Metodi i pristupi u nastavi engleskog jezika

1. Metodi i pristupi u nastavi engleskog jezika Week 09

2. CONTENT – BASED INSTRUCTION

3. Using content from other disciplines in language courses is not a new idea • For years specialized langauge courses have included content relevant to a particular profession or academic discipline • For example, a content of a language course for airline pilots is different from one for computer scientists • Content-based instruction integrates the learning of language with some other content

4. Theory of language • A number of assumptions about the nature of language underlie Content-Based Instruction • Language is text and discourse-based Language is a vehicle for learning content. This involves study of the textual and discourse structure of written texts such as letters, reports, essays, descriptions… • Language use draws on integrated skills Language use involves using several skills togetherbecause it is how skills are generally used in real world. Grammar is seen as a component of other skills. • Language is purposeful Language is used for specific purpose (academic, vocational, social, recreational..)

5. Theory of learning • There are a number of assumptions that derive from the core principles of CBI: • People learn a second language more successfully when they use the language as a means of acquiring information • People learn a SL most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal • Some content areas are more useful as a basis for language learning than others • Students learn best when instruction addresses students’ needs • Teaching builds on the previous experience of the learners

6. Objectives • There are four CBI objectives identified. These are linguistic, strategic, and cultural: • To activate and develop existing English language skills • To acquire a learning skills and strategies that could be applied in future language development opportunities • To develop general academic skills applicable to university studies in all subject areas • To broaden students’ understanding of English-speaking people

7. Syllabus • In most CBI syllabus is derived from the content area • Content and instructional sequence is chosen according to language learning goals • It is following the Theme-Based Model- referred to as Topical Syllabus – organization of which is built around specific topics and subtopics

8. Types of learning and teaching activities • There are a number of descriptions of activity types in CBI • Language skills improvement • Vocabulary building • Discourse organization • Communicative interaction • Study skills • Synthesis of content material and grammar

9. Learner roles • The main goal of CBI is for learners to become autonomous so that they come to understand their own learning process and … take charge of their own learning from the very start • Students must be prepared both psychologically and cognitively for CBI • Some are overwhelmed by the quantity of new information • Some experience frustration and ask to be returned to more structured, traditional classroom

10. The role of teachers • Instructor must be more than a good language teacher: • They are responsible for selecting and adapting authentic materials for use in the class • They become students’ needs analysists • They have to create learner-centered classroom • Taking up this challenge requires a highly motivated and dedicated individual

11. The role of materials • Materials are authentic • In one sense, authenticity implies that the materials are like the kinds of materials used in native-language instruction • Authenticity refers to the use of newspaper, magazine articles, and other materials that were not originally produced for language teaching purposes • Many CBI instructors recommend the use of realia such as tourist guidebooks, railway timetables, TV broadcast…

12. Contemporary models of content-based instruction • The principles of CBI can be applied to the design of courses for learners at any level of language learning • The following are examples of different applications of CBI: • Courses at the university level • Courses at the elementary and secondary level • Courses in private language institutes

13. Courses at the university level • Several different approaches to CBI have been developed at the university level • Theme-Based language instruction– syllabus is organized around themes such as pollution or women’s rights. A topic may be introduced through a reading, vocabulary developed through guided discussion, audio or video material, followed by written assignment integrating information from several different sources

14. Sheltered content instruction – this refers to a content course taught in the second language by a content area specialist. The instructor will chose texts of suitable difficulty level for the learners and adjust course requirements to accommodate the learners’ language capacities • Adjunct language instruction – in this model students are enrolled in two linked courses – a content course and a language course. Both courses complement each other in terms of mutually coordinated assignments. Such a program requires a large amount of coordination to ensure that the two curricula are interlocking and this may require modifications to both courses

15. Skills – based approach It is characterized by a focus on a specific academic skill area. Students are required to write about material they are currently studying in an academic course. Students write in a variety of forms: short essays, summaries, research reports, critiques… to demonstrate understanding of subject matter and to extend their knowledge to new areas.

16. Courses at the elementary and secondary level • Theme based approach A common model at this level is one in which students complete theme-based modules that are designed to facilitate their entry into the regular subject-areas classrooms. These models focus on learning strategies, tasks and skills in mainstream curriculum around topics and themes such as consumer education, foods, nutrition… • Adjunct approach It focuses on science. Both ESL teacher and science teacher are involved, enabling students to learn science through English

17. Courses in private language institutes Theme based courses allows a set of themes to be selected as the basis for a semester’s work, and within each theme the four skill and grammar are taught.

18. Content-Based Instruction

19. Reviewing the Techniques Dictogloss In a dictogloss (Wajnryb 1990), students listen twice to a short talk or a reading onappropriate content. The first time through, students listen for the main idea, andthen the second time they listen for details. Next, students write down what theyhave remembered from the talk or reading. Some teachers have their students takenotes while listening. The students then use their notes to reformulate what hasbeen read.Students get practice in note-taking in this way. Next, they work with apartner or in a small group to construct together the best version of what they haveheard. What they write is shared with the whole class for a peer-editing session. Through these processes, students become familiar with the organization of avariety of texts within a content area.

20. Graphic Organizers Graphic organizers are visual displays that help students to organize and remembernew information. They involve drawing or writing down ideas and makingconnections. They combine words and phrases, symbols, and arrows to mapknowledge. They include diagrams, tables, columns, and webs. Through the use ofgraphic organizers, students can understand text organization, which helps themlearn to read academic texts and to complete academic tasks, such as writing asummary of what they have read. A key rationale for the use of graphic organizersin CBI is that they facilitaterecall of cognitively demanding content, enablingstudents to process the content material at a deeper level and then beable to use itfor language practice.

21. Class example: Handout – Content-Based Instruction • CBI– CONCLUSION • Take a look at the handout and answer the following questions: • What are the goals of teachers who use the CBI? • What is the role of the teacher? What is the role of the students? • What are some characteristics of the teaching/learning process? • What is the nature of student-teacher interaction? What is the nature of student-student interaction? • How are the feelings of the students dealt with? • How is the language viewed? How is culture viewed? • What areas of language are emphasized? • What is the role of student’s native language? • How is evaluation accomplished? • How does the teacher respond to student errors?