Haiwen (Karen) Lai assisted in the preparation of many of the illustrations, tables and figures; she also tirelessly helped with various editorial tasks. The organization of the book and how the book can be used is also explained.
Introduction
An updated road map that not only provides an overview of recent developments in the field but also critically reviews and integrates emerging theory and practice in related fields is urgently needed given the growing trend to learn and learn content in an additional language altogether. levels (eg kindergarten and primary, secondary and post-secondary levels), especially in EAL contexts in many parts of the world. Researchers and teachers working in EAL contexts in Europe, South America and Africa may also find the work relevant to them.
Aims and Organization
Thus, this book has aimed to contribute to the growing field that addresses the growing interest in LAC and CLIL in EAL contexts such as Hong Kong, Mainland China, Thailand, the Philippines, Taiwan, Malaysia, Japan and Korea. Chapters 4–7 focus on issues in pedagogy and assessment and on school-based approaches to LAC and CLIL and draw on research studies and the experiences of front-line teachers and school administrators.
A Note on Terminologies: Different Research Traditions
Describing the development of CBI in the US, Stoller (2004) traces it to the 1980s, when many applied linguists showed a convergent interest in 'integrated learning', with five seminal books published on pedagogical approaches designed to achieve the objectives of language and content learning. (Brinton et al. There are many different types of immersion programs in the world, and the target languages usually include important socio-economic (commercial) languages, e.g.
How to Use the Book
CBI as an umbrella term covering different approaches to integrating content learning with language learning: e.g. immersion, tutoring, LAC, WAC and CLIL. 1989). Content-based second language teaching. Content-based teaching and content- and language-integrated learning: The same or different? Language, Culture and Curriculum, 28, 8–24.
BICS and CALP
Following Cummins' views on BICS and CALP, and his CUP model of bilingualism, let's look at Text 2.1 and Text 2.2 and see which is more associated with a BICS context and which is more associated with a CALP context . In text 2.2: Who is probably the author and to whom is the author writing this text.
Genre and Register Theory
Clearly, Text 2.1 is an example of “the casual, fluid language that characterizes the spoken mode,” while Text 2.2 is an example. In fact, the text producer (the writer of Text 2.2) is usually not in the 'here-and-now' context of the text receiver (the reader of Text 2.2).
Mahboob ’ s Three-Dimensional Framework of Language
For example, at the Jade Market in Yaumatei, Hong Kong, specialized local usage can be found (e.g., specialized jade-related vocabulary is used). Likewise, examples of local specialized written usage can be found in the newsletters and websites of local associations such as the Hong Kong Birdwatching Society.
Revisiting the Concept of CALP: What Is Common
Theories of language variation, including Cummins' concepts of BICS and CALP, Sydney School genre and register theory, Mahboobian Framework of language variation (8 broad areas of different types of language use). How can Sydney School genre and register theory and Mahboob's three-dimensional framework help overcome some of these limitations.
A Functional View of Language
This chapter introduces a theoretical framework and a metalanguage that researchers and teachers can use to analyze how language is used in academic contexts, especially the variation of language in relation to different subject domains and the recurring genres in these domains. Our choice of language changes from situation to situation, depending on the social purpose for which the language is used, the topic, who is involved, and whether the language is spoken or written.
The ‘ Genre Egg ’ : A Metalanguage for Dissecting
At the same time, the child is also immersed in the shared social context of interaction (i.e. the unfolding conversational text). Prior to the mother's delivery of the correct word ('speed'), the child seems to struggle to find the appropriate linguistic element (from his new language system) to express his meaning, hence the pause before coming up with the word .
Analysing Academic Texts in Content Subject Domains
Analysing Academic Vocabulary
The second type is general academic vocabulary found in academic texts across a range of subjects. Similarly, the boundary between field-specific vocabulary and general academic vocabulary can be porous, e.g. 'the water cycle' is a technical name given to a process in science and yet the word 'cycle' is found in many other academic texts as a productive element. in the formation of names of field-specific processes (eg the teaching/learning cycle; the recession cycle).
Analysing Sentence Patterns that Realize Language
For example, 'release' can be replaced by 'give out'; 'surplus' can be omitted without significantly changing the meaning of the text. For example, researchers from the English Language Development Across the Curriculum (ELDAC) project have come up with a list of 19 language functions (ELDAC Functions Index, see Department of Education Queensland, 1989).
Analysing Academic Genres in a Curriculum Context
They are also closely related to the generic structuring or organization of the text to achieve the overall purpose of the text. In particular, David Rose has written a series of booklets entitled Reading to Learn (http://www.readingtolearn.com.au/), which present the Sydney School's genre-based pedagogy in teacher-friendly language, with plenty of practical examples from genre analysis of the texts of the Australian school curriculum.
Technicality and Abstraction
Nominalization and Grammatical Metaphor
熱 and this affects the learning of the concept of “heat transfer” by Chinese students (Fung and Yip2014). The combined motion of an electron resulting from the coincidence of the orbital with the rotational motion is known as…[Y].
