and language integrated learning (CLIL)-1994 • Content: Curriculum subject • L1: any European language, L2: mostly English • Purpose: Additional (Multilingual, pluralism) • Method: Immersion (integrated)

  17. CLIL Contribution • A language policy • A pedagogy to teach a foreign language (Bruton, 2013)

  18. English as a medium of instruction • Content: Disciplinary knowledge, curriculum content • L1: Any language, L2: English • Purpose: Content (language is a bi-product) • Contribution: Educational, political, economical

  19. English for specific purposes • Content: Carrier content of disciplinary knowledge • L1: any language L2: English • Purpose: English for academic and work purposes after World War II (Starfield, 2013)

  20. Contribution • Disciplinary language + Vocabulary + Structures + Generic and transferable skills (GEAP) + Communicative situations • Understanding of learners of various age groups, experience, backgrounds • Need analysis

  21. Language and content relationships

  22. Today’s trend lies in the creativity of individual teachers because “no quick and easy method is guaranteed to provide success” (Brown, 2007, p.14). • Well-considered dosage pedagogy (Dalton-Puffer, 2007)

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