Framework strategy for Teaching English Across the Curriculum

1. Framework strategy for Teaching English Across the Curriculum 1

2. Presentation outline • Background • English vs LAC • LAC • Language and LoLT • Concept • Illustrations • Aims • Focus • Common learning skills • Planning for LAC • Assessing knowledge

3. Background • Language Compensation - 1998 • 5% for all learners taught in a language that is not their HL • Condition: to strengthen use of English as LoLT • Concession to run out in 2014 - UMALUSI • In order to help learners deal with the impact of concession withdrawal, a concerted effort on the part of every teacher in the school is of vital importance. • Every teacher is an English teacher!!

4. Background The Framework Strategy for Teaching English Across of the Language Compensation Policy Language use (English) in content is explored in order to access and enhance knowledge acquisition The language skills learnt from other languages are also employed to reach the above goal The Framework Strategy employs Language Across the Curriculum (LAC) as a base for mediating the impact of the language compensation withdrawal

5. Background …cont • Why • Content subjects taught in English • English the language of assessment • ‘therefore’, harmony between LoLT and language of assessment equals enhanced performance • Implications for the content subject teacher • Engages learners in LoLT - the language in which the child is being assessed

6. Purpose of LAC Addresses the English in your subject e.g. • Scaffolding, • simplification of instructions, • explanation of subject specific vocabulary / academic language and concepts • Subject-speak • Assessment-speak (Literature self-study guide, p.3) • Team teaching and planning for enhanced learner attainment

7. Activity 1 • Mention and discuss assessment-speak in your subject. • Are there words/concepts used in other subjects which may mean something else in English? Mention and discuss them. • Discuss how the Framework strategy would enhance the spirit of co-operation among members of staff. • Discuss how an enhanced team teaching approach will enhance learner attainment. • Feedback and discussion.

8. In response • Many assessment aspects are common : • Requirements the same – same learning skills across learning – locate, find, discuss, explain, evaluate • The four language skills central to learning and teaching. • Mention and discuss assessment-speak in your subject. • Analysis of literature • Essays, Letters • PAT/orals • More common ground across subjects eg cartoons in both languages and History

9. In response 2. Are there words/concepts used in other subjects which may mean something else in English? Mention and discuss them. Examples • Displacement (Science/Psychology/English) • Conceive (English/Life Sciences/Agric) • Energy (Science/English) • Mouse ( CAT/IT/English) • Bake (English/Consumer)

10. In response 3. Discuss how the Framework strategy would enhance the spirit of co-operation Allows for : • broader consultation among colleagues • sharing skills and expertise • colleagues to complement each other • team teaching • work load to be reduced

11. In response 4. Discuss how an enhanced spirit of co-operation will enhance learner attainment • Consolidation of common concepts • Broadened grasp of concepts – repeated in different subjects • Breaking down of compartmentalised learning • A new culture of learning • Team work is strengthened

12. Language Across the Curriculum Carrasquillo and Rodriguez (132: 2002) Science is, in itself, a language and each different science (biology, physics, chemistry) is a separate language If chemistry is a language as well as a body of content, then it needs to be taught as a language as well as a body of content.

13. Language Across the Curriculum • Language - a tool for conceptualizing content and knowledge, and - expressing oneself accordingly in a rational, “academic” style, based on subject-specific conventions and registers. • LoLT development - not only by the English/language teacher, but by all teachers while disseminating knowledge.

14. Language Across the Curriculum The Concept • as old as education • a means of bridging the barriers between content knowledge and language • Simplified: one needs to understand the language before one can decode the science in the knowledge presented • specialised language, technical vocabulary, text types and illustrations to be unlocked for acquisition to be enhanced. 14

15. Language Across the Curriculum Illustrations • Critical language awareness • Word formations • Key words • Pointers • Subject-speak versus language use NB. Important for all subject teachers to understand how language is used in their subjects in order to mediate knowledge. 15

16. Language Across the Curriculum Aims • To support language development in each learner, in all domains of language use, in each learning activity in school; • To enhance knowledge acquisition through awareness of language use; • To create a link through the learning processes; • To enhance awareness of the relatedness of aspects; • To develop critical reading, writing and learning; and • To give learners feedback about their progress. 16

17. Language Across the Curriculum Focuses on: • Skills of language, viz. Reading, Writing, Listening and Speaking; and • all non-verbal means of representation and expression that we use when communicating. It enhances: • knowledge acquisition • interrogation of knowledge • expression and presentation of knowledge – in writing or spoken form • critical thinking, reading and writing 17