Thematic Progression and Logical Flow
The absolute indistinguishability of the electrons in the two atoms causes an 'extra' attractive force between them. In the subject-rheme analysis of this example (Table 3.5), we see that what is presented in a clause in the subject of the first sentence ("If electrons were not absolutely indistinguishable") is condensed into a nominal group and is condensed as a more compact topic in the next sentence ('The absolute indistinguishability of the electrons in the two atoms...').
Disconnect One: Intracurricular Disconnects
Rather, this discrepancy seems to have its source in the dominance of a certain theoretical tradition in education. Compare the types of tasks found in the two textbooks and note the main differences between the tasks found in the two textbooks.
Disconnect Two: Intercurricular Disconnects
Application Scenario 4.2: Comparison of the type of English found in textbooks and the type of English found in English as a Foreign Language (EFL) textbooks. It seems that the English language subject does not help a student master the kind of English that is useful in substantive subjects.
Disconnect Three: Pedagogical Disconnects
好，我们看一下课本，第65页，第一段，它说：机动车、发电厂、工厂排放的废气是香港空气污染的主要来源。看这句话>机动车、发电站、工厂排放的废气...机动车、工厂<你没问题>，但你还没提到>发电站喎<还是>。发电站就是发电站。那么哪些来源会导致空气污染呢？
Disconnect Four: Disconnects Among Different
The ESP/EAP targets post-secondary/tertiary levels and the adult students in academic and professional environments, for example the international ESL students who are learning how to do English academic writing for their various disciplines at university in North America or in various parts of the world. 1994). “An Arousal and Fulfillment of Desires”: The Rhetoric of Genre in the Litigation Age—and Beyond.
Identifying the Language Demands of Academic Subjects
Identifying and Mapping the Language Demands
Cheung could be coordinated with the subjects that Mr. taught the English language classes. These results are based on the close collaboration between the content teacher and the language teacher and will benefit the students.
The Teaching/Learning Cycle
Then the teacher can direct students' attention to the main idea in each step of the text. During this first shared deconstruction lesson, the teacher can collaboratively make notes with students about the main ideas of the text using a simple graphic organizer or table.
Conceptualizing the Task in CLIL
The teacher-student exchanges corresponding to the different steps in the task structure will also be expanded, as illustrated in Fig.5.9 (the teacher engages the students in a detailed reading of a biology text). In this way, the students are helped to find the answer to the teacher's next question in the text.
Designing Bridging Materials in CLIL: L1, Local
An Example of Using L1 or Local Language
For example, in the bilingual notes approach developed by a team of science teachers in a secondary school in Hong. The students' existing needs and academic abilities are firstly understood and taken into account in the design of the material.
The Multimodalities – Entextualization Cycle (MEC)
As students gradually acquire more L2 academic resources, the bilingual notes approach can be phased out, but some linguistic support can still be built into the teaching material by providing L1 or local language equivalents of more difficult L2 terms and using multimodality (e.g. visuals, symbols, pictures, graphic organizers and mind maps), which we will discuss below. An example of core process 1 can be seen in activity 1 in the unit of work ("What is scientific research") in Appendix A.
Scaffolding via Classroom Talk
The Prepare Phase
To prepare students to read the descriptive report, the teacher needs to arouse students' interest in learning about flowering plants. In this phase, L1/local language can be used to stimulate students' interest and background knowledge of the subject.
The Elaborate Phase
If this is true, how can we involve more students in brainstorming during the co-construction phase. The author discusses how L1/local language(s) and multimodal resources can be used in teacher–student exchanges at the deconstruction stage of TLC.
Balancing Content and Language in CLIL Assessment
- Grid 1: Recall-Vocabulary
- Grid 2: Application-Vocabulary
- Grid 3: Analysis-Vocabulary
- Grid 4: Recall-Sentence
- Grid 5: Application-Sentence
- Grid 6: Analysis-Sentence
- Grid 7: Recall-Text
- Grid 8: Application-Text
- Grid 9: Analysis-Text
Using this simple 33 matrix, teachers can evaluate their existing (eg textbook) assessment tasks in terms of the type of content demands and language demands of the tasks. As for the content requirements, they must analyze the different properties of inhaled air and unbreathed air.
Designing Formative Assessment Tasks with Scaffolding
In the first task, the students are presented with an experimental design that contains a problem (an important variable, the amount of water, is not controlled). In the first task, both the content and language of an experimental design are provided to the students.
Building Student Confidence and Capacities
We can start by writing: As fossil fuels are running out in this world, nuclear energy can be a powerful alternative source of energy {T points to the appropriate words in the notes on the board} {T shows Jessica to write the sentence}{ Jessica finishes writing the sentence} . And ... {T points to the appropriate words in the box to guide Eric as he tries to form a sentence}.
Designing Scaffolding for Tackling Assessment Genres
However, in the tradition of second/foreign language (L2) assessment, some researchers have maintained the separation between language knowledge and topical or content knowledge (Bachman and Palmer1996). He can be said to be a 'visitor' in the zone of growing experience in the DALP model.
