Content-Based Models in PPS

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Content-Based Models in PPS

• April 24, 2008
• Mary Bastiani, World Language Specialist
• bastiani_at_pps.k12.or.us

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• A focus on content-based instruction, a
  contextualized, input-rich learning environment,
  and the integration of culture throughout the
  curriculum will be required to create a setting
  in which learners can attain the desired advanced
  linguistic and cultural proficiency levels.
• Texas Language Roadmap, 2007

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Early Start

• children who are exposed to another language
  from the earliest stage of learning are more
  likely to attain advanced proficiency levels.
• Omaggio, 1993

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Heritage Speakers

• Developing advanced language skills also means
  taking advantage of the linguistic abilities
  already obtained by heritage speakers who are
  often considered disadvantaged learners.

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Instructional Goals

• ACTFL Advanced Level Proficiency upon graduation
• Demonstrated Knowledge Skills in content areas
  equal to or better than monolingual peers

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What is CBI

• Many Definitions.
• Commonly used to describe approaches to
  integrating language and content instruction, but
  it is not always used in the same way.

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Crandall Tucker (1990)

• an approach to language instruction that
  integrates the presentation of topics or tasks
  from subject matter classes (e.g., math, social
  studies) within the context of teaching a second
  or foreign language.

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Curtain Dahlberg

• curriculum concepts being taught through the
  foreign language appropriate to the grade level
  of the students

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Definition of Content

• academic subject matter (Crandall Tucker)
• need not be academic it can include any topic,
  theme or non-language issue of interest or
  importance to the learners (Genesee)

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Program Models

• Immersion
• Partial Immersion
• Dual Language (Two-Way)
• Content-Based FLES
• Content-Enriched FLES
• Sequential FLES
• Content Courses (Chemistry in Mandarin)

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Foreign Language in the Elementary School
(FLES)(Lipton)
FLES
FLEX (Exploratory) SEQUENTIAL FLES CONTENT-ENRICHE
D FLES
CONTENT-BASED FLES IMMERSION (total/partial/two-wa
y)
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FLEX (Exposure/Exploratory)

• Introduction to a foreign language culture
• Used to motivate students to pursue language
  study
• Proficiency in the language is not an objective
• Quite often conducted in English

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Sequential FLES

• Primary stress is on understanding speaking
• Articulates from grade level to grade level
• Proficiency IS an objective
• Classes range from 2 to 5 times per week
• Classes range from 15 to 60 mins/day
• 75 minutes per week minimum

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Content-Enriched FLES

• Similar to Sequential FLES except that
• Subject content from the school curriculum is
  reinforced through the foreign language
• Content learning is integrated with language
  development (i.e., key concepts from social
  studies, math, science, health..)
• Teacher does not have full responsibility of the
  content
• Because of the focus on the content, students
  proficiency gains are usually higher

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Content-Based FLES

• Similar to Content-Riched FLES except that
• Subject content is taught through the foreign
  language
• Content learning is integrated with language
  development (i.e., social studies, math, science,
  health, etc.)
• Teacher has full responsibility for the content
  acquisition
• Students tend to make greater proficiency gains

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Immersion (total/partial/2-way)

• 4 or more hrs. taught in the L2/day
• Content-based
• Articulates grade level by grade level
• Variety of program models
• Proficiency gains tend to be higher then
  sequential or content-enriched/based FLES
• Outcome includes content mastery

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Characteristics of CBI (Met, 1999)

• Content-Driven
• Content is taught in L2
• Content learning is priority
• Language learning is secondary
• Content objectives determined by course goals
• Students evaluated on content mastery

• Language-Driven
• Content is used to learn L2
• Language learning is priority
• Content learning is incidental
• Language objectives determined by L2 course goals
  or curriculum.
• Students evaluated on language skills/proficiency

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Program Continuum (Met 1999)
Content-Driven
Language-Driven

• FL
• Content
• Courses

Sheltered Courses
Content Theme-Based Courses
Content-related Language Classes
Immersion Dual Language
Content-enriched FLES
Business Spanish
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Underlying Principles

• Fred Genesee article
• Myriam (MiMi) Met article

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Lessons from Immersion

• Fred Genesee article.
• Reviews research from the field of immersion
  education and identifies important lessons that
  can be learned from this CBI model.

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Expert Read

• Read the question and section that has been given
  to you
• You have 10 minutes to read and summarize your
  section
• As you read, underline key sentences, phrases,
  words
• Report out

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Curriculum Considerations

• Content Objectives
• Functional Language Objectives
• Culture Objectives
• Instructional Strategies
• Assessment

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CAPRII Key Concepts

• Diane Tedick article
• Read the section.
• Underline key sentences, phrases, words, etc.
  that stand out for you
• Report out

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10 Core Instructional Strategies

• 1) Building background knowledge
• 2) Using Learning Phases
• 3) Integrating Modalities
• 4) Using Scaffolding Techniques
• 5) Using Graphic Organizers
• 6) Contextualizing Grammar
• 7) Providing Meaningful Input
• 8) Maximizing output
• 9) Giving/Receiving Feedback
• 10) Using Learning Strategies

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Scaffolding Techniques

• In pairs, review the materials for Using
  Scaffolding Techniques
• Choose either Verbal Procedural or an
  Instructional techniques/tools
• Develop one sample activity that you will model
  for the group

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Resources

• Center for Advanced Research on Language
  Acquisition (CARLA)
• http//www.carla.umn.edu
• Content-Based Language Teaching with Technology
  (CoBaLTT)
• http//www.carla.umn.edu/cobaltt/index.html