18. Common learning skills • Locating information • Gathering facts. • Organising information • Acquiring information - using strategies through reading • Acquiring information - setting purpose for listening • Communicating orally - speaking with accuracy and pose, and in writing with clarity and exactness, using the writing process. • Interpreting pictures • Evaluating and applying - applying problem-solving and information critical thinking skills. 18

19. Common learning skills • Learners to be taught these skills and consciously, be made aware that they apply in all subjects. • Guidance should be given on how one goes about identifying use of the above. • See example of practical activity (pages 5 - 6 of The Framework Strategy...) • See question words to help you formulate questions (page 3 - 4 of self study Literature Study Guide) 19

20. Incorporating LAC in Teaching • Establish learners’ prior-knowledge of new content/theme and their language ability. • Identify new terminology and concepts. • Structure and plan meaningful tasks and create experiences for learners to acquire effective listening, speaking, reading and writing skills • Create opportunities for learners to > learn how to 'think critically about what they hear...' > 'Use oral language to gather, process and present information' and > communicate in a wide variety of social contexts to a wide variety of audiences. 20

21. Assessing knowledge – lang skills • The focus of assessment will be on a learner’s progress in understanding skills, concepts and terminology in an area of study. • Use different assessment strategies, methods and tools to cater for language needs of learners. • Assess learners’ degree of knowledge and understanding by what they say, read or write • Establish routines for observing and recording the progress of individual learners’ language development. 21

22. Planning for LAC • Establish strategies to manage all forms of communication to ensure all learners have fair and equitable opportunities to develop their interpersonal speaking and listening skills, e.g. large and small group discussions. • Model approaches, processes, strategies and activities of the different language skills to enable learners to develop. • Secure resources needed. • Establish different assessment strategies, methods and tools to cater for language needs of learners. 22

23. Language Skills in LAC Every lesson should incorporate the following: • Listening and Speaking • Reading and Viewing • Writing and Presenting

24. Writing • Melissa Kelly, (About.com Guide): due to growing disappointment about the writing ability of high school graduates, content subjects are realizing that writing instruction can no longer be confined to the English classroom. • As teachers in various disciplines added writing to their courses, they have discovered that writing assignments bring great benefits. • Not only do they enhance students' general writing ability, but they also increase both the understanding of content while learning the specific vocabulary of the disciplines. 24

25. Writing Writing strategies • Writing-to-learn • Writing-to-demonstrate knowledge 25

26. Writing: Writing-to-learn • Employed throughout and/or at the end of a lesson to engage learners and develop big ideas and concepts, • Activities are impromptu, • Short or informal writing tasks designed to enhance thinking skills - through key concepts and ideas • Write reports, essays, persuasive writing, and creative or expressive writing, as well as research papers • May be limited to less than 5 minutes of class time or assigned as brief, out-of-class assignments • Attention on ideas rather than correctness of style, grammar or spelling. • . 26

27. Writing: Writing-to-demonstrate knowledge • Learners show what they have learnt. They apply knowledge in new ways or use academic structures for research and/or formal writing. • Requires learners to: • write reports, essays, persuasive writing, and creative or expressive writing, as well as research papers • synthesize information and explaining understanding of concepts and ideas • write for an audience with a specific purpose 27

28. Writing: Writing-to-demonstrate knowledge • Apply knowledge in new ways, e.g. essays that deal with specific questions or problems, letters, projects, and more formal assignments or papers prepared over weeks or over a course • Adhere to format and style guidelines or standards typical of professional papers, such as reports, article reviews, and research papers and should be checked before being submitted by the student for correctness of spelling, grammar, and transition word usage. 28

29. Activity 2 • Refer to pp. 21-24 in the CAPS training manual • Select one of the history texts and prepare a lesson plan using the process approach • Outline how you will support learners who experience barriers to learning e.g. dyslexia, visual impairment, lack of proficiency in language use • Set five questions using the terminology on p.3 of the literature self-study guide • Feedback and discussion

30. So • LoLT can be changed from being a barrier to a carrier of knowledge through LAC (The Framework Strategy for teaching English Across the Curriculum) • The importance of addressing the language in the subject needs to be emphasised for enhanced knowledge acquisition • Learners need to be grounded in all the aspects addressed above, which are applicable to all subjects, for them to make better progress in acquiring, dealing with and interrogating new knowledge 30

31. And … THAT’S IT. 